Exploring Learner Variables: The Influence of Academic Background on Learner Perceptions in Using LRS

This present study investigates learners’ perspectives on using LRS in EFL classrooms and the influence of academic background on their perspectives. For the study, a questionnaire, classroom observation, and interview were conducted to 232 EFL students in enrolled in A university in Korea. The findings show that learner perspectives on the LRS as a teaching and learning tool, the use of LRS in EFL classroom activities, and preferred features of LRS were positive across the board. Furthermore, findings on learner perspectives on strengths and weakness of using LRS in classroom are presented. Although largely positive across the board, significant differences were found in terms of academic majors where social welfare and healthcare services majors were significantly more positive than performing arts and science majors and liberal arts majors. According to the interview, the learning goals, expectations, and instructional methods of their respective majors were found to have influenced the participants’ perspectives on LRS activities. Based on the findings, pedagogical considerations and suggestions for using LRS with consideration for language learners with varied academic backgrounds in EFL classrooms are provided as well as suggestions for future studies.