Study on the Use of Technology in ELT classroom:

Teachers’ Perspective

ARIFAH
ID: 12363008

Department of English and Humanities

December 2014
BRAC University, Dhaka, Bangladesh
Thesis Submitted to the department of English and Humanities

Of

BRAC University

Arifah

ID: 12363008

In partial fulfillment of the requirements

For
The degree of Master of Arts in ELT
December, 2014

Department of English and Humanities

BRAC University
December, 2014
 TABLE OF CONTENTS

Chapter Page

Chapter One: Introduction 1

1.1 Objective of the study---------------------------------------------- 2

1.2 Research Questions------------------------------------------------- 2

1.3 Methodology of the study----------------------------------------- 2

1.4 Limitations of the study-------------------------------------------- 3

Chapter Two: Literature Review 4

2.1 What it TELL------------------------------------------------------- 4

2.2 What is ‘multimedia’ in language classroom------------------- 5

2.3 Use of technology in language classroom----------------------- 6

2.4 The growth of ELT through Technology------------------------ 7

2.5 Types of technology used in language classroom-------------- 8

2.6 Role of teachers in multimedia classroom----------------------- 12

2.7 Teaching method in Bangla medium colleges------------------ 12

2.8 Necessity of using technology in CLT classroom

in colleges of Bangladesh------------------------------------------ 13

2.9 Benefits of using technology in language classroom---------- 14

2.10 Limitations of using technology in classroom----------------- 15

Chapter Three: Research Methodology 17

3.1 Participants and settings------------------------------------------- 17

3.2 Research approach-------------------------------------------------- 18

 3.3 Research instrument for data collection------------------------- 19

3.3.1 Phase - 1: Questionnaire-------------------------------- 19

3.3.2 Phase - 2: Observation---------------------------------- 20

3.3.3 Phase - 3: Discussion with focus group-------------- 21

3.4 Research procedure------------------------------------------------- 21

3.5 Data analysis-------------------------------------------------------- 22

3.5.1 Phase - 1: Questionnaire-------------------------------- 22

3.5.2 Phase - 2: Observation---------------------------------- 23

3.5.3 Phase - 3: Discussion with focus group-------------- 23

Chapter Four: Findings and Analysis 24

4.1 Analysis of the Questionnaire--------------------------------------------- 24

4.1.1 Items in the Questionnaire----------------------------- 24

4.1.2 Analysis and discussion-------------------------------- 25

4.1.2.1 Types of technologies used in language

classroom---------------------------------------------- 25

4.1.2.2 Purposes of using technology in language

classroom---------------------------------------------- 27

4.1.2.3 Teaching of language skills and systems

with the use of technology--------------------------- 27

4.1.2.4 Students’ responses towards teaching

with technology--------------------------------------- 29

4.1.2.5 Use of materials other than text books

 in technologically advanced classroom------------ 29

4.1.2.6 Benefits of teaching with technology-------------- 30

4.1.2.6.1 Promote Communication----------------- 31

4.1.2.6.2 Better Outcome----------------------------- 31

4.1.2.7 Limitations of teaching with technologies--------- 32

4.1.2.8 Teachers’ training on the use of technology------- 32

4.2 Observation---------------------------------------------------------- 34

4.2.1 Types of technologies used in language classroom- 34

4.2.2 Teaching of language skills and systems

with the use of technology--------------------------- 34

4.2.3 Students’ responses towards teaching

with technology------------------------------------------ 35

4.2.4 Use of materials other than text books in

technologically advanced classroom------------------ 35

4.2.5 Benefits of teaching with technology---------------- 35

4.2.6 Limitations of teaching with technologies----------- 36

4.3 Discussion with Focus Group------------------------------------- 36

Chapter Five: Recommendations 38

5.1 Issues of problems from the data analysis and Recommendation-- 38

Chapter Six: Conclusion 41

References 43

Appendix A: Questionnaire 45

Appendix B: Report on class observation 50

 LIST OF TABLES

Tables Page

Table 4.1: Response to question no. 1---------------------------------------- 26

Table 4.2: Response to question no. 10------------------------------------- 27

Table 4.3: Response to question no. 9---------------------------------------- 30

Table 4.4: Response to question no. 7---------------------------------------- 33

Table 4.5: Response to question no. 8---------------------------------------- 33

LIST OF GRAPHS

Graphs Page

Graph 4.1: Response to question no. 1--------------------------------------- 26

Graph 4.2: Response to question no. 10------------------------------------- 28

Graph 4.3: Response to question no. 8--------------------------------------- 33

 Abstract
The National Education Policy, 2010 has brought some changes in the English syllabus for

higher secondary level, i.e. class XI-XII. It focuses on skill based teaching and learning through

communicative method. The use of technology in language classroom can play an important role

to implement the new curriculum. Nowadays some of the educational institutions are using

different technology and internet to teach language. The use of technology and internet in ELT

classroom enhance language learning. This study aims to find out how different technology and

internet help to teach language as well as benefits and limitations of technologically advanced

classroom. Teacher training has great impact on teaching. So, the researcher also finds out

whether the teachers have any training on the use of technology or not. In order to do so a survey

was done among the teachers of colleges, i.e. class XI-XII, of Dhaka city. The analysis of

responses reveals that there is no training program on the use of technology in language

classroom.
 Chapter One: Introduction

In Bangladesh, the National Education Policy, 2010 has brought changes in the English

curriculum. The National Education Policy, 2010 focuses the need for learning English for

communicative purposes. “Therefore, the curriculum focuses on teaching - learning English as a

skill-based subject so that learners can use English in their real-life situations by acquiring

necessary language skills as well as knowledge, learning about cultures and values, developing

positive attitudes, pursuing higher education and having better access to local and global

employment” (National Curriculum, 2012, p.2). However, in this modern era, use of technology

in language classroom can play an important role to implement this new curriculum. The aim of

this research is to find out the teacher‟s responses towards teaching with technology in

technologically advanced classroom.

In today‟s world technology is used in every sphere of life. Education system is not out of this

circle, both for the purpose of teaching and learning. According to the International Society for

Technology in Education (ISTE) of U.S. Department of Education: “Curriculum integration with

the use of technology involves the infusion of technology as a tool to enhance the learning in a

content area...The technology should become an integral part of how the classroom functions - as

accessible as all other classroom tools. The focus in each lesson or unit is the curriculum

outcome, not the technology” (as cited in Raihan & Lock, 2012, p. 18). Technology is also

considered as an important tool for teaching English language.

In developed country, it is very common feature of using different technologies and internet in

classrooms. They are benefitted of using them in classrooms. In recent times, government starts

to set up computer and internet in schools and colleges throughout the country, but

1
technologically advanced classroom has not yet become available everywhere. Hence it is

important to find out as to whether set up multimedia and internet can make teaching and

learning English language better or not. What are the responses from teachers? However, use of

technology in language classroom may have some limitations in the context of our country.

Based on surveys and class observation of teachers of colleges, the researcher wants to know

about the use of technology and internet in classrooms and explore its limitations.

