Publications

The present study explores high school students’ (aged 16–17) attitudes towards the use of technologyInformation and Communication Technology (ICT) in the English as foreign language (EFL) classroom.While digital competence has become one of the core skills in our society, ICT is gaining more presence inthe EFL teaching and learning. However, it is not widespread in the mainstream education, as it is the caseof Spain, especially at high school level. There is also still some reticence on the part of the teachers to letthe ICT be part and parcel of their daily practice. Since adolescents often experience a motivational drop asfar as learning a foreign language (FL) in school setting is concerned, EFL teachers should promote theintegration of ICT in classroom activities, as research has shown that technology-supported activities maycontribute to engaging students in the process of learning a FL and act as a motivating factor. This paperexamines 77 EFL learners’ responses to a questionnaire administered before and after the implementationof an 18-month ICT-based intervention in their classroom. The main findings reveal that attitudes towardstechnology were positive and they were maintained beyond the possible “novelty effect”, which supportsthe claims in favor of ICT’s integration in EFL teaching.