The topic of this paper has stemmed from the increasing need of a foreign language teacher, who is also a materials/course designer, to study her engineering students’ viewpoints and perceptions of an ICT based foreign language class features. As part of her own development process, as far as the use of ICT means in the language class is concerned, the teacher/author of this study considers that one of the most significant components of her own evolution in this respect is rooted in her learners’ feedback. The students’ points of view are of high relevance at the moment when a language course and the materials for it are designed and then taught to the engineering students in the author’s educational context, as the learners and their progress/success in learning the language are ultimately the main objective and priority of the course and the teacher’s activity. This result cannot be attained if the teacher does not permanently (re)adjust her views on the course content and the learning/teaching process, as prompted by the students’ opinions, critical assessment and suggestions of amelioration. In order to obtain a correct image of the trainees’, who are technical university students, viewpoints as regards the use of ICT in their academic activity, a questionnaire was designed and administered to students of different faculties and levels in the author’s teaching context. The questions are focused on obtaining the trainees’ opinions as regards the manner and usefulness in which ICT means are used with various disciplines, as well as their own views and approaches to the use of computers in their study. The results are discussed, with a view to identifying the most efficient paths of implementing ICT in the English language classes in tertiary education.

ICT in language class, student questionnaire, ESP, CLIL, efficiency in education