Students’ Perception towards Technology in Learning English as a Foreign Language: A Case Study of Higher Secondary Students of Pabna, Bangladesh (original) (raw)
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“Use of Technology in English Language Learning on Tertiary levels students of Bangladesh”
This paper has shown how we can coordinate modern technology with the language learning. Few years back students did not find any interest in the way they were taught. But after the advent of technology the scenario has changed radically. Now the students can submit their assignment through internet, they can find suitable article, documents for learning English as well. This study encompassed the different sorts of devices which are used by the learners. Through this study I have also tried to find out the role of technology in English language learning and how much it is effective. The research has conducted on some tertiary levels students of Bangladesh by giving them some questionnaire. It has also cover the prevailing problems using it in the field of language and how we could make our way of learning more developed with the help of the technology.
Impact of Technology Use on English Language Teaching at the Undergraduate Level in Bangladesh
The Journal of EFL Education and Research (JEFLER), 2016
Effective use of technologies in education can enhance both learning and teaching and the introduction of computer into foreign language instruction seems to conform to the statement. This study attempted to explore the impact of the use of technology, such as computer, internet, and multimedia projector on English language teaching at the undergraduate level in Bangladesh. The participants were 4 EFL teachers and 40 undergraduate students studying English as their compulsory study course. The study applied in-depth interview and questionnaire to collect data. The study revealed that use of technologies had a mixed impact on English language teaching; the technologies encouraged and motivated the students to be more connected to their lessons; teachers also felt more confident and classes were more lively and effective in technology applied classroom. It was also found that technologies had some negative impacts too. The study also found that the use of technologies effectively in classroom was not much common in our country and every teacher was not well trained to handle modern technologies too. So, they suggested different sorts of training that would be helpful for them. Finally, this study suggested that trained teachers and assistance of the institutions were important to implement technologies at the undergraduate level.
Technology Usage in Learning English. A Case Study at Tertiary Level
The Postmethod Pedagogy, 2020
This paper reports a case study that was carried out to evaluate usages of modern technology (MT) in learning English by the tertiary level learners in Bangladesh. The study used case study approach, and data were collected applying three methods- questionnaire, observation, and face-toface interview. The sample consisted of current students of English department of a public university. The study found that technology usages of learners in English language (EL) learning were not effective enough though their attitudes towards technology-based language learning (TBLL) were positive. The key implication is that the tertiary level learners in Bangladesh need to use MTs in more effective ways to learn the EL
With the unprecedented spread, rapid growth and development of globalization, English has received the repute of being a widely used language for communication around the globe. Like other developing countries, in Bangladesh, English as a second language or a foreign language enjoys a high esteem for a range of purposes including further study at home and abroad, learning about world literature, increasing employment opportunities both locally and globally, communicating with foreigners for various purposes, utilizing the technological boon, and travelling to other countries. Therefore, at present, the role and status of English here is seen increasing than ever. But, it is really sad to see that in Bangladesh, students learning English language for almost twelve years as a compulsory course from primary level to higher secondary level and even having been graduated hardly have a very good comprehension over the language. Therefore, the opportunities globalization offers are beyond reach for many students. It is conspicuous that these days the overwhelming presence and blessing of information technology has made our everyday life so comfortable that we cannot imagine a single day without its presence. Likewise, the language learning process is also not free from the touch of technology. The more technological blessing is intermingled in language learning process, the more effective output or result the learners will have. Use of Information & Communication Technology (ICT) tools has thus been widely accepted for teaching English in modern world as it satisfies both visual and auditory senses of the students. Moreover, the Government of Bangladesh is actively giving special emphasis on the use of ICT to make the people have the benefit of government’s initiatives. So, digitalizing the language learning process can be an effective idea for it. Therefore, the aim of this study is to find whether the use of ICT tools in English language learning is actually beneficial and motivating for the university level students with the special focus on the selected Private Universities in Dhaka City. With the unprecedented spread, rapid growth and development of globalization, English has received the repute of being a widely used language for communication around the globe. Like other developing countries, in Bangladesh, English as a second language or a foreign language enjoys a high esteem for a range of purposes including further study at home and abroad, learning about world literature, increasing employment opportunities both locally and globally, communicating with foreigners for various purposes, utilizing the technological boon, and travelling to other countries. Therefore, at present, the role and status of English here is seen increasing than ever. But, it is really sad to see that in Bangladesh, students learning English language for almost twelve years as a compulsory course from primary level to higher secondary level and even having been graduated hardly have a very good comprehension over the language. Therefore, the opportunities globalization offers are beyond reach for many students. It is conspicuous that these days the overwhelming presence and blessing of information technology has made our everyday life so comfortable that we cannot imagine a single day without its presence. Likewise, the language learning process is also not free from the touch of technology. The more technological blessing is intermingled in language learning process, the more effective output or result the learners will have. Use of Information & Communication Technology (ICT) tools has thus been widely accepted for teaching English in modern world as it satisfies both visual and auditory senses of the students. Moreover, the Government of Bangladesh is actively giving special emphasis on the use of ICT to make the people have the benefit of government’s initiatives. So, digitalizing the language learning process can be an effective idea for it. Therefore, the aim of this study is to find whether the use of ICT tools in English language learning is actually beneficial and motivating for the university level students with the special focus on the selected Private Universities in Dhaka City.
