jlere Dil Eğitimi ve Araştırmaları Dergisi 2149-5602 2149-5602 Hakan ÜLPER 10.31464/jlere.1073392 Other Fields of Education Alan Eğitimleri The Relationship between Tertiary Level EFL Learners’ Attitudes towards English and Technology and Their Autonomy Levels https://orcid.org/0000-0002-7746-6269 Kılıç Ayça BANDIRMA ONYEDİ EYLÜL ÜNİVERSİTESİ, YABANCI DİLLER YÜKSEKOKULU https://orcid.org/0000-0002-2321-391X Uzun Levent BURSA ULUDAG UNIVERSITY 10 27 2022 8 2 227 248 02 15 2022 08 27 2022 Copyright © 2015, Dil Eğitimi ve Araştırmaları Dergisi 2015 Dil Eğitimi ve Araştırmaları Dergisi

Technology is a vital part of language learning, and thus, students’ attitudes towards it influence its effective use. Also, language learner autonomy is related to the use of technology. Thus, this study was conducted in a TELP (tertiary level intensive English program) to investigate students’ attitudes towards English and technology, their autonomy levels, and the relationship between two constructs. Having a quantitative approach, two scales were used to gather data, English and Technology Attitudes Scale (ETAS) by Kearney et al. (2020) and Autonomy Perception Scale by Demirtaş (2010). The data from the scales was analysed using IBM SPSS Statistical Package 22.0. The findings revealed that students mostly had very positive attitudes towards English and technology, and male students achieved significantly higher results in confidence in English and technology than female students. In addition, the students were not found to be effectively autonomous. Furthermore, there was a significant and positive relationship between autonomy and attitudes towards English and technology. It can be concluded that autonomy improves using technology to learn English, and students who use technology to learn English become more autonomous. Teachers are responsible for guiding their students in this process.

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