1.1 Objective of the study:

The objective of this study is to know the responses from teachers about the use of multimedia

and internet in classrooms and how are they teaching language skills and systems. The study also

find out about teacher‟s training about technologically advanced classroom.

1.2 Research Questions:

In this paper researcher wants to observe the responses of teachers that how they teach different

skills and systems of language by using technology and internet.

My possible research Questions are-

 What are the technologies being in ELT classroom in colleges of Dhaka city?

 How are the different language skills and systems being taught through technology?

 What are the benefits and limitation of Technologically Advanced Classroom?

 Whether enough training is provided to teachers to teach with technology?

1.3 Methodology of the study

The research methods implied for this study are

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  Both online and library research to know the background theoretical progress and

different opinions relating to use of technology in language classroom

 Teachers responses from different colleges

 List of Questionnaire for the teachers to know the how language is being taught by using

different technology and internet.

 Class observation

 Unstructured interview with focus group of students

 Use graphs and tables to analysis the responses

1.4 Limitations of the study

This research was not free from limitations. I had to conduct the survey with limited number of

teachers because there are available of a few colleges who have technologically advanced

classroom. Moreover I was not permitted to observe more than a class. Because of time

constraint, I could not cover all the colleges who technologically advanced classroom. If I could

observe more classes than I could end up with high-quality findings and analysis and the study

could be more reliable.

3
 Chapter Two: Literature Review

This chapter deals with the theoretical works on use of technology in language classrooms. The

use of technology “in second- and foreign-language teaching is characterized by the use of

multimedia and the Internet.” (Patel,2014). According to Pandey(n.d), “multimedia is a

combination of text, audio, still images, animation, video or interactivity content forms”

(Multimedia).

2.1 What is TELL?

“(TELL) or Technology enhanced language learning deals with the impact of technology on

teaching and learning a second language” (Patel, 2014, Technology-enhanced language learning

(TELL)). Technology should be part of classroom utility as like other teaching tools or aids. It

can be essential combination with other teaching resources. The purpose of using technology

should be “assist and enhance language learning”. Recently, teachers are integrating different

varieties of technology to assist their teaching, involve students in “learning process, provide

authentic examples of the target culture, and connect their classrooms”. Some technology tools

permit teachers to make a distinction in teaching and classroom activities and also homework or

assignments.

In addition, technology has importance as a tool to support teachers of foreign languages in

facilitating language learning for their students. Technology can play an important role in

assisting and improving language learning, the efficiency of any technological tool depends on

the knowledge and expertise of the qualified language teacher who runs the classes.

Technology-enhanced language learning (TELL) suggests “to the use of the computer as a

technological innovation to display multimedia as a means of complementing a teaching method

4
language teacher. TELL is not a teaching method but rather an approach that can be used

alongside a teaching method to help teach”. (Patel, 2014, Technology-enhanced language

learning).

According to Jonassen et al. (1999), teachers need to seek ways of using technology as a learning

tool for their students even if they do not master the technology and cannot act as an expert.

Although technology is usually viewed as a delivery and instructional tool, many instructors

struggle to support their students to learn form, and about technology, but ignore the most

important aspect -- learning with technology. Students learn meaningfully when they learn with

computers, and not just about or from computers (Jonassen, 2000). When students learn with

computers, technology is viewed as a resource to help them develop, among other things, higher

order thinking, creativity, and research skills (as cited in Raihan & Lock, 2012, p. 25-26).

Moreover the use of technology “in second- and foreign-language teaching is characterized by

the use of multimedia and the Internet.” (Patel, 2014, Literature Review).

2.2 What is ‘multimedia’ in language classroom

As researcher concerns about how multimedia influence both teaching and learning of our

country, so it is very important to know what is multimedia in language classroom. According to

Pandey, “multimedia is a combination of text, audio, still images, animation, video or

interactivity content forms. It is usually recorded and played, displayed or accessed by

information content processing devices such as computerized and electronic media devices but

also be part of a live performance (multimedia).” Multimedia is being used for information in

form of texts, graphics, pictures, audio and video. When both images and sounds are presented

together then it is more appealing to its audiences. That is why use of multimedia is becoming

popular day by day to teachers as well as students. It is not enough to use multimedia in

5
classroom to motivate students. But also it requires to “use combination of teaching methods and

to make the classroom environment as stimulating and interactive as possible (multimedia).” One

more thing that multimedia cannot be “substitute for teachers” because s/he always works as

“facilitator” in classroom. A good teacher knows well how s/he can make his classroom or lesson

better by using technology.

2.3 Use of technology in language classroom

In recent years, revolutionary changes have come in classroom settings beside the teaching

methods because “Chalk and Talk teaching method is not enough to teach English effectively”

(Susikaran, 2013, Abstract). According to Raihan and Lock (2012), “with a well -planned

classroom environment, the students learn HOW TO LEARN” (p.20). Both teaching and

learning English language has become changed. Now-a-days it is proved that technology

enhanced teaching environment is more fruitful than lecture based classroom. “Teachers need to

seek ways of using technology as a learning tool for their students even if they do not master the

technology and cannot act as an expert” (p. 25)

The use of technology has remarkably changed the English teaching techniques. “Technology

provides so many options as making teaching interesting and also making teaching more

productive in terms of improvement.” (Patel, 2013, p.116). In traditional classrooms teachers

usually stand in front of students and give lecture and also give explanation and instruction by

using blackboard or whiteboard. “These technique needs slightly to be modified regarding with

the development of the technology” (Joshi, 2012, p.34). The use of multimedia texts in

classroom helps student to become increasingly familiar with academic vocabulary and language

structure. “The use of multimedia described here makes use of print texts, film and internet to

6
develop and enhance linguistics and knowledge” (Joshi, 2012, p.34). Use of print, film and

internet give students opportunity to gather information and introduce them to various materials

for analysis and interpretation of both language and contexts. “[I]nternet presents students a wide

range of collection of English language texts in many discipline departments” (Joshi, 2012,

p.34). Use of internet can make the benefit of increased student motivation. In addition, use of

film in teaching can help students to understand the topic with enthusiasm and develop their

knowledge. Sometimes teachers try to support their students to learn from and about technology,

but ignore the most important aspect - learning with technology. Students can learn meaningfully

when technology is used in the process of learning through use of computer, internet etc. When

students learn with technology, it helps them to develop higher order of thinking and research

skills. “Therefore, proper combination of multimedia and teaching methodology is appropriate to

attract students‟ attention towards English language learning” (Pandey, multimedia)

2.4 The growth of ELT through technology

In the article Use of Multimedia Technology in Teaching and Learning communication skill”:

An Analysis, there are description the growth of ELT through technology as “there are more

Non-Native than Native users of the language and diversity of context in terms of learners, age,

nationality, learning background etcetera has become a defining characteristic of ELT today.”