The Postmethod Pedagogy, 2020
This paper aims to investigate the attitudes of students and teachers towards Technology Enhanced Language Learning (TELL) in English Language Teaching and Learning at private universities in and around Dhaka, Bangladesh. It also tries to explore the existing challenges which the teachers and students face in using technology in the ELT classrooms. In this regard, a questionnaire survey was used to obtain a quantitative insight of the study. Participants were 100 students and 12 teachers of 04 private universities in Bangladesh. Their responses were analysed with SPSS software. After studying their responses, it is found that students have positive attitude towards the use of technology in English language teaching and learning while the participant teachers have expressed mixed opinions with regard to the integration of technology in English language teaching. Besides, from the responses of the students, it is also conspicuous that most of the students are prone to passing their time in social media rather than study purpose. This tendency is misleading the original motto of the technology incorporation in the ELT arena. However, further scholastic considerations to resolve the problems faced by both the teachers and students can be done.
There is much information written about the benefits of technology in education and the effects of technology on English learning. Advocates for integrating technology into the English classroom emphasize the positive effects of technology. It is important, however, to take a more critical look at the effects of technology on English education so that we can maximize the positive effects and minimize the negative ones. Computer usage in classrooms increases student's amount of sedentary time and decreases their amount of active time. Physical activity helps to keep the brain active and focused, so it is important for students to be physically involved in their learning. With the increased use of technology, the physical aspect of learning is often neglected. While technology opens the door to opportunities and access to people outside our immediate social circle, the result of the virtual world often closes doors to real-world encounters. Technology has increased the opportunities for long-distance communication, but in exchange decreases our ability to communicate proficiently in face-to-face encounters. The effect on students might be that they are not learning some very essential social skills. This particularly applies to ESL students, who need face-to-face encounters to learn the social nuances and unspoken social rules of another culture. Social networking sites, such as Facebook and Twitter, are thriving on the use of short snippets of information, shortened forms of full words, and fully developed sentences and thoughts. Although these programs are not used in the academic setting, we have to recognize that students use these sites regularly, and it is dramatically changing the way we read and write. This major social trend in the use of technology in every day lives has a tremendous negative effect on education, especially English language learners (ELLs). Additionally, the
The Role of Technology in Teaching English Language in Higher Secondary Schools
English Language Institute Journal
This paper highlights the importance of technology in teaching English language in Sudanese higher secondary schools. Dealing with computers in reading and writing nowadays is considered as a core element of literacy in the age of information. Many countries in the world have recognized the importance and the great value of using digital technologies in language learning. Teaching English language is a debate that thousands of scholars speak about. A lot of papers have discussed this matter because of its importance and because it is known that teaching is considered the first source of learning language. Gilster (1997) puts the assurance more specifically on digital literacy so as to understand information in a wide range of sources. Although many teachers and curricula designers neglect the role that technology can achieve in teaching English language, using technology to equip the teaching process with many choices, can make learning more motivating and make teaching more product...
This paper investigates students' digital literacy and their attitudes towards technology applications in English language learning. The study presents digital technologies as an important aspect of language learning and stresses the concept of digital literacy among EFL learners. Thirteen second-year students of English are selected based on random sampling to take part in this quantitative study. Moreover, quantitative research was conducted, which is based on an online questionnaire administered to 13-second year students of English at Skikda University to explore their attitudes toward digital technologies in EFL instruction and the frequency of using technology applications in English learning. The findings of the survey show that university students have access to digital tools, such as cell phones. Nonetheless, computers and other digital tools were rarely used in educational settings. Furthermore, the results indicate that EFL students have positive attitudes toward information and communication technologies.
Perception of students regarding the use of ICT and learning English
Apertura, 2018
The growing integration of information and communication technologies in education has involved investigating how and under what circumstances and conditions these tools support students in learning a second language. This led to exposing their perception of the use of ICT as a support for learning English. The research was carried out with a quantitative, transversal and descriptive approach. The survey was applied to 162 students enrolled in the International Business career of a Mexican public university. The results show that students perceive positively the use of technologies as support in the learning of English; are aware of how these tools can help them acquire skills to master a second language; however, they acknowledge that they have not yet managed to internalize the use of ICT, mainly those aimed exclusively at the educational process. On the other hand, they consider that platforms, such as Moodle, and some types of educational software do not favor their learning, which makes it necessary to rethink the use of these tools and turn them into a dynamic space to provide greater participation by students.
Student-engaged Viewpoint on Technology in Learning English in Zanjan Public High Schools
—The purpose of this study was to investigate Iranian high school EFL students' viewpoint of technology in general and CALL (computer-assisted language learning) in particular on their learning process of English. In order to collect data, a quantitative research design was applied. The quantitative data was collected through a validated questionnaire, CALL attitude instrument (CALLAI). The questionnaire was distributed in two different high schools (one male and one female high school) in Zanjan. Participants were 340 high school students who filled in CALLAI questionnaire. The data of the questionnaire was analyzed using Statistical Packages for Social Sciences (SPSS) Version 20. Descriptive statistics including frequencies and percentages were used to analyze questionnaire items. In addition, Independent Samples Tests were applied to measure difference of attitudes by gender. Findings revealed that high school students hold positive attitude toward computer technology use in their learning process. Additionally, it was found that gender does not influence attitude of students.