چكيده به لاتين
The purposes of this study were to explore (a) learners’ and instructors’ knowledge and use of tools, applications, and websites, (b) learners’ and instructors’ attitude towards using technology in the academic listening classes, (c) the advantages and disadvantages of using technology in the academic listening classes, and (d) the instructors’ and learners’ challenges of using technology in the academic listening classes. The participants of this study were 184 (Female = 81, Male = 103) undergraduate students of Engineering and four academic listening instructors (Female = 3, Male = 1) at the Iran University of Science and Technology. The instruments of this research were a questionnaire on knowledge and use of technological tools and a questionnaire on attitudes, followed by nine open-ended items. A semi-structured interview was also conducted with the listening instructors. The results of the study revealed that though learners did not have enough knowledge about technological types, they had positive attitude towards using them in their classes. The instructors were also eager to use technological types and believed that using technological tools was very effective, boosting the learners’ language development and making them more creative. Learners also stated that using technological types could increase learning efficacy and motivation and could make learning listening skill easier. The results also revealed that technological literacy, technophobia, and lack of time were the main challenges that learners and instructors faced while using technological tools in the academic listening classes.