English language as a Second language and English as a Foreign language is using most of the

countries in the world. The numbers of non-native speakers are increasing day by day and one

of the main reasons of using English is internet. Not only internet but also “rapid development

of multimedia technology and its application to teaching, featuring audio, visual, animation

effects comes into full play in English class teaching and sets a favorable platform for reform

7
and exploration on English teaching model in the new era.” Education experts found that

technologies in language classroom have positive impact to promote communication skills.

“Technological innovations have gone hand-in-hand with the growth of English and are

changing the way in which we communicate.” So, it is very reasonable to say that wide spread

of internet as well as availability of computer “facilitated the growth of internet” (Patel, 2013,

p.117). According to Warschauer and Meskill (2000: 13), “appropriate use of new technologies

allows for a more thorough integration of language, content and culture than ever before and

provide students with unprecedented opportunities for autonomous learning” (cited in Ivy,

2010, p. 210)

2.5 Types of technology used in Language classroom:

There are different types of technology which can be used in language classroom. “The selection

of appropriate technology in class is essential for ensuring effective learning. When used as

learning tools, technology provides tremendous opportunities to enhance classroom

instruction”(Raihan & Lock, 2012, p.25). Raihan and Lock (2012) had provided following figure

which shows some technological options which can be used in classroom.

8
 Multimedia
projector
Touch
Word
screen processing
board

Video
Conferencing Internet

Ways to use
technology
in classroom
Web
page
E-mail

Presentation
Audio software
Digital
video

Figure 01: Technology in Classroom

Teachers can be benefited by using above shown technological options. Ivy (2011) mentioned

about some technological options which language teachers can use for professional purpose and

educational purpose (p. 207 - 216):

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Internet:

Internet is a source of huge information and knowledge. The list of information available through

internet is endless. “Teachers should be equipped with the necessary skills to track and sort out

these resources” (Ivy, 2011, p. 207).

Multimedia presentation:

Multimedia projector and presentation software are two technologies which are frequently used

in technologically advanced classroom. “Powerpoint presentations can be used by teachers to

present organized lectures, aid „visual‟ and inattentive learners and prepare students for their

professional life” (Ivy, 2011, p. 208).

Office applications:

Creating worksheet, handouts, posters, newsletters, reports, spelling and grammar checking,

presenting research data etc. can all be done effectively with these applications (Ivy, 2011, p.

208).

Images and soundtracks:

Sometimes teachers may want to add visuals, soundtracks, videos and animations to

materials/worksheets (Ivy, 2011, p. 208). Some teachers use projected slides, images from an

overhead projector (OHP) or projected computer images (Harmer, 2003, p.134).

E-mail:

E-mail has become an important means of communication nowadays. Of particular interest to

teachers and students is the fact that documents can be attached to e-mail and sent along with

10
them, so that students can send word-processed work to their teachers who can then send back

feedback in the same way (Harmer, 2003, p.134).

Multimedia Simulation software:

Through multimedia simulation software learners can enter computerized microworlds with

exposure to language and culture in a meaningful audio visual context (Ivy, 2011, p.212).

Interactive whiteboards:

An interactive whiteboard (IWB) is a large interactive display that connects to a computer and

projector. Some IWB allow teachers to record their instruction as digital video files and post the

material for review by students at a later time (Ivy, 2011, p.212).

Electronic whiteboard:

Electronic whiteboard or the smartboard is the latest addition to the technologies used in

classroom. However, Ivy (2011) states, “Although it is a very interesting add on to the

classroom, implementation is costly and as such is not feasible in the context of Bangladesh”

(p.213).

Podcasting:

Podcasting is a broadcast available on the internet anytime for downloading. It can be used by

language teachers to listen to varied sources of authentic input, to make students create their own

podcast in the foreign language, to listen to „semi-authentic‟ language created specifically for

language learners etc. (Ivy, 2011, p.215).

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2.6 Role of teachers in Multimedia classrooms:

In multimedia classroom, because of communicative approach, “[a]s teacher and student roles

shift with the integration of technology, a closer relationship seems to develop between students

and teachers (Raihan and Lock, 2012, p 19). The multimedia classroom is very different than a

traditional classroom. The teachers of multimedia classroom “have to attain sound competencies

and skills on different types of advance technologies to integrate those in class to enhance

learning (Raihan and Lock, 2012, p 27). That is why, the use of multimedia would revolutionize

of “teacher‟s role, learner‟s roles, conceptualization of knowledge and the process of teaching-

learning, and assessment” (Cited in Raihan and Lock, 2012, p 27). So, teachers “should guide

students to construct their thoughts through activities such as problem solving, decision making,

goal setting, and managing and preventing conflict and achievements”(p28).

2.7 Teaching method of Bangla Medium colleges:

„Since 1971 there has been said to be a serious decline in the standard and status of English in

Bangladesh, despite the expansion in the wider world of English linguistic globalisation‟

(Seargeant and Erling, p.7). However, the English language teaching and learning in Bangladesh

changed gradually since the independence of Bangladesh. Since the 1990s, however, there seems

to have been a renewed awareness of the importance of English owing to globalization, satellite

television, the growth of the IT industry and the Bangladeshi garment industry‟ (Seargeant &

Erling, p. 7). In 1995, the British Council on behalf of the University Grants Commission (UGC)

conducted a study which identified two major problems in the development of English language

teaching. Both of these two problems are concerned with the teachers. Recently, the Government

12
of Bangladesh has launched the English Language Teaching Improvement Project (ELTIP)

funded by the UK government‟s Department for International Development (DfID) (Hoque,

2008, p.30). As part of the ELTIP the new curriculum of English language was introduces in

1998 and in 2000, the National Education Policy was adopted which made English an additional

subject in I and II and a compulsory subject from class III onwards. This new curriculum aimed at

relocating the teaching and learning of English from a traditional grammar based approach to a

function-based communicative approach (Farooqui, 2014, p.442). “New textbooks with

communicative view of learning have been introduced since 2001 in the different classes, and

newer approaches and policies are being adopted time to time for further improvement of

learning English. In 2001, the English textbook English For Today, For Classes 11- 12 is

published and prescribed by the NCTB for the H.S.C. level in the general education system and

for the Alim level in the madrasha education system” (Hoque, 2008, p. 30)

2. 8 Necessity of using technology in CLT classroom

As discussed above, communicative learning method has been introduced in the national

curriculum up to college level, i.e. class XI-XII. In college level students prepare themselves to

get admission in university and in university level the medium of education English. Without

having a strong background in English it becomes difficult for students to survive in the

universities. Therefore, use of technology in language classroom in college level can help

teachers to teach English efficiently and promote English language skills of students. Ivy (2011)

stated, “…technology is fused in every part of our lives, in fact “technology is no longer a tool to

create an alternative environment - it is THE environment” (Gupta, 2010: 68). Academic

institutions are, therefore, expected to prepare students for a technological era that awaits them”.

