STUDENTS' RESEARCH WORK-6, SUPERVISED BY MD. MUSTAFIZUR RAHMAN SAMEEN

Author Topic: STUDENTS' RESEARCH WORK-6, SUPERVISED BY MD. MUSTAFIZUR RAHMAN SAMEEN  (Read 1213 times)

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References
B, Adair-Hauck, L.Willingham-Mclain, & B. E Youngs (1999) Evaluating the
Integration of Technology and Second Language Learning, CALICO Journal, 17(2), 269-306.
C. A, Chapelle (2008) Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114.

Graddol, David. (1997) The Future of English, UK: The British Council.
Holec,H.(1981) Autonomy and Foreign language learning. Oxford: Pergamon.
M. H, Beauvois (1992) Computer-assisted classroom discussion in the foreign
Language Classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 445-464.
T, Ibarz & S. Web (2007) Listening to learners to Investigate the Viability of Technology-Driven ESOL pedagogy. Innovations in Language Learning and Teaching, 1(2), 1-19.

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CHAPTER VI: CONCLUSION
Technology is increasingly used in English language learning either as a complement to teacher mediated instruction or as the sole means of learning. Although access to technology may present challenges to English education programs and practitioners, these can be overcome. Online platforms have progressed considerably in recent years and promise to offer increasingly useful, affordable, and accessible applications and tools for language learning. Teachers using technology need to continue to provide opportunities for in-person interaction to promote language and literacy development. Further research is needed on the impact of different uses of technology and on uses that promote English acquisition over time. Given the rapid rate of innovations in software and Internet access, long-term research studies are needed to understand more about the role and impact of using technology with learning English.

In conclusion, we believe that this process can fully improve students’ ideation and practical language skills, which is helpful and useful to ensure and fulfill an effective result of teaching and learning. Barring a few problem areas multimedia technology can be used effectively in classrooms with proper computer knowledge on the part of teachers, overcoming the finance problems in setting up the infrastructure and not allowing the teachers to become technophobes.



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CHAPTER V: DISCUSSION

Answers
The data analysis made by the researcher shows that the technology is used in university (private) level of Bangladesh. Both the teacher and the students used to take advantage of the technology in teaching and learning process in their classroom or outside. The research shows most of the university use computer and projector in their classroom to show visual elements in their classes. Some of them use internet connection in their classroom although the number is very few. Many of the teachers and students use digital dictionary to find word meaning sometimes. To find English teaching and learning solution they use internet and the number is satisfying. They think the use of technology helps them to teach and learn.  They specified some barriers; lack of visual elements, lack of interest of University authority, lack of trainer, and ignorance. Both the teachers and students think they need more inspiration and availability of technology in their teaching learning process.

Recommendation
The research paper shows some problems that are very much important for using technology in learning English. Lack of technology in learning English is one of the important questions so the authority of the universities should take step in this problem. As Bangladesh is not developed so the students and teachers need proper training to operate the technology and make it useful in learning English process. The students need inspiration so that they feel eager to use technology. At the end we should grow awareness among the students and teachers because this is necessary in the English learning process.


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Students Question No. 7. Do you use it?
But less than 50% students use their mobile dictionary to find word meaning at times. Lack of interest is one of the causes for this reason.
 
Figure 16: Use of Digital Dictionary
Students Question No. 8. Do you search the internet to solve any question about learning English?
Almost 80 percent of students search the internet to solve question about learning English.
 
Figure 17: Rate of internet search to solve question about learning English


Students Question No. 9. Does your teacher inspire you to use technology in English learning?
 
Figure 18: Teachers inspiration to use technology in learning English
Students Question No. 10. Your opinion: technology helps you to learn English?
 
Figure 19: Your opinion: technology helps you to learn English.
87 percent of the students think that technology helps them to learn English.



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Students Question No. 4. Does your classroom contain technical devices?
86 percent of classroom contains technical devices. Most of the universities contains technical devices in their classroom.
 
Figure 13: Classroom contains technical devices
Students Question No. 5. What kind of device uses your institution?
 
Figure 14: Kinds of device uses institution
Students Question No. 6. Does your mobile phone contain a digital dictionary?
More than half of the students use mobile dictionary.
 
Figure 15: Mobile phone contains digital dictionary

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Questions for students
Students Question No. 1. Do you use any technology to learn English?
80 students were asked the question in order to find the answer that whether they use technology in their classroom or not. The result is shown in the table. And 62 percent says they use technology to learn English.
 
Figure 10: Number of technology user
Students Question No. 2. What kind of devices you use?
 
Figure 11: Used devices
Like the teachers the students also uses technology in learning English. Same answers came from the students. They also use computer, mobile, e-dictionary, and internet to get advantages for English learning.
Students Question No. 3. Does your teacher use any technical device to teach you English?
 Students answer that 69 percent teachers use technology to teach them English. That means more than fifty percent of students are taught by technology.
 
Figure 12: Number of teacher uses technical devices to teach English

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Teachers Question No. 5. What kind of visual instruments you use?
Most of the teachers are using visual instruments. And the number of internet user is high here and the use of computer, mobile, and digital dictionary is satisfying.

 
Figure 5: Kinds