STUDENTS’ PERCEPTION AND

CHALLENGES ON TECHNOLOGY USE IN

LANGUAGE DISTANCE LEARNING

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 4
Issue: 1
Pages: 14-20
Document ID: 2022PEMJ191
DOI: 10.5281/zenodo.7031026
Manuscript Submitted: 2022-08-19
Manuscript Accepted: 2022-08-29
Psych Educ, 2022, 4 (1), 14-20, Document ID: PEMJ0, doi: 10.5281/zenodo.7031026, ISSN 2822-4353
Research Article

Students’ Perception and Challenges on Technology Use in Language Distance Learning

Johnedel B. Peralta*, Gregerlin I. Lambenicio

For affiliations and correspondence, see the last page.

Abstract
This study sought to understand how students perceived using technology for language distance
learning as well as the difficulties they ran into. To collect the necessary data, a hybrid method
combining quantitative and qualitative study design was used. The data was gathered using an
interview schedule and a questionnaire. The results also showed a high degree of perceptions of the
technology's utility, effectiveness, usability, and behavioral intention in their language distance
learning. However, despite of high level of perceptions, there were challenges experienced. The study
identified the following difficulties: a poor internet connection, a lack of planning, access costs, poor
comprehension, housework, unfavorable home learning settings, power outages, inadequate
instructions, and a lack of communication.

Keywords: Students’ Perceptions, Distance Learning, Technology Use, Language Learning

Introduction development efforts. In developing countries, the

The COVID-19 pandemic has caused chaos
throughout the world, particularly in the educational
system, changing the traditional four-wall classroom to
accommodate various teaching modes, including
modular, blended, and so forth, or so-called distance
learning. There are now more options for teaching and
learning outside of the conventional classroom setting.
The global effects of Coronavirus 2019 (COVID-19)
have been felt by educational systems both in the
Philippines and all around the world, according to
Avila et al. (2021). It had a considerable impact on the
over 2,000 private and public colleges and universities
in the Philippines, which by 2020 would be home to
more than 1.83 million students. These pedagogical
advancements have both positive and negative effects
on education quality. The nation's basic and higher
education institutions abruptly shut down, causing
academic schedules to be interrupted and resulting in
the "New Normal" of online, remote, modular, and
flexible learning. There are other different names for
distance learning, including distance education. There
is a physical barrier between teachers and students
during the teaching and learning process in e-learning,
mobile learning, or online learning. It is also a way of
teaching that effectively makes use of a variety of
tools and technologies to improve student learning and
encourage interaction between students and professors
(Armstrong- Mensah et al., 2020). Catemba (2020),
exemplifies that the global adoption of ICT into
education has often been premised on the potential of
the new technological tools to revolutionize an out
modeled educational system, better prepare students
for the information age, and/or accelerate national
above promises have generated a whole set of wild
speculations about the necessary educational reforms
that will accommodate the new tools.
Today, technology usage extends well beyond
graphing calculators, interactive whiteboards, I-
clickers, laptop computers, iPods, and other
technological advancements. Technology use
skyrocketed in an instant due to the crisis caused by
the COVID-19 pandemic which disrupted all facets of
the world to continue the delivery of quality,
accessible, inclusive, and liberating education.
Additionally, Milon et al. (2017) noted that it is
impossible to overstate the use of technology in
teaching English, the most important universal
language. Modern life is completely dominated by
information technology, and thanks to globalization, it
is marching to victory.
Technology is being used in the teaching and learning
process. The researcher noted that this development
poses a difficulty for the student's learning in his
distant learning language programs considering the
results of assessment and feedback. Fidalgo et al.
(2020) state that there are disadvantages to language
distance learning that may pose difficulties for
students, including feelings of isolation, trouble
staying motivated, a lack of face-to-face interaction, a
challenge receiving immediate feedback, a
requirement for constant and dependable access to
technology, and occasionally some difficulty with
accreditation.
However, several issues regarding the challenges and
difficulties that faculty members and students

