Challenges of using technology in EFL classrooms in Bangladesh

Challenges of using Technology at EFL Classrooms: A study on Primary and Secondary level in Bangladesh The Research Team Ariful Hoq Shanil*

Afrin Hissain* Sadia Bilkis* *Researcher, EIA-DU-OU (UK) Research Collaboration Programme Institute of Education and Research, University of Dhaka

Background of Study 

21st century- English is an imperative dynamic for nonEnglish speaking countries to access the globalized world



Bangladesh has had a very traditional approach towards teaching English, focusing on the language rather than how to use it effectively. The situation of English language teaching and learning in Bangladesh is not so decent (EIA, 2009a)



Traditional classroom learning to electronic learning (Elearning) or mobile learning (M-learning) has predominantly directed through using ICT.

Background of Study(Cont...) 

The development of technologies for language learning recently has tended to be mobilized, portable, and personalized (Begum, 2011).

 Impact

of information and communication technology (ICT) on language learning has been acknowledged (Viatonu & Kayode, 2012)



Inability of students and adults to communicate effectively in English have been reflected as an apprehension at EFL learning classes in Bangladesh (Chowdhury and Ha, 2008; Hamid and Baldauf, 2008; Hamid, Sussex and Khan, 2009)

Background of Study(Cont...) ď ľ

Technology has emerged as the most important factor in our education system. ICT has become intimate and the most important part of education in the country and getting priority in our education system as well (National Education Policy, 2010)

ď ľ

ICT based materials were produced as additional classroom aids which caused some confusions with teachers expressing concern about how to relate all of the materials to specific parts of EFL learning course book (Solly & Woodward, 2012).

Significance of the Study 

The idea of incorporating technology in ELT instruction has always been the focal point of discussions and debates for a very long period of time (Alsied & Pathan, 2013).



ICT has been used to develop student’s skills for cooperation, Communication, problem solving and lifelong learning.



According to Baylor and Ritchie(2002) regardless of the amount of technology and its sophistication, technology will not be used unless instructors have the skills, knowledge and attitudes necessary to infuse it into the curriculum” .

Significance of the Study(Cont...)

ď ľ

Most of the time teacher faces a lot of challenges at the time of using technology in their EFL classrooms in Bangladesh (Shohel & Power, 2010).

ď ľ

Without prior knowledge or experience of using particular new technologies, teachers and students could use them and bring about changes in educational outcomes (Leach, 2008; Leach et al., 2005).

Rationale of the Study 

Focused on the challenges of using technology at EFL classrooms.



Guideline for ELT practitioners, policy makers and researchers.



Further follow up study

Objectives of the study



To explore the existing scenario of using ICT based materials in EFL classrooms in Bangladesh.



To identify the current challenges of using ICT centered materials of EFL classrooms.



To comprehend teachers’ (to some extent students’ also) attitude towards using ICT based materials.

Methodology of the Study 

Nature of the Study: Qualitative and descriptive .



Study area: Among 6 divisions in Bangladesh(2 upazillas from each division)



Sampling: Purposive



School Sampling: English In Action(EIA) intervention schools

Methodology of the Study(Cont‌) Research Design of the study No. of school

Research

Respondents

Total number

instruments

24 (12 primary schools & 12 secondary schools)

Classroom

English

48 (2 English classes of

observation

class

each EIA* intervention

schedule

Sampling

Analysis of

procedure

Data

Purposive

school)

Semi-structured

Student of primary &

interview

secondary level

72 ( 3 students per school) Purposive

approach of

schedule Semi-structured

qualitative English teacher

48

Purposive

Head Teacher

24

Purposive

interview schedule Open ended interview guideline

Thematic

analysis

Findings of the study Lack of ICT Skills 

Teachers’ deficiency on ICT expertise(Most of the Teachers)



Navigation challenges on ICT based EFL contents(about half of teachers)



Bumpy with audio based EFL contents(A few number of teachers).



Avoid using ICT based EFL teaching-learning contents(a major number of teachers).

Findings of the study(Cont...)

Lack of management skill for using audio material in classroom 

Not alert enough to stop the audio in time(almost half of them)



Instruction looked irrelevant (few of the teachers)



Couldn’t find the correct audio lesson(about half of them)



Teachers appeared uncomfortable(a significant number of respondent)

Findings of the study(Cont...)

Malfunction of ICT based materials 

Malfunction of the ICT devices (e.g. sound box, SD card, mobile phone, outlet cable etc.)(significant number of the area) According to one of the respondent “Sometime the cable was not working during the class, it created embracing situation instead of help”



Lengthy process for replacing or repairing drooping ICT devices

Findings of the study(Cont...)

Unavailability of Electricity 

Noteworthy number of schools had no electricity(specially in coastal area, hill tracts and North Bengal).



Charging ICT device was challenging issue( a major of number of teachers)



No alternative power supply(in coastal area, hill tracts and North Bengal)

Findings of the study(Cont...)

Poor induction for using ICT content in EFL classroom 

Inadequate induction for ICT based EFL teaching-learning contents.(found from teacher’s interview & classroom observation, significant number of teachers)



Teachers appeared (to be) unfamiliar with using ICT based EFL content(bit concerning in Chittagong Hill tracts)

Findings of the study(Cont...)

Inadequate classroom environment 

Classroom setting is a challenge for using ICT material in classroom practice(almost every area expect Dhaka).



Small size classrooms were not only the concern but also large classrooms were concern (in some areas)



Excess number learners and lack of proper supply facility were found very common (Hill tracts & North Bengal)

Findings of the study(Cont...)

Lack of motivation towards ICT based EFL contents 

Not familiar with ICT based content in classroom practice (a significant number of teachers though they had EIA contents and supporting videos)



Less careful to charge the speaker before going to class( a few number of teachers)



Speaker remains unused and kept in locker( a very few areas)

Findings of the study(Cont...)

Excessive dependence on ICT based equipment ď ľ

Teachers depended more on ICT rather than EFL teachinglearning contents and pedagogy(particularly in north Bengal & hill tracts)

ď ľ

Hampered the spontaneity of EFL classroom. (challenges found at very less scale).

Recommendation of the study



Continuous ICT skills development training.



An effective monitoring system need to develop for ICT based EFL classes.



Replacing malfunctioned ICT based materials

Recommendation of the study(Cont...)



Alternative power supply(e.g. Solar system).



Teachers need more space or forum to share their EFL classroom experiences at regular intervals.



Enhancing motivation for using ICT based materials

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