13
She further stated, “Technology, whether for classroom purpose or for official purpose, has to be

implemented for its pedagogical value and relevance-not just to jump into the bandwagon”

(p.206). Patel (2013) discussed the necessity of multimedia in CLT classroom for the following

purposes:

 To cultivate students‟ interest in study

 To promote Students‟ communication capacity

 To Widen students‟ knowledge to gain and insightful understanding to western

culture

 To improve teaching effect

 To improve interaction between teacher and student (p.117 - 119).

2.9 Benefits of using technology in language classroom:

The use of technology as a tool of learning can make students more creative, autonomous and

collaborative than in classrooms where technology is not accessible to students (Raihan and

Lock,2012, p.33). Pederson (1986) argued that the effectiveness of computer technology is

directly related to the extent that it allows L2 teachers to implement effectively specific

pedagogical tasks that may be difficult to achieve in other environments (as cited in Salaberry,

2001, p.46). Exposure to authentic materials is another boon of being able to integrate

technology effectively in EFL classroom (Ivy, 2011, p.210).

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2.10 Limitations of use of technology in classroom:

The use of multimedia and technology for teaching and learning are beneficial. But there are

some limitations too. In Bangladesh, lack of training about the use of technology in classroom is

a major problem which teachers may face. Without thorough understanding of the technology at

hand it will be impossible to bring out optimum result (Ivy, 2011, p.216). “Teachers should be

aware of the possible frustration resulting from the unfamiliarity of computer software” (Shih-

Jen, n.d, Discussion). Teachers are benefitted by using different software for teaching.

Sometimes it could have problem to run or other type of problem which could affect teaching.

So, teachers should be aware of the problems of different software. The technical problems in the

management of the „multimedia lab‟ is another issue. Hunag (n.d) states, “For most of teachers,

it demonstrate a major challenge” (Discussion). Teachers need some advance knowledge to face

technical issues. But most of the teachers do not have that much knowledge to deal problems like

this. Issues such as tracking down appropriate information, misspelt addresses, slow connections,

blocked access, system crashes, loose wires, out-of-date plug-ins, out-of-date websites, lack of

administrative privilege and antiquated hardware can ensure that many EFL instructors avoid

using the web (Ivy, 2011, p.216).

Implementing technologies in classroom is another issue which cannot be ignored because it

involves financial expenses. Ivy (2011) stated, “It is not always possible to fund language

programs with such high cost, especially in the developing countries. Therefore, most of the

technologies remain „distant dream‟ to a good number of teachers in our country” (p.217).

Moreover, in a country like Bangladesh, not all students have access to technology at home and

as a result they cannot do homework.

15
As there are plenty of similar essays available online on same topic, students may adopt copy

and paste tactics as a shortcut way. Therefore, there will be rise in plagiarism (Ivy, 2011, p.217).

Sometimes in internet-based multimedia large files take long time to download. Due to slow

connect small files may even take long time to download. Ivy (2011) further pointed out that the

waiting period slows down the interactions between the student and the materials, wastes time,

and creates an uncomfortable impression. Moreover, in Bangladesh constant threat of power

failure posing the question of whether or not a plan can be smoothly carried out (p.217-218).

16
 Chapter Three : Research Methodology

This chapter explains the methodology of the study to gather information as to how English

language is being taught by using technology in higher secondary colleges of Dhaka City, i.e.

Grade XI and Grade XII. In Dhaka City there are a few higher secondary colleges which have

technologically advanced classroom and where teachers use technology in teaching English

language. In order to do research on this issue the researcher has followed systematic procedures

such as data collection on the research issue, analysis of data, interpreting results and drawing

conclusion. The main data collection instruments used in this research study were questionnaire,

observation and discussion with focus group.

3.1 Participants and settings

For the purpose of this study the researcher selected a number of Bangla medium higher

secondary colleges, government and non-government, of Dhaka city and participants were the

English language teachers of those colleges. As mentioned above, in Dhaka city there are few

colleges where English language is being taught with the use of technology. Adamjee

Cantonment Public College, Dhaka and Udayan School and College, Dhaka are among those

colleges.

In Bangladesh, some English medium institutions provide technologically advanced classroom.

However, in Bangla medium colleges rarely such facility is provided. Recently some non-

government schools and colleges are providing technologically advanced classrooms where

technology is being used in different ways to teach English language.

17
The researcher conducted this study in two Bangla medium higher secondary colleges, namely

Adamjee Cantonment Public College, Dhaka and Udayan School and College, Dhaka. In Bangla

medium colleges, English language is taught as second language. Initially the researcher began

to conduct the study in Bangla medium schools and colleges. But later on it was found that there

is hardly any Bangla medium school where technology is used for teaching English language.

Moreover, students of college level are matured enough to deal with technology and internet than

school level. Therefore, in this study the researcher selected higher secondary colleges, i.e. Grade

XI and Grade XII, of Dhaka city. Total participants in this study were 10 (ten), who were the

teachers of English language in above mentioned two colleges.

3.2 Research Approach

For any research two basic approaches are followed, viz. quantitative approach and qualitative

approach. Quantitative approach is based on information or data which can be analyzed

numerically. As Mackey & Gass (2005) stated, “Quantitative research generally starts with an

experimental design in which a hypothesis is followed by quantification of data and some sort of

numerical analysis is carried out” (p. 2). Thus quantitative research produces generalizable

results based on numerical analysis and statistical data. On the other hand qualitative studies, as

Mackey & Gass (2005) stated, “generally are not set up as experiments; the data cannot be easily

quantified (e.g., a diary study in which a student keeps track of her attitudes during a year-long

Japanese language course), and the analysis is interpretive rather than statistical” (p.2). Rather

than using a large group of participants with the goal of generalizing to a larger population like

quantitative researchers, qualitative researchers tend to work more intensively with fewer

participants, and are less concerned about issues of generalizability (Mackey & Gass 2005,

18
p.163). In qualitative research open ended questions are used which enable respondents to

express their own views and thoughts. On the contrary quantitative research involves structured

questions where response options are predetermined and results can be generalized through

numerical analysis.

Considering all aspects, this study is a combination of quantitative and qualitative approach as

the researcher employed both structured questions and open ended questions to get the best

possible understanding of the research topic through numerical analysis and interpretive analysis.

3.3 Research Instrument for Data Collection

In this study the researcher collected information on the topic through questionnaire, observation

and discussion with focus group.

3.3.1 Phase - 1: Questionnaire

Brown (2001) defined questionnaires (a subject of survey research) as “any written instruments

that present respondents with a series of questions or statements to which they are to react either

by writing out their answers or selecting them among existing answers” (as cited in Mackey and

Gass, 2005, p.92). Mackey and Gass (2005) further stated, “The survey, in the form of a

questionnaire, is one of the most common methods of collecting data on attitudes and opinions

from a large number group of participants; as such it has been used to investigate a wide variety

of questions in second language research” (p.92). By using questionnaires the researcher can

elicit information which respondents are able to report about themselves, such as their beliefs,

motivations and reactions. There are mainly two types of questionnaire items, namely: closed

and open ended. A closed-item question is one for which the researcher determines the possible

19
answers, whereas an open-ended question allows respondents to answer in any manner they see

fit (Mackey and Gass, 2005, p.93). In this study self-administered questionnaire was used to

gather information as to how English language is being taught in classroom with the use of

technology. The questionnaire consisted of total 18 (eighteen) questions, among which 5 (five)

were close-ended and 13 (thirteen) were open-ended questions.