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Psych Educ, 2022, 4 (1), 14-20, Document ID: PEMJ0, doi: 10.5281/zenodo.7031026, ISSN 2822-4353
Research Article
encounter when using technology for language
learning have been noted about the worry about the
quality of education received by the latter, because of
the abrupt closure of schools and the abrupt transition
to online learning.
Even though most students believe that e-learning is
the best alternative during the pandemic, most of them
have negative opinions of it. Learning management
systems (LMS) like Schoology, Canvas, Google
Classroom, CIDOS, Moodle, social media (Facebook,
WhatsApp, Instagram, Youtube), and video
conferencing platforms like Zoon, Microsoft Teams,
Skype, and WebEx are all widely used as e-learning
tools in this context, Ying et al. (2021). In Marc Ysrael
B. Bernos Memorial National High School, has also
switched from pure modular print to digital. Classes,
exams, and modules are now held using technology.
As a result, the researchers are motivated to carry out
the study to describe the perspectives and difficulties
that the students had when the manner of learning
changed.
In this study, the researcher aims to contribute to
Psychology and Education by finding the perceptions
and challenges encountered by students on the shifting
of the mode of learning.
Research Questions
This study was premised to answer the perceptions and
challenges encountered by students on the shifting of
the model of learning. The following questions were
specially addressed by this research:
1. What are the perceptions of students on technology
use in language distance learning?
2. What difficulties do students have using technology
for language distant learning?
Literature Review
This section presents ideas and associated research,
theories, and principles that the researcher used to
direct the course of the study. These sources include
books, journals, and other readings.
The Concept of Distance Learning
According to Krystalli et al. (2021), distant education
(DE) started as a solution for many people whose
schedules, locations, or way of life made it impossible
for them to attend in-person educational programs. The
COVID-19 epidemic, however, presented difficulties
Peralta & Lambenicio
that impacted practically every element of human
activity, including schooling. To maintain educational
continuity while dealing with the COVID-19
pandemic, distance learning provided an alternative
solution.
Distance learning is convenient in terms of time and
location because students do not need to be physically
present with the teacher, claim Sai et al. (2013). There
is a transitory separation between the teacher and the
learner during the learning process in distant learning,
which is different from traditional face-to-face
learning. Distance learners and teachers can interact or
engage in person or online for both teaching and
learning reasons, so students do not need to travel to a
specific region or time to study from a teacher. The
theory that self-instructional modules and other
materials, such as audio-video materials and slides, are
offered to students in distant learning is further
supported by Sai et al. (2013). Students are expected to
use the internet, radio, and teleconferences. Distance
language learning, according to Sai et al. (2013), has
evolved from traditional print-based correspondence
courses to those that are entirely online and provide
lots of opportunities for interaction, feedback, and
support between teachers and students as well as
among the students themselves. They used this
assertion as an example to support White's (2003)
theory of remote language learning. Moore and
Kearsley's (1996) theories on distant learning were
also mentioned by Sai et al (2013). These theories
advocate for three different forms of interactions:
learner-content, learner-instructor, and learner-learner
The relevance of easily understood content and the
impact of contact on language learning are both
heavily emphasized by the second language
acquisition hypothesis, which Krashen proposed in
1994.
Perceptions in Language Distance Learning
According to Dolidze (2012), there is a wealth of
knowledge on the benefits of distance learning for
learning the English language. He highlighted the
benefits of online education. He concluded that
students are drawn to it because it helps them manage
their academic performance better, grow their
professional vocabulary, and become more computer
literate. Furthermore, Hazaymeh (2021) investigated
how students felt about distance learning during the
COVID-19 Pandemic. They were able to get high
scores in creativity and innovation, communication
and teamwork, research and information fluency,
critical thinking, problem-solving, decision-making,
and digital citizenship because of the students' positive
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Research Article
attitudes toward online distance learning. A flexible
and suitable learning environment was also found to
have helped most respondents (86.66%) achieve
language proficiency through distant learning.
Furthermore, Kamal et al. (2021) discovered that
students perceived distance learning to increase leisure
time, the ability to take more breaks during training,
