Technology Integration in English Language Learning: Examining Familiarity and Usage Patterns of Omani EFL Learners

Abstract

The integration of technology in English Language Teaching (ELT) is a cornerstone of modern pedagogy and a key objective of Oman's Vision 2040. However, a disconnect often exists between familiarity and application, an area that remains under-researched within this specific cohort. This study examines the familiarity with and current use of technological tools among Omani foundation-level English students, as well as differences based on gender and academic level. A quantitative questionnaire was administered to 193 students in a General Foundation Program at an Omani university, and the data were analyzed using SPSS through descriptive statistics. The findings revealed high levels of both familiarity (M = 3.95) and current use (M = 3.91). While no gender-based difference were found in familiarity, female students reported significantly higher levels of current use (p = .015). Moreover, students at advanced academic levels (Levels 3 and 4) reported significantly higher usage than those in beginner levels (Levels 1 and 2), despite similar levels of familiarity across all levels. Overall, the findings indicate a successful diffusion of technological awareness but reveal notable usage gaps related to gender and academic progression. These results suggest a need for targeted pedagogical interventions to bridge the gap between awareness and effective application, thereby supporting Oman’s national digital literacy goals and beyond.