3.3.2 Phase - 2: Observation

As mason (1996) noted, observation usually refers to “methods of generating data which involve

the researcher immersing [him or herself] in a research setting, and systematically observing

dimensions of that setting, interactions, relationships, actions, events, and so on, within it” (as

cited in Mackey and Gass, 2005, p. 175). Observation gives the researcher opportunity to

experience the real life scenario. Observation is very important in second language research as

the researcher gets in-depth information about activities, interactions, instruction and events that

take place in a second language classroom. Mackey and Gass (2005) discussed the advantage of

observation in research and stated, “Observations are useful in that they provide the researcher

with the opportunity to collect large amount of rich data on the participants‟ behavior and actions

within a particular context” (p. 175-176). However, the researcher, while observing a classroom,

must be aware of the “Hawthorne Effect”, i.e. individuals try to improve or modify an aspect

their behavior in response to their awareness of being observed. For the purpose of this study, the

researcher, having obtained permission from the college authority, observed two English

language classrooms; one was a technologically advanced classroom and the other was a

traditional classroom.

20
3.3.3 Phase -3: Discussion with Focus Group

Focus group sessions involve several participants in a group discussion, often with a facilitator

whose goal it is to keep the group discussion targeted on specific topic. It includes „unstructured

interviews‟ and „no list of questions is used‟. These interviews are more similar to „natural

conversations‟ (Mackey and Gass, 2005, p.173). The researcher after observing the class asked

to stay some students who could spend 5-10 minutes with her and asked them to share their

experiences about multimedia classroom.

3.4 Research Procedure

As discussed in the earlier section, the researcher gathered relevant information for this study

through questionnaire, observation and discussion with focus group. At first the researcher

searched for colleges in Dhaka city where technologically advanced classroom is provided for

teaching language. Then the researcher found that Adamjee Cantonment Public College, Dhaka

and Udayan School and College, Dhaka provide technologically advanced classroom. The

researcher obtained permission from the authority of the two colleges to conduct survey among

the language teachers of the said college and to observe a technologically advanced classroom

where English language is being taught by using technology. Initially the authorities of both

colleges were reluctant to allow the researcher to conduct survey and observe classroom.

However, later, after verifying the identity of the researcher and knowing the purpose of this

study, Adamjee Cantonment Public College allowed the researcher to conduct survey and

observe classroom in their college. It is to be noted that, Udayan School and College allowed the

researcher to conduct the survey, but refused to observe classroom as there was examinations.

Thereafter, the researcher conducted survey through questionnaire in both colleges and observed

21
a technologically advance classroom in Adamjee Cantonment College. After observing the class

the researcher held a discussion with some of the students of that class. The researcher also

observed a traditional classroom in the said college where the teacher was giving lecture in

traditional way. This is the common scenario of most of the colleges of Dhaka city where

English language is taught by using blackboard/whiteboard.

3.5 Data Analysis

After gathering the data through questionnaire, observation and discussion with focus group the

researcher analyzed them in a systematic manner. The researcher used both closed-ended and

open-ended questions in the questionnaire. There were total 18 (eighteen) questions in the

questionnaire. Among them 5 (five) were close-ended and 13 (thirteen) were open-ended

questions. After collecting responses of close-ended question the researcher analyzed the data on

a scale of 100 and demonstrated them in percentage. The results were shown in tabulated manner

and through graphs. The researcher also analyzed the information obtained through the open-

ended questions. The researcher focused on the following issues in analyzing the data:

3.5.1 Phase - 1: Questionnaire

(a) Types of technologies used in language classroom,

(b) Purposes of using technology in language classroom,

(c) Teaching of language skills and systems with the use of technology,

(d) Students‟ responses towards teaching with technology,

(e) Use of materials other than text books in technologically advanced classroom,

(f) Benefits of teaching with technology,

22
 - Promote Communication

- Better Outcome

(g) Limitations of teaching with technologies,

(h) Teachers‟ training on the use of technology.

3.5.2 Phase - 2: Observation

(a) Types of technologies used in language classroom,

(b) Teaching of language skills and systems with the use of technology,

(c) Students‟ responses towards teaching with technology,

(d) Use of materials other than text books in technologically advanced classroom,

(e) Benefits of teaching with technology,

(f) Limitations of teaching with technologies.

3.5.3 Phase - 3: Discussion with Focus Group

(a) Whether the students like technologically advanced classroom,

(b) Why do they like this classroom,

(c) How their teachers teach them different language skills.

23
 Chapter Four: Findings and Analysis

This chapter contains findings, analysis, interpretation and discussion on the data collected

through questionnaire and information obtained through observation and discussion with focus

group.

4.1 Analysis of the Questionnaire

4.1.1 Items in the Questionnaire:

There were 18 (eighteen) questions in the questionnaire. Among them 5 (five) were close-ended

and 13 (thirteen) were open-ended questions. There were 3 (three) dichotomous questions among

the aforesaid 4 (four) close-ended questions, particularly question nos. 7, 8 and 9. In question no.

7 respondents were asked whether they attended any training program under the Government of

Bangladesh or any other training program on the use of technology in language classroom. In

question no. 8 they were asked whether they think that training program is needed for using

technology in classroom. In question no. 9 respondents were asked whether they use any

materials or supplementary outside the text book. In question no. 1, respondents had to choose

from different types of technologies which they use in their classroom. There was also an option

to write the name of any other technology which was not mentioned in the given options.

In question no. 10 participants were asked to tick the language skills and systems which they

mainly focus in technologically advanced classroom. In question nos. 11 - 17 respondents were

asked as to how they teach different skills and systems of English language by using technology,

e.g. speaking, listening, writing, reading etc. In question nos. 2, 3 and 4 the researcher wanted to

know benefits of teaching with technology, purpose of teaching with technology and students‟

response towards teaching with technology. In question nos. 5 and 18 the researcher intended to

24
know teachers‟ view about the difference between technologically advanced classroom and

traditional classroom. In question no. 6 the respondents were asked to describe about

disadvantages of using technology, if any, which they have experienced.

The researcher analyzed all questions and responses which will be discussed in the following

sections.

4.1.2 Analysis and discussion

In this study For the purpose of this study the researcher has analyzed and discussed the

aforesaid questions under following sub-headings.

4.1.2.1 Types of technology used in language classroom

The question no. 1 required participant teachers to tick the technologies which they use in their

classroom. They were also given an option to mention the name of any other technology which

was not given in the list. The responses have been shown in the following table.

