Addressing Impact of Technology in English Language Teaching at Secondary Level Education in Bangladesh

Abstract

In this technological age, integration of multimedia technology with traditional teaching methods is considered as a key promoter of creating effective teaching and learning atmosphere across the globe. Comprehending its importance, the present study aimed at investigating the effectiveness, adaptation, and contribution of technology-based ELT in different domains of English language alongside its key challenges at the secondary level (6-10 classes) education in Bangladesh via analyzing English teachers and learners’ responses against it. The data collected from twenty-five randomly selected secondary schools located at Khulna and Dhaka, Bangladesh following classroom observation, questionnaire, FGD, SGD, and PA where data were analyzed by IBM SPSS Statistics 20. The results highlighted that technology integrated ELT had a stringent contribution to improving teaching-learning atmosphere ever than before via creating an interactive environment along with drawing and retaining students’ attention throughout the class. Comparatively young teachers (36-45 years) were found more interested over old groups (56 or above) to enjoy using these modern tools in ELT classes. Students were found highly motivated to ELT classes equipped with multimedia technology as they could visualize the subject matter with reading. Key challenge filtered from the study pointed, teachers required adequate prior training to operate the multimedia and to prepare subject contents using AV tools. Majority of respondents believed, the use of technological tools with conventional methods not only inspires students’ creativity but also leads the students to create new knowledge, and thus, helps develop a capable future generation open to face any global challenges.