more comfortable learning conditions, and the absence
of the need to spend time driving to and from
university.
Kamal et al. (2021) also mentioned possible reasons
for the increase in the quality of English distance
learning compared to face-to-face education. Among
them are the absence of harsh teacher control and the
fact that students have fewer opportunities to compare
their academic results with the learning outcomes of
their classmates. Such events may help to boost
students' self-esteem and, as a result, eliminate the
possibility of poor academic performance.
On the contrary, Krystalli et al. (2021) claimed that
most students are not in favor of distance language
learning and prefer face-to-face teaching of a foreign
language, but a large percentage of students (74%)
prefer online assessment based on the study. Students
can practice similar questions repeatedly with online
assessments while receiving immediate feedback.
Challenges experienced by Language learners
According to Sai et al. (2013), who gave examples of
those students, the main barriers to learning English
for distance learners are a lack of instruction in
communication skills using the English language, a
lack of in-person interaction and lecture time, a time-
consuming intensive course, and problems
downloading from the e-portal. Despite the students'
good sentiments regarding the modality, Hazaymeh
(2012) listed a few disadvantages of online distance
learning because of technical difficulties and a lack of
in-person interactions. Challenges with distance
learning were discussed in the article. The first is poor
time management, which has been associated with
kids' improved academic achievement and reduced
anxiety levels. The second problem is a lack of rapid
communication, which prevents the teacher and
student from getting clarifications right away. Third, if
they do not get timely feedback from their teachers,
students may get confused or unsure about their
performance, progress, or expectations. The lack of
clear expectations or instructions for students is also a
hindrance because it is important to do so. After all,
failing to do so could cause students to doubt if they
are carrying out the assignments and projects correctly.
Peralta & Lambenicio
Additionally, according to Barrot et al. (2021), kids'
home learning environments posed the biggest
problem, whereas technical knowledge and proficiency
posed the least difficulty. The COVID-19 pandemic
had the biggest effect on students' academic and
mental health, according to the data. Resource
management and utilization, help-seeking, improving
technical aptitude, time management, and learning
environment control were the techniques that students
used the most.
Methodology
This study employed a mixed method of quantitative
and qualitative research design to collect the data
needed.
Participants
This research involved 40 students in the Junior High
School Department of Marc Ysrael B. Bernos
Memorial National High School, Mudeng, La Paz,
Abra. They were chosen randomly from the different
grade levels to represent the study.
Instruments of the Study
This study used a Four-Point Likert scale
questionnaire that was derived from Khan et al.
(2020). To address the first problem in the study. Four
(4) indicate considerable agreement, whereas one (1)
indicates severe disagreement on the four-Likert scale.
Before being permitted for use, the data gathering tool
underwent many tests and content validation.
Cronbach's Alpha was used to evaluate the tool's
dependability. Given that the instrument's
dependability coefficient was 0.77, it was determined
that it was reliable for data collection. To collect
information for the second issue, a guide questionnaire
or interview schedule was used.
Procedures
Face-to-face interviews were done after participants
completed questionnaires to get the respondents' direct
responses. The Inter-Agency Task Force protocols
were adhered to safeguard the participants and the
researcher from the COVID-19 pandemic.
Additionally, participants were informed that all
information would be kept confidential and utilized
solely for the study.
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Research Article
Ethical Considerations
The inquiry was carried out by the recommendations
and moral standards established for scholarly research.
As part of the ethical process, considerations for the
respondents' welfare, their consent, and the privacy of
the data were adopted. The interview and
administration of the questionnaire were both
disclosed to the respondents as part of the permission
process. The information was treated in strict
confidence.
Results
The goal of this article was to describe how junior high
school students perceived the difficulties of using
technology for language distance learning in the
context of the COVID-19 pandemic. In this section,
the results are presented as follows:
Perceptions of Students on Technology use in
Language Distance Learning
Table 1 presents the perceptions of students on
technology use in language distance learning,
particularly on the use of technology, self-efficacy of
using technology, ease of use of technology, and
behavioral intention of using technology.
Table 1. Perceptions of Students on Technology Use in
Language Distance Learning
Peralta & Lambenicio
