Edinburgh Napier University

  Are students at community language classes ready to use more technology for their learning? Although research into the use of
technology in many language learning settings is widespread, the particular needs of the diverse body of community classes which are
open to all have received little attention. This article reports on a survey on technological preconditions (e-readiness) prior to introducing
more technology to community language classes at a large UK university.
Results showed that almost all students were extremely e-ready in regard to physical access to computers and competence with basic
word processing applications. However, only 50% used more sophisticated applications, such as chat, discussions or gaming. 66% regularly
updated their computer skills and were very motivated and confident computer users. There was a strong interest (over 90%) in the
introduction of more computer-based resources for language learning. The introduction of blended learning was of interest to 75% of
learners.
Older participants, and those not in the labour force, displayed a lower degree of e-readiness, particularly regarding their skills and
confidence. They were also slightly less interested in the introduction of online resources. Women displayed less confidence than men.
Implications for the introduction and choice of technologies for community language learners are discussed.
Keywords: e-learning, community learning, language learning, learning technology, diversity, adult learners.