EXPLORING CALL IN ESP SETTINGS: HOW ACADEMIC DISCIPLINES AND LEARNER PROFILES SHAPE STUDENT PERCEPTIONS

Apstrakt

Computer-Assisted Language Learning (CALL) has become an established component of English for Specific Purposes (ESP) instruction in higher education, and its relevance continues to grow with the rapid advancement of technologies, including the expansion of artificial intelligence (AI). Against this background, further research is needed to examine how students perceive the contribution of technology to specific language skills and whether such perceptions vary according to learner characteristics, particularly in tertiary-level ESP contexts.

This study explores Serbian university students’ perceptions of the role of technology in enhancing distinct aspects of English language proficiency - reading, writing, speaking, listening, grammar, vocabulary, and pronunciation - and examines the frequency of their use of various digital tools for language learning. Using a quantitative research design, data were collected from 183 students across different academic fields and analyzed using descriptive statistics, independent-samples t-tests, and one-way ANOVA to identify potential differences related to field of study, gender, English proficiency level, and computer literacy.

The results reveal generally moderate to positive attitudes toward CALL across all language skills, with listening and vocabulary perceived as benefiting most from technology, while patterns of digital tool use revealed a preference for everyday, easily accessible resources over more structured learning platforms. While perceptions were largely consistent across gender and academic disciplines, more pronounced differences emerged in both skill development and tool use in relation to English proficiency and computer literacy, suggesting that learners’ linguistic and digital competence plays a more decisive role than demographic factors. These findings support a more differentiated, learner-sensitive approach to integrating technology into ESP curricula in higher education.