<![CDATA[This study investigated how English Education students at a private university in Banten, Indonesia perceive the use of Information and Communication Technology (ICT) in English language learning. As pre-service teachers who simultaneously function as ICT users and future classroom practitioners, these students occupy a uniquely significant position in the discourse on digital pedagogy. A descriptive quantitative approach was employed, with data collected from 60 active students through a closed-ended questionnaire using a five-point Likert scale. The instrument covered four dimensions: perceived usefulness, perceived ease of use, technical and institutional barriers, and pedagogical readiness for future teaching. Descriptive statistical analysis revealed that students generally hold positive perceptions of ICT use in language learning. Perceived usefulness received the highest mean score (M = 4.21, SD = 0.52), followed by ease of use (M = 3.96, SD = 0.61) and pedagogical readiness (M = 3.74, SD = 0.68). Technical and institutional barriers recorded the lowest score (M = 3.18, SD = 0.74), with students most frequently reporting unstable internet connections, limited device access, and insufficient pedagogical guidance as key obstacles. Notably, pedagogical readiness was rated at only a moderate level, indicating that practical familiarity with ICT as a learner does not automatically translate into confidence for designing and implementing ICT-based instruction in the future. These findings underscore the need for higher education institutions to go beyond providing infrastructure and to invest in structured, pedagogically grounded digital literacy training for pre-service teachers.]]>
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