Undergraduate Students’ Attitudes and Satisfaction in Choosing English Learning Applications

Abstract

This study aimed to investigate undergraduate students’ attitudes and satisfaction toward English learning applications and to examine how these factors influence their application selection. The participants consisted of 67 fourth-year English major students at a university in Thailand. Data were collected using a structured questionnaire comprising Likert-scale items and open-ended questions. The findings revealed that English structure was the most frequently reported learning difficulty among the participants. Google Translate was the most commonly selected application, followed by Grammarly and other applications. Overall, the participants demonstrated positive attitudes and a high level of satisfaction toward English learning applications. The results further indicated that students' attitudes and satisfaction appeared to play a role in their application selection, although some students selected applications that were not fully aligned with their learning problems. These findings are exploratory in nature, and the relationships between attitudes, satisfaction, and application selection warrant further investigation through inferential analysis. These findings highlight the role of learners’ perceptions and experiences in shaping application selection in technology-enhanced language learning contexts and provide practical implications for the effective use of English learning applications.