Abstract:
This study investigated the use of digital technologies in Sudanese university EFL classes in order to shed light on EFL students’ English self- efficacy and active learning opportunities (Karari University and Sudan University of Science & Technology). The research also aimed to find out if using digital technologies played a role in sustaining EFL student’ self- directed learning and learning autonomy or not. Moreover, the study intended to examine the Sudanese university teachers’ attitudes towards using digital technologies in their EFL instruction. The study hypothesized that: (1) There are so many active learning opportunities provided by digital technologies to Sudanese university EFL students. (2) Digital technologies provide more challenges to Sudanese EFL students to be more independent learners. (3) The Sudanese university EFL instructors have positive attitudes towards using digital technologies to enrich their instruction and course delivery method.
To examine the above hypotheses, an analytical and descriptive method was adopted. Data were collected via classroom observation checklist and two questionnaires. The data which were obtained through questionnaires were statistically analyzed and critically discussed.
The research arrived at the conclusion that digital technologies at Karari University provides EFL students with ample opportunities to practice and acquire English. Furthermore, the study found out that using digital technology has a direct impact on sustaining EFL students’ direct autonomous learning. Also, the research shows that university faculties were more likely to use digital technologies and have positive attitudes towards using digital technologies in their instruction.
