Technology-Enhanced Language Learning: Investigating EFL Practices among English Students at the University of Bouira

Abstract

This dissertation explores the role of Technology-Enhanced Language Learning (TELL) in shaping English as a Foreign Language (EFL) learning practices at the University of Bouira. The study aims to examine the technological tools commonly used in EFL learning, evaluate their impact on language skills development, and identify the main challenges related to their integration. To achieve these objectives, a mixed-methods approach is adopted. Quantitative data are collected through a questionnaire administered to thirty-nine (39) EFL students, while qualitative data are gathered through semi-structured interviews with four (4) university EFL teachers. The findings reveal that students rely heavily on smartphones, social media platforms, YouTube, and other digital resources for autonomous learning. The results also show that technology positively influences students’ motivation, engagement, and language development, particularly in listening and speaking skills, whereas writing and grammar remain less developed. In addition, the study identifies several challenges, including weak internet connection, distraction caused by social media, lack of training, and overdependence on AI tools. Overall, the findings suggest that TELL can significantly improve EFL learning in Algerian universities when supported by effective pedagogical guidance, adequate infrastructure, and institutional support.