Table 1 shows the perceptions of the students on
technology use in language distance learning. In terms
of the perceived usefulness of technology use in
language distance learning, it can be manifested that
the total mean of the first category is 2.98 mean score
with the descriptive rating of agreeing, and it is
interpreted as a high level of perception. Furthermore,
the perceived self-efficacy of using technology in
language distance learning is a 2.86 mean score, with a
descriptive rating of agree, a high level of perception.
The third category, perceived ease of technology usage
in language distance learning, has a total mean score of
3, a descriptive rating of agree, and is therefore
understood as having a high degree of perception.
With a descriptive rating of agreeing and a total mean
score of 2.95, the fourth category, the behavioral aim
of employing technology in language distance
learning, has a high level of perception.
Table 2 further shows that students' perceptions of
technology use in language distance learning have a
total mean score of 2.95, a high level of perception
Table 2. Challenges Encountered by the Students on
Technology Use in Language Distance Learning
Despite the positive perspective on technology use in
language distance learning as shown in table 1, there
are challenges students face as follows:
Poor Internet Connection
Students in rural homes that have slow or poor Internet
service suffer academically. The method for gaining
access to online platforms is an internet connection.
However, the results demonstrate that an inadequate
internet connection prevents students from fully
utilizing the technologies utilized in distance learning.
Readiness/ Lack of preparation
Measuring the user's degree of preparation can help
determine how well online or distance learning courses
are delivered. Although e-learning readiness (also
known as e-readiness) has been thoroughly studied
using a variety of models, studies often offer
suggestions for the institution or instructor. Each
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Research Article
situation calls for a certain level of readiness. The
abrupt switch from modular print to digital tested both
the student’s and their family’s capacity to provide
technology, an internet connection, and study spaces to
facilitate remote learning.
Cost of Access/ Access costs
To use technology for language distance study, you
must browse, upload, modify, and transfer files to
different web platforms. The price of purchasing
electronics, internet access, or data. Despite the
effort of the government, students are still in need of
the internet to do supplemental research on more
complex assignments.
Poor comprehension ability
The ability to comprehend is one of the challenges
confronted by students using technology for language
distance learning. Their inability to comprehend the
curriculum and lesson plans has something to do with
this.
Household Chores
Online learning has been reported to be significantly
hampered by domestic distractions. It helps them
maintain a healthy balance between their obligations at
home and their educational chores and hobbies.
Poor learning area conditions at home
Conducive learning environments are essential for
producing good learning results. The COVID-19
pandemic posed a difficulty to education, nevertheless.
As a result, families of students were encouraged to
create favorable learning environments at home.
However, study participants identified this as one of
the problems.
Power Interruptions
Students also voiced out that power interruptions are
another challenge to technology use in language
distance learning.
Insufficient Instructions and La ck
communication
The lack of contact between the students and their
lecturers is another important issue they are dealing
with. The learning process is impacted by a lack of
connection between students and teachers, a lack of
digital modules or learning tools, and both.
Peralta & Lambenicio
Discussion
The study investigated the perceptions and explored
the challenges that students faced with technology use
in language distance learning.
The findings revealed students' perceptions of
technology use were significantly high in terms of
usefulness, self-efficacy, ease of use, and behavioral
intention. As deemed by Yukselir et al. (2021),
technology use in distance learning creates a learning
environment for learners where there are no time
zones, locations, and distance. They can work in their
free time. As the most popular form of learning,
asynchronous learning provides learners flexible time
to complete specific assignments and discussions. This
suggests that using technology to study a language
remotely is beneficial.
The study by Yildiz et al. (2020) concluded that it is
appropriate to use educational technology in teaching
and learning. Mahyoob (2020) offered more evidence
in support of the assertion that students throughout the
epidemic had a positive view of the use of technology
for distance learning. Although students are generally
positive about using technology for language distance
study, there are still challenges. Poor internet service is
the issue that distance learners most frequently
mentioned, which is consistent with other findings.
According to Barrot et al. (2021), inadequate internet
