THE INFLUENCE OF TECHNOLOGY UTILIZATION AND STUDENT PERCEPTIONS ON ENGLISH LEARNING OUTCOMES

This study explores the influence of technology utilization and student perceptions on English language learning outcomes among university students in Cirebon, Indonesia. As educational institutions increasingly adopt digital platforms and resources, understanding the effectiveness and psychological reception of these tools becomes crucial. Using a quantitative approach and SmartPLS analysis on survey data from 60 respondents, this study evaluates both the measurement and structural models. The findings indicate that student perceptions have a strong and statistically significant impact on learning outcomes (path coefficient = 0.674), while technology usage contributes positively but less substantially (path coefficient = 0.187). Descriptive analysis also revealed that although students generally have access to technological tools, they still face infrastructural challenges that may hinder their optimal use. The study confirms that psychological and emotional factors, including motivation, confidence, and perceived relevance of English, play a dominant role in academic success. The results support the integration of learner-centered teaching strategies and equitable technology access as a dual framework for enhancing English language education in Indonesia. Implications for educators, institutions, and policymakers are discussed, with emphasis on emotional engagement, inclusive policy design, and localized implementation strategies.