Technology Used in English Language Learning by Level I Students at Sana’a University: Problems and Solutions

This study investigates the patterns of educational technology use among Level I students at the Department of English, Faculty of Arts and Humanities, Sana’a University, across nine core English courses. A quantitative descriptive design was employed using a questionnaire based on a reversed Likert scale (1=highest use, 5= lowest use), and weighted scores were calculated to produce descriptive statistics including mean, median, mode, standard deviation, range, and usage percentage. To identify statistically significant differences, one-way ANOVA and Post Hoc (Tukey HSD) tests were applied. The results reveal selective technology use, with students heavily relying on smartphones and general Internet tools, while larger devices, organized educational websites, and specialized applications remain underutilized due to the department lab’s poor infrastructure and frequent Internet interruptions. The findings are interpreted through constructivist and self-directed learning theories, as well as technology-supported frameworks (CALL, MALL, WALL, TPACK, SAMR). The study emphasizes that improving infrastructure and systematically integrating technology into the curriculum are essential for effective English language teaching.