As technology increasingly permeates the living and learning spaces of students in higher education institutions, integrating educational technology into second language (L2) English learning has become a critical consideration for educators seeking to build teaching approaches aligned with students' technology-using experiences. This study explores second language (L2) English learners' self-perceptions regarding the use of technology for language learning both in and out of the classroom. It provides preliminary insights into how L2 English learners attending private universities in Japan perceive and use technology tools, platforms, and devices to support their L2 English learning. These self-perceptions are reflected in learners' engagement with technology and their experiences in informal English courses at the university level. This study builds upon existing research on technology acceptance. The findings suggest that most students have a generally positive view of integrating educational technology into both academic and independent English learning. However, some responses revealed concerns and anxieties about the introduction of new technologies. This study includes descriptive excerpts from participants, which shed light on the context of their thinking and highlight the complexity of learners' attitudes towards technology-driven language learning.
