University foreign language preparatory class students' attitudes towards technology-enhanced language learning

Universities are institutions that make high-level education and research, produce information and make information functional. Today, universities apply various methods for the training of the manpower needed. One of these applications is technology-supported foreign language education, which has gained importance in the information age. Technology-enhanced foreign language education aims to provide students with professional knowledge and skills. In this study, it is tried to reveal the emotions, knowledge and the benefits of technology-enhanced foreign language education. For this purpose, 875 students who received technology-enhanced foreign language education were surveyed and data were collected. In the research, it was determined that students do not acquire more English language skills in technology-enhanced foreign language course and thus they got the same level of efficiency from technology-enhanced course compared to a conventional English course. It was observed that the students did not develop in terms of English grammar and vocabulary, and did not learn much about British culture compared to a traditional English course. It was concluded that students did not spend more time in technology-enhanced foreign language lessons compared to a conventional English course and that their English reading skills didn't improv due to laboratory activities. In addition, the results showed that students couldn't improve their English writing skills thanks to their laboratory activities. Based on these results; it can be said that the students who participated in the research have generally negative attitudes towards technology-enhanced language learning.