Name of the technology Responses Percentage

Multimedia projector 10 100%

Internet 04 40%

Presentation software 08 80%

Word processing 00 0%

Digital video 04 40%

Audio 04 40%

Web page 00 0%

E-mail 01 10%

Video conferencing 00 0%

25
Touch screen board 00 0%

Other, e.g. online dictionary, 03 30%

digital dictionary

Table 4.1: Response to question no. 1

The following graph represents the above table:

10
Number of teacher

9
8
7
6
5
4
3
2
1
0

Name of technologies

Graph 4.1: Response to question no. 1

It appears from the above table that 100% participants use multimedia projectors and 80% of

them use presentation software to teach different skills and systems of language. Only 10% of

the participants use email for teaching language. In respect of use of other forms of technology

the number varies as shown in the above table.

26
4.1.2.2 Purpose of using technology in language classroom

The question no. 3 required the participants to state their purposes of using technology in

language classroom. The reason of asking this question was to make clear about their motivation

to use technology to teach English language. A variety of responses were derived from the

participant teachers. It appeared from their responses that different teachers have different

purposes of using multimedia or technology in language classroom. However, their main purpose

of using technology is to make improvement of their teaching as well as to make the learning

process better than traditional classroom. Use of technology helps to make ideas clear and make

the environment of the classroom live and interesting to students. It also helps to get “first hand

experiences” and acquaint with “modern learning”.

4.1.2.3 Teaching of language skills and systems with the use of technology

In question no. 10 participants were asked to tick the language skills and systems which they

mainly focus in technologically advanced classroom. The following table shows the responses.

Skills and systems Responses Percentage

Speaking 6 60%

Listening 7 70%

Writing 5 50%

Reading 3 30%

Grammar 2 20%

Pronunciation 6 60%

Vocabulary 6 60%

Table 4.2: Responses to question no. 10

27
The following graph represents the table 4.2.

8
7

Number of teachers
6
5
4
3
2
1
0

Language skills and systems

Graph 4.2: Response to question no. 10

The above table and graph show that teachers mostly focus on listening and speaking skills in

technologically advanced classroom. Teachers also focus on pronunciation and vocabulary.

However, a few teachers focus on grammar and reading.

Having asked about the skills and systems, the researcher went on to ask (question nos. 11 - 17)

as to how the teachers teach different skills and systems of English language by using

technology, e.g. speaking, listening, writing, reading etc. The answers in this study revealed that

most the teachers do not use any technology for teaching grammar and reading. But two of the

teachers stated that they use some photos or images from google, videos as it is “effective for

grammar teaching” and show “practical application” of grammar through slides. They use

traditional method of using white board or asking students to read out a passage. One of the

teachers mentioned that s/he use “some of the live issues from internet particularly from leading

newspapers to create interest among students through multimedia.”It appeared in the study that

28
half of the teachers use some sort of technology for teaching writing skills. They stated that they

display „situation‟, „statistics‟ or „information‟ and ask students to write on those situation,

statistics or information. The study revealed that teachers mostly use technology for teaching

speaking, listening and pronunciation. For teaching these skills they use video or audio clips,

youtube video collections and show English movies and dialogue or speech of native speakers.

By showing these movies, dialogue or speech they teach their students the pronunciation of

native speakers. Some teachers encourage their students to use digital and online dictionaries.

Teachers also use different techniques to teach vocabulary by using technology. They show

variety of examples and relevant pictures or incidents on slides to teach vocabulary and ask

students to tell exact word and synonym. Some teachers ask their students to use digital

dictionary to learn vocabulary.

4.1.2.4 Students’ responses towards teaching with technology

In question no. 4 the participants were asked as to how their students respond in the

technologically advanced classroom. All the teachers answered very positively and stated that

students are responsive, spontaneous and interactive in the classroom. One of the teachers

mentioned that students “can derive the best from multimedia classroom”. They enjoy attending

the classes as they are “active” and “reciprocal”.

4.1.2.5 Use of materials other than textbooks

In Bangla medium colleges the national curriculum is followed for teaching English language.

As per the national curriculum English language is taught through textbooks. The national

curriculum does not refer to/provide any other material apart from the textbook for

technologically enhanced learning. However, it is obvious that if teachers use technology for

29
teaching English, they cannot restrict themselves within the fore corner of textbooks. Therefore,

the researcher in question no. 9 asked the participants as to whether they use materials or

supplementary outside the textbook. The following table represents the responses of the

participants.

Question Responses (Yes) Percentage

Do you use materials or supplementary 10 100%

outside textbooks?

Table 4.3: Response to question no. 9

The researchers found that all teachers are using materials or supplementary outside the

textbooks to teach English language in technologically advanced classroom.

4.1.2.6 Benefits of teaching with technology

In question no. 2 the researcher wanted to know as to how the participant teachers are being

benefitted from the use of technology in language classroom. All the participants answered very

positively. One of the teachers mentioned that use of technologies “are a great boon for learners”

as they can have first hand experiences through live presentation of the topic. Another teacher

mentioned that “visualization is helpful for learning English language”. Patel (2013) stated,

“[M]ultimedia teaching creates (…) the classes lively and interesting” and “has its own feature

such as visibility and liveliness” (p.119). This view of Patel has been reflected among the

participant teachers. One of the teachers shared that the class is “live and interesting and

therefore student are never bored in classroom”. It was found that all participants are being

benefitted by using technology in classroom.

30
In question nos. 5 and 18 participants were asked to compare between technologically advanced

classroom and traditional classroom in respect of communication with students and outcome

from the classroom. All of the participants mentioned that technologically advanced classroom

helps them to build up good communication with students and the out from the classroom is

better.

4.1.2.6.1 Promote Communication

The participants mentioned that it help to promote communication with the students. One of the

teachers mentioned that student “tend to be inactive in traditional classroom”. Technologically

advanced classroom is “more useful and more effective, because in digital classroom students

can have access to practical knowledge”. In such classroom, “students seem to be in a different

world” and that‟s why, technologies help teachers to teach and communicate with their students

better than traditional classroom.

4.1.2.6.2 Better Outcome

In the last question the researcher wanted to know as to which classroom is better in terms of

outcome. Most of the teachers expressed that technologically advanced classroom is much better

than traditional classroom. Technologically advanced classroom removes “monotony of

teaching” and students remain “spontaneous and interactive”, whereas “in traditional classroom

students are not eager to do that”. However, one of the teachers mentioned that “in respect of our

country traditional classroom is more effective”.

31
4.1.2.7 Limitations of teaching with technology

As discussed above, there are a lot of benefits of using technology in language classroom. But

there are some limitations too and the participants mentioned them in question no. 6. Four of the

teachers mentioned that the use of multimedia and internet “hinder the innovative power”

because they start depending on digital contents or material. One of them added that these are

making teachers “little idle”. One of the teachers stated, “not only teachers but also students are

going to blow their creative thought”. Students start to use readymade materials, notes, ideas etc.

from internet. This will increase chances of plagiarism and tendency of memorization. One of the

teachers mentioned that “lack of practical procedure” is one the limitations. Another mentionable

limitation is speedy and unfamiliar accent of native speakers make students uncomfortable for

practicing listening skill. The teacher also mentioned that sometimes students remain silent when

they cannot understand the native speaker‟s pronunciation. One of the teachers mentioned two

main problems are “load shedding and disconnection while using internet. Besides, sometimes

projector does not work; laptop charge issues also create problems in multimedia classes.”

