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A key obstacle is selecting appropriate technologies in higher education, especially where budgets are constrained, as in Pakistan. This study examines undergraduate students’ digital practices in a public university and assesses how gender, study major, and medium of education influence students’ use of digital devices. Data come from 316 online survey responses. Results show access to smartphones and computers, yet limited educational use and low confidence in digital skills, despite interest in training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/revisiting-the-digital-divides-technology-enhanced-english-language-practices-at-a-university-in-pakistan/593884/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/revisiting-the-digital-divides-technology-enhanced-english-language-practices-at-a-university-in-pakistan/593884.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is integrating technology in education challenging for higher education institutes in Pakistan?","Question",{"text":112,"@type":113},"Institutes must choose which technologies to include, but limited financial resources make decision-making difficult. The paper also highlights that students’ existing non-educational use shapes educational technology use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study find about students’ use of digital tools for educational purposes?",{"text":117,"@type":113},"Although many students have access to smartphones and computers, their use for educational purposes is limited. Mobile phones are the most extensively accessed technology for this purpose.",{"name":119,"@type":110,"acceptedAnswer":120},"How do students feel about using digital skills for educational tasks?",{"text":121,"@type":113},"Most students are not sufficiently comfortable with their digital skills to use their devices educationally. Many remain interested in receiving training to improve their ability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593884,1792209369,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| Australian Journal ofApplied Linguistics, 1 (2), 64-87 (2018) [https://dx.doi.org/10.29140/ajal.v1n2.7](https://dx.doi.org/10.29140/ajal.v1n2.7) |  |  |  |  |  |\n| Revisiting the Digital Divide(s): Technology-enhanced English Language Practices at a University in Pakistan |  |  |  |  | |\n| SHAISTA RASHID a UNA CUNNINGHAM b KEVIN WATSON c JOCELYN HOWARD d |  |  |  |  |  |\n| a University of Canterbury,\u003Cbr>New Zealand\u003Cbr>Email: [sra155@uclive.ac.nz](sra155@uclive.ac.nz) |  | b Uppsla University, Sweden Email:\u003Cbr>[una.cunningham@edu.uu.se](una.cunningham@edu.uu.se) | c University of Canterbury,\u003Cbr>New Zealand\u003Cbr>Email: [kevin.watson@canterbury.ac.nz](kevin.watson@canterbury.ac.nz) | d University of Canterbury,\u003Cbr>New Zealand\u003Cbr>Email: [jocelyn.howard@canterbury.ac.nz](jocelyn.howard@canterbury.ac.nz) |  |\n\nAbstract  \nWith the rapid penetration of technology in the lives of students, it has become important for educators to look for opportunities to enhance students ’ engagement and achievement by integrating technology in education. However, deciding which technologies should be included is a big challenge for higher education institutes, particularly in developing countries with limited financial resources, such as Pakistan. As students ’ non-educational use of technologies shapes their academic use of technology and learning process (Swanson & Walker, 2015), integrating students ’ preferred technologies can help fulfil their educational needs and expectations. This paper investigates the digital practices of undergraduate students in a public university in Pakistan and examines the impact of gender, study major and medium of education on the use of digital devices by students. The data is drawn from 316 responses to an online survey, administered online. The results of the study reveal that although a substantial proportion of the students had access to digital tools such as smartphones and computers, there was limited use of them for educational purposes. The technology most extensively accessed by undergraduate students for this purpose was mobile phones. Use of university-provided computers and bringing their own computers/laptops to campus were much less popular choices. Further, most students were not sufficiently comfortable with their digital skills to use their devices for educational purposes, although many were interested in getting training in how they could do this.  \nKeywords: mobile-assisted language learning, digital divide, digital practices, technology-enhanced language learning, smartphones, learner training  \nIntroduction  \nTechnology can play a key role in facilitating and improving learning, not only in classroom environments but also in self-directed learning, collaborative learning, and teaching through connecting learners otherwise separated by time and space. With the widespread availability of technology in many contexts, it is no longer a question of whether technology should be used in educational environments, or how much. Rather, the question is how to make best use of technology to enhance students’ educational experiences and outcomes (Dahlstrem & Bichsel, 2014) . Educatorsnow face the challenge of enhancing students ’ educational engagement by applying student-preferred technologies which not only fulfil students ’ needs but also meet their expectations. A first step in this regard is to identify students ’ pre-existing technology environments and practices, so informed decisions can be made about technologies, and associated support and infrastructure, that can help support student success (Dahlstrem & Bichsel, 2014) .  \nMany studies have been conducted to explore students ’ perceptions and practices related to technology in various contexts. The most common dig","cbCaiuD9ro08CNSY","https://ap.wps.com/l/cbCaiuD9ro08CNSY","pdf",1226710,23,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"Why is integrating technology in education challenging for higher education institutes in Pakistan?\",\"answer\":\"Institutes must choose which technologies to include, but limited financial resources make decision-making difficult. The paper also highlights that students’ existing non-educational use shapes educational technology use.\"},{\"question\":\"What does the study find about students’ use of digital tools for educational purposes?\",\"answer\":\"Although many students have access to smartphones and computers, their use for educational purposes is limited. Mobile phones are the most extensively accessed technology for this purpose.\"},{\"question\":\"How do students feel about using digital skills for educational tasks?\",\"answer\":\"Most students are not sufficiently comfortable with their digital skills to use their devices educationally. Many remain interested in receiving training to improve their ability.\"}]","Revisiting the Digital Divide(s) - Technology-enhanced English Language Practices at a University in Pakistan | PDF",1792078102,58]