Student Perceptions of Instructional Technology in EFL Classrooms: Evidence from Indonesian Universities

This study aims to explore students’ perceptions of the use of instructional technology in English as a foreign language (EFL) learning in Indonesian higher education. In a global context increasingly influenced by the digitalization of education, this study examines the factors that influence students’ acceptance of technology, and how it affects their learning experience. Using a quantitative approach with a questionnaire instrument, this study involved 300 students from various universities in Indonesia who had experience using technology in EFL learning. The results showed that students generally had positive perceptions of the relevance and ease of use of technology in English learning. The variable “Relevance” scored the highest, while “Technology Support” scored the lowest, indicating challenges related to infrastructure and technical support, especially in remote areas. Differences between students in big cities and remote areas were also found, with students in urban areas receiving better technology support. The implications of this study indicate the need for improved infrastructure and technical support to ensure that technology can be used optimally throughout Indonesia. This study contributes to the understanding of technology adoption in English language education, as well as providing a basis for developing technology-based teaching policies and practices.