4.1.2.8 Teachers’ training on the use of technology

In question nos. 7 and 8 the participants were asked as to whether they attended any training

program on the use of technology in language classroom and whether the training program helps

them to use technology in classroom. However, all participants answered negatively. None of the

participant teachers did attend any training program. The following table represents the

responses of participants:

32
 Question Responses (Yes) Percentage

Did you attend teacher training program 00 0%

under the Government of Bangladesh or
any other training program on the use of
technology in language classroom?

Table 4.4: Response to question no. 7

In question no. 8 the participants were asked whether they think that training program is needed

for using technology in classroom technology in classroom. There were three options -“yes”,

“no” and “I don‟t know”. Only two of the teachers answered “I don‟t know”, and rest of them

answered “yes”. The following table represents the responses:

Question Yes No I don’t know

Do you think training program 08 0 02
is needed for using technology
in classroom?

Table 4.5: Response to question no. 8

The following graph represents the above table.

I don't know

No

Yes

0 2 4 6 8 10

33
 Graph 4.3: Response to question no. 8

The researcher found that the participant teachers did not attend any training program on the use

of technology in language classroom, but most of them think that training program is necessary.

The responses of the teachers reflect Ivy‟s (2011) statement - “A major barrier a teacher in

Bangladesh may face while attempting to use technology in the classroom or workplace is lack

of effective training” (p.216).

4.2 Observation:

The researcher observed two English language classrooms; one was a technologically advanced

classroom and the other was a traditional classroom. The observation will be analyzed in the

following sections.

4.2.1 Types of technologies used in language classroom

When the researcher observed the class, she found that the teacher was using multimedia

projector and presentation software (i.e. MS power point slides). The size of the class was large.

So, the teacher was using microphone. He was also using remote to change the slides time to

time.

4.2.2 Teaching of language skills and systems with the use of technology

When the researcher observed the class she found that the teacher was showing a slide and asked

students to read out a passage shown on the slide. Then the teacher was asking different

questions on that passage. Thus the teacher was teaching the reading skill by using presentation

software.

34
4.2.3 Students’ responses towards teaching with technology

As the researcher went to observe the classroom, she observed how students respond towards

teaching with technology. The researcher found that students were participating in the class

interactively and spontaneously. Sometimes they were coming up with wrong answers;

nevertheless they were trying to communicate with the teacher. Some students were feeling shy

to participate in the class activities; however the teacher was asking them questions to justify

their understanding.

4.2.4 Use of materials other than text books in technologically advanced classroom

The researcher observed that the teacher was using some pictures and illustrations in the slide

which were not included in the textbooks. At the last part of the class the teacher played a video

clip on Royal Wedding from BBC and asked students to watch the video and concentrate on

pronunciation. After playing the video clip the teacher went on to ask questions from that video.

Thus the teacher was focusing on listening skill and pronunciation. Thereafter, the teacher also

gave students a writing task on the video.

4.2.5 Benefits of teaching with technology

The researcher observed that the teacher could easily interact with students by visualizing the

lecture. Students were also very interactive in the classroom and it helped to build up

communicative teaching. By using audio clip and playing dialogue the teacher was focusing on

listening skills and pronunciation. Thus it helped the teacher to promote his students‟ listening

skill and teach them correct pronunciation.

35
4.2.6 Limitations of teaching with technologies

The researcher found that the size of the classroom was very big and a large number of students

were in the class. It was tough for the teacher to engage everyone during the lecture. When the

teacher played the video clip some students were struggling to get understand of the

pronunciation as the speakers of the video were native speakers. When the teacher asked students

questions on the video, some students failed to provide correct answer. Moreover, the researcher

observed that the texts on the slides were not clearly visible from the rear bench of the classroom

because of the color contrast of the background and texts.

4.3 Discussion with Focus Group:

After observing the class the researcher held discussion with some students of the class. As it

was an unstructured interview, like natural conversation, the researcher asked them whether they

like such technologically advanced multimedia classroom. All of the students responded that

they like this classroom very much. Then again the researcher asked them that why they like this

classroom. One of the students told that teachers show them various pictures, sometimes video

movies etc. and thus they can learn proper „accent‟. He also said, “the classes are full of

entertainment rather than boring lecture”. Students also added that they hardly miss these classes

because teachers are friendly and “not strict” in this classroom. The researcher asked them as to

what are the skills they learn from this classroom. They did not understand this question. So, the

researcher rephrased the question and asked, “Do your teacher teach grammar in this

classroom?” They replied „no‟. “Then what about speaking, listening, reading and writing” - the

researcher asked. The researcher also added - “Do your teacher practice speaking and listening

with you in the classroom?” Students replied that sometimes teacher ask them to read out from a

36
passage and then ask questions and sometimes the teacher ask them to act some characters in

pairs or groups.

37
 Chapter Five: Recommendation

The purpose of this study was to explore the teachers‟ perspective of teaching with technology in

college level of Dhaka city. As the researcher found only a few colleges are using technologies

to teach language, the study attempts to find out what are technologies being used to teach

different skills and language systems and outcome of the technologically advanced classroom.

After gathering all information and data analysis the researcher provides some recommendations

on certain issues.

5.1 Issues of problems from the data analysis and Recommendation

Issue 1: No teachers’ training on the use of technology in ELT classroom:

From the analysis of the responses it was found that the participants did not attend any training

program to conduct technologically advanced classroom and most of the teachers realize that

they need to attend training program to get best outcome from their teaching. Ivy (2011) stated

that, “there are no training schemes for language teachers to learn the use of whatever technology

there might be. Teachers are expected to know these already or get help from their

colleagues”(p.207).

In order to achieve the effective teaching from teachers, the education experts should introduce

and spread the teachers‟ training program to get best outcome from technologically advanced

classroom. If there is no such training program, then it is not wise to expect best outcome or

resourceful teaching from teachers. The Ministry of Education and other education experts

should not only introduce but also plan wide spread training program throughout the country to

get best outcome from language teachers.

38
Issue 2: Traditional way of teaching Grammar:

The study shows that only 20% teachers are teaching grammar by using technology and rest of

them are teaching in traditional way. According to the National Education Policy 2010,

“grammar would be taught through communicative approach” (p.2). But most of the teachers are

using traditional way to teach grammar in language classroom. So, teachers need to be aware and

trained up about how to teach grammar in communicative approach both in technologically

advanced classroom and traditional classroom.

Issue 3: Introduce Technologically Advanced Classroom all over the country

The researcher found a few number of colleges are using multimedia and all of them are non

government educational institutions which have strong financial support.