service makes technology more difficult to obtain.
Furthermore, Rotas et al. (2020) highlighted that this
issue is frequently brought on by the geographic region
where internet access is spotty to non-existent. In
addition, the students' readiness for the switch from
modular print to digital presents another obstacle. Lack
of preparedness for the switch to online platforms, a
lack of infrastructure, and subpar internet services
appeared to be the most difficult aspects of using
technology in remote learning, according to a study by
Barrot et al. (2021).
Ouma (2021) asserts that for online learning to take
place, pupils must have access to computers, laptops,
tablets, or smartphones. The most common means of
viewing online material is using a smartphone with an
internet connection. Data bundle purchases came at a
of
hefty additional expense. Financial stress was cited as
an issue by students. Students in Ghana were also
unable to routinely attend all the scheduled classes and
couldn't afford internet data bundles for online
learning.
The student's understanding skills are another
important concern. Taking in information solely
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through lectures and texts is difficult for students.
According to Ying et al. (2021) learners find it
challenging to comprehend and move over the
challenge during the COVID-19 epidemic because
they are usually required to pick up languages on their
own. Additionally, according to Ying et al. (2021),
students who are unable to adapt due to poor
comprehension of the subjects they have learned,
particularly the English language, are unable to finish
their assignments and are unable to submit them on
time due to poor Internet coverage, which adds to the
student’s stress levels.
On the surface, it appeared that the kids' inability to do
their clothes was one of their challenges. According to
Ouma (2021), this issue has been raised in the
Philippines, Chile, Saudi Arabia, and Ghana. Parents
and other family members expected students to help
with domestic chores. As a result, it affects education.
Students find it challenging to complete their distance
learning tasks when their home learning environment
is subpar. In their study, Ying et al. (2021) found that
students' academic performance suffers, and they get
depressed and hopeless when they don't feel at home.
In addition, students wanted to help around the house,
according to Rotas et al. (2020). As a result, their
academic performance decreases. An unavoidable
issue in virtual classroom setups, according to Castillo
(2020), is power loss during online classes. Due to
disruptions or even a lack of electricity, it is
challenging for students who attend school in remote
places to maintain an internet connection.
The lack of communication between the students and
the teachers is another issue with their worries.
According to Ying et al. (2021), learners require two-
way communication, which can be difficult to deliver.
Since computers are constantly present, learners in
these circumstances lack the incentive to learn. When
teachers interact with their students and promptly
address their queries, they increase the likelihood that
they will participate in online teaching and learning.
Some of the shortcomings of this study should be the
subject of future investigation. This study's weakness
is that it only focused on students' points of view. By
adding all other elements involved in the teaching-
learning process, the future study may widen the
sample. To acquire a thorough grasp of the scenario
and how certain aspects interact with one another or
affect others, researchers may go further by examining
teachers' opinions and experiences, as well as students'
demographic profiles and techniques.
Peralta & Lambenicio
Conclusion
This paper attempted to describe the students'
perceptions and challenges encountered in technology
use in language distance learning amid the COVID- 19
pandemic.
Based on the results, technology use is significantly
positive in language distance learning. Most of the
students agreed on the utilization of technology.
However, despite the positive views of students on
technology use, the findings revealed that there are
challenges that hinder them: poor internet connection;
readiness; cost of access; poor comprehension ability;
household chores; poor learning area conditions at
home; power interruptions; insufficient instructions
and lack of communication.
Considering the interruptions caused by the
COVID-19 epidemic, the findings provide context for
the views and a variety of challenges that students face
when learning a language through technology.
Additionally, it is advised for students to possess the
essential technological proficiency and knowledge to
fully benefit from technology's educational potential.
Students should also understand what, when, where,
why, and how to address any issues they may have
when using technology for language distance learning.
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Affiliations and Corresponding Informations
Johnedel Peralta
University of the Cordilleras
Baguio City - Philippines
Gregerlin Lambenicio
University of the Cordilleras
Baguio City - Philippines
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