The Integration of Digital Technology in English Language Learning: Investigating Information Technology Undergraduates’ Perceptions and Engagement

Abstract

This article investigates the perceptions and engagement of information technology (IT) undergraduates in digital technology-integrated English language learning (ELL) within a Vietnamese tertiary context. The mixed-methods research involved 100 first-year IT students at FPT University’s Hoa Lac Campus in Hanoi, Vietnam who completed an online survey, of whom 10 also participated in semi-structured interviews. The survey, developed based on the technology acceptance model (TAM) and engagement theory, examined the perceived usefulness of digital technology, its perceived ease of use, and student behavioral, cognitive, and emotional engagement with it. Quantitative data were analyzed through descriptive statistics, while qualitative data obtained from the interviews were subjected to thematic analysis to provide deeper insights. The findings revealed that the IT undergraduates expressed highly positive perceptions of the integration of digital technology in ELL, emphasizing its usefulness, accessibility, and relevance to their academic and professional goals. They demonstrated strong behavioral and cognitive engagement by actively utilizing digital platforms and online tools to support their learning process.  However, their emotional engagement appeared inconsistent, as some participants reported fatigue and reliance on digital support. The article concludes by arguing that while digital integration enhances learner motivation and self-regulation, sustained engagement requires balanced task design, reflective technology use, and continuous institutional support. The findings offer guidance for educators and policymakers in designing pedagogically grounded, human-centered digital learning environments.

Received: 20^th October, 2025; Revised: 25^th November, 2025; Accepted: 17^th September, 2026