In the primary stage of this study the researcher contacted with a number of colleges in order to

know whether technology is used for teaching English language in the respective colleges. The

researcher found that most of the colleges do not have such facilities. Use of technology in

classroom involves huge expenses as a Lecturer of English in a non-government college told the

researcher, “I know that use of technology would be beneficial for the teachers as well as the

students, but we cannot use it because we do not have enough fund to install and maintain

necessary equipments”. On the other hand another lecturer of a government college told the

researcher - “Our hands are tied, because we cannot install any technology unless provided by

the government. Moreover, we cannot go beyond the national curriculum. I do not think

government can introduce technologically advanced learning process so easily because it will

involve huge cost to implement any such project throughout the country”. Therefore, considering

39
the said statements of teachers the researcher is of the view that government intervention is

necessary to promote use of technology in teaching language. The researcher recommends that

audio-visual learning system should be included in the national curriculum to develop language

skills. Otherwise, discrimination in the education system will develop between colleges which

provide technologically advanced classroom and colleges which do not have such facility.

Issue 4: Problems in Technologically Advanced Classroom

One of the participants shared that students sometimes face trouble to understand the accent and

pronunciation of native speakers. To avoid such problem teachers can use modifying audio and

video clip, English news presentation of Bangladeshi presenter rather than BBC, CNN news

reports.

Another participant added that there are problems with internet connection, load shedding and

technical issues regarding technologically advanced classroom. To decrease these problems, the

authority should ensure good internet connection and power back up. Researcher also found that

there are one or two technologically advanced classrooms in the educational institutions and

students are shifting during the class time one class to another. However it would be convenient

for both teachers and students if the technological options are provided in every classroom.

At the end, researcher proposes that above mentioned recommendations can be implemented to

get best possible outcome from the use of technology in language classroom.

40
 Chapter Six: Conclusion

Studies have shown that the use of multimedia and internet have positive impact in language

teaching. It helps to promote communicative approach of teaching, use of authentic materials,

introduce a lot of exposure to students. It also provides learners communicative learning

environment and enrich their knowledge from outside textbooks. Technologically advanced

classrooms are becoming popular day by day to teach language. In this study, the researcher also

found that students are very enthusiastic to learn language through technology. If the government

of Bangladesh introduces the use of technology and internet for both teaching and learning

English language in national curriculum, students would be motivated to learn it accurately and

learn how to use English in real life.

In Bangladesh, almost all of the universities, both public and private, use technology in the

classroom and medium of the education is mostly English. Before entering into the universities,

students at college level have to make themselves prepared to get admission for higher studies. It

is, therefore, very important for a college student to have good command over English language.

Because of poor quality of English a lot of meritorious students fail to get admission in good and

reputed universities. Therefore, attention should be given to the use of technology in college

level throughout the country, so that teachers can teach different skills English language

efficiently as well as students can learn the language with proper understanding.

Textbooks are not always enough to teach English language as the purpose of English language

is to use it in real life context. To use it in real life context, learners need to get a lot of varieties

exposure to improve their proficiency level. The use of multimedia and internet in classroom

help to get different types of authentic language material. The researcher did not evaluate the

41
textbook which is provided by the National Curriculum and Textbook Board (NCTB), but she

found that it does not provide any audio-visual material for teaching and learning English.

Therefore, the researcher suggests that education experts should consider this issue and provide

some audio or visual material with the textbook, so that students can learn English language

properly native like. If some audio or visual material can be provided along with the textbook, it

would be a small step to implement the use of technology in language classroom.

From the responses of survey, it has been found that participant teachers did not attend any

teacher training program on how to use technology in English language classroom. It suggests

that education experts should pay more attention on this issue. Proper training can enable

teachers to provide best outcome.

The method of the study was not free from limitations. The major limitation was the number of

educational institutions which were selected for this research, as the number is very small in

comparison to the total number of colleges of Bangladesh. Moreover, enough colleges could not

be covered because of time constraints and availability of technologically advanced classroom. If

there were enough time for the research, the researcher could overcome these limitations.

42
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44
 Appendix-01

Teacher’s Questionnaire

At present, I am pursuing M.A. in English under the department of English and Humanities
(ENH) of BRAC University. In order to complete my degree I have to submit a thesis paper. For
the purpose of my paper I need to conduct surveys among teachers of English language classes in
colleges. Your answers will be strictly confidential and used only for the purposes of the
research. Your co-operation will be highly appreciated.

Section A: Personal Information

1. Name:

2. Teaching experience (year/s):

3. Teaching institution:

4. Teacher‟s training:

5. Contact number:______________________________ Signature____________________

Section B: Instruction

Please respond to the following items from your teaching experiences. Thank you for filling out this
questionnaire.

1. Which of the following technologies do you use to teach language in your classroom? You

can tick more than one option.

(a) Multimedia projector (b) Internet (c) Presentation software

(d) Word processing (e) Digital video (f) Audio

(g) Web page (h) E-mail (i) Video conferencing

(j) Touch screen board (k) None (l) Others______________________

45
2. How does technology help you to teach language in your classroom?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. For what purposes, do you use technology in your classroom? Describe briefly with some

examples.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. How do your students respond toward multimedia classroom? Do they like the

environment?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. Do you think that using technology or multimedia helps you to teach and communicate

with your students better than traditional classroom? If yes, explain how?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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6. What are the disadvantages of using technology and internet that you or your colleagues

have experienced? Describe briefly.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

7. Did you attend any teacher training program under the Government of Bangladesh or any

other training program on the use of technology in language classroom?

Yes No

8. Do you think that training program is needed for using technology in language classroom?

Yes No I don‟t know

9. Do you use materials or supplementary outside from your textbook?

Yes No

10. What are the skills you focused in technologically advanced classroom? You can tick

more than one option.

a) Speaking b) Listening c) Writing d) Reading

e) Grammar f) Pronunciation g) Vocabulary

11. How do you teach grammar by using technology in classroom?

___________________________________________________________________________

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 ___________________________________________________________________________

___________________________________________________________________________

12. How do you teach reading by using technology in classroom?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

13. How do you teach writing by using technology in classroom?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

14. How do you teach vocabulary by using technology in classroom?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

15. How do you teach speaking by using technology in classroom?

___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________

16. How do you teach listening by using technology in classroom?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

17. How do you focus on pronunciation by using technology in classroom?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

18. What do you think about outcome from traditional classroom and technologically

advanced classroom? Which one is better and why?

___________________________________________________________________________

___________________________________________________________________________

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 Appendix-02

A classroom Observation (Adamjee Cantonment Public College)

Report

I observed the English first paper class in Adamjee Cant. Public College. There I observed the

Class- XI and the teacher was focusing different skills or it was integrated with different skills.

The class was a review of first terminal examination. So, the teacher was discussing different

chapters as well as issues. He was using slides to delivered lecture. He used images and picture

in his slides. Firstly, he was focusing on reading and vocabulary on the topic Biography of

legendary. He was referring outside from textbook like “what is tragedy drama?” He also asked

one of the students the meaning of verticals and synonym of pioneer. At the end of the class he

used a video clip of BBC news about royal wedding. Then he asked to write what they knew

about royal wedding and what are the informations they gathered in the class.

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