With AI and other digital technologies emerging as the norm in our daily lives, it’s time for teachers to prepare for a transition to a technology-based class. This study is aimed at understanding learners’ perceptions of an EduTech-utilized practicum at a university English pedagogy course. For this purpose, three questions were presented in terms of students’ overall satisfaction, user experience, and difference in perceptions of technology-based class by prior exposure to digital technology. Twenty-one students participated in 6 periods of digital technology-based practicum spanning for 8 weeks in the spring of 2024. The study collected student questionnaires, in-depth interviews, and classroom observations for data analysis. Frequency analysis and independent samples t-tests were conducted for quantitative data, and theme analysis for qualitative data. Three major findings are as follows: Firstly, the analysis of the quantitative data revealed a high level of students’ overall satisfaction and user experience of EduTech-utilized practicum. Secondly, qualitative data supported the usefulness of digital technology-based class in general and pedagogical benefits in particular. Lastly, students’ prior exposure to digital technologybased class did not make a significant impact on their perceptions of EduTech-utilized practicum.

I. Introduction
II. Theoretical Background
    1. EduTech-Utilized English Education
    2. AI-Utilized English Education
III. Research Method
    1. Participants
    2. Class Setting and Procedure
    3. Data Collection
    4. Data Analysis
IV. Research Findings and Discussion
    1. Students’ Overall Satisfaction of EduTech-Utilized Practicum
    2. User Experience of Practicum
    3. Impact of Prior Exposure to EduTech-Utilized Class on Students’Perceptions
V. Conclusion and Pedagogical Implications
References

• Kyong-Hyon Pyo(Dankook University)