ABSTRACT

The study aimed to describe and correlate Chinese college students’ competence in independent EFL learning and affordance transfer of ICT resources in EFL instruction. Mixed research approach through descriptive-correlational design and thematic analysis was used. The data were collected through online survey with EFL teachers and 356 EFL students from Guangzhou College of Commerce, China. Results of the descriptive analysis showed that the students’ level of competence in independent EFL learning is high, and the identified factors affect the students’ affordance transfer of ICT resources in EFL largely learning. In addition, inferential tests revealed that year level is a determinant of the extent to which the identified factors affect the students’ affordance transfer of EFL learning along actual use of ICT, while program of study exerts influence along performance expectancy. Moreover, there exists a significant correlation between the students’ level of competence in independent EFL learning and their affordance transfer of ICT resources in EFL learning. The problems and challenges encountered by the students in ICT utilization in EFL learning include technical difficulties, challenges in usability and user experience, lack of personalization, limited engagement and motivation, lack of balance between ICT integration and traditional learning methods, limited accessibility and inclusion, inadequate feedback and support, and limited content relevance and quality. Considering the study’s salient findings, the researcher designed a plan of action to enhance students’ independent EFL learning and affordance transfer of ICT resources in EFL learning.

Keywords: Affordance transfer, Chinese university students, EFL instruction, ICT resources, independent EFL learning