Evolving over the past five decades, Computer-Assisted Language Learning (CALL) has continuously adapted to technological progress and learner needs. Defined as the study and application of technology in language education (Levy, 1997; Beatty, 2003), CALL today spans a wide range of tools – from computers and mobile devices to AI-supported learning environments. This study explores how Serbian university students perceive the role of technology in English for Specific Purposes (ESP) courses and how their engagement with digital tools varies by field of study, gender, and English proficiency.

The quantitative research involved 183 students from various academic disciplines. Data were collected through an online questionnaire partly adapted from Nagy and Habók’s (2018) CALL attitude scale, with additional items developed to examine disciplinary, gender-based, and proficiency-related differences.

Results indicate moderate to positive attitudes toward CALL, with internal factors slightly exceeding external ones. Students view technology as particularly effective for listening and vocabulary development, followed by reading, speaking, and writing. While no significant differences appeared across gender or field of study, students with higher English proficiency reported stronger perceptions of improvement in grammar and vocabulary. Regarding tool use, students most frequently engaged with social networks, web browsers, subtitled movies, translators, and podcasts, while online courses and interaction with native speakers were least common. Minor differences were observed across gender, field of study, and English proficiency in the types of tools used.

Taken together, the results show that students perceive technology as an effective and accessible means of language learning, though not yet indispensable. The findings highlight the need to align ESP instruction with students’ digital practices and expectations.

References

Beatty, K. (2003). Teaching and researching computer-assisted language learning. Longman.

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Clarendon Press.