Examining the relationship between preparatory students' attitudes towards foreign language learning and digital technology use

This study seeks to examine the attitudes of preparatory class students towards foreign language acquisition and digital technology. The research employed a correlational methodology, gathering data from 368 university preparatory students using a structured questionnaire. The questionnaire comprised the Attitude Scale for Foreign Language Learning (Adıyaman, 2024) and the Attitude Scale for Digital Technology (Cabı, 2016). Descriptive statistics, t-tests, one-way ANOVA, Welch tests, and Pearson correlation analysis were used to evaluate the data. The results demonstrated that students exhibited generally favorable attitudes towards both foreign language acquisition and digital technologies. No significant differences were observed in views toward foreign language acquisition concerning gender, language proficiency, or screen time. Nevertheless, female students had markedly lower scores compared to their male counterparts in the majority of subdimensions pertaining to attitudes towards digital technology. A small yet significant positive correlation was identified between students' attitudes toward foreign language learning and the use of digital technology. Keywords; Attitudes, Digital technology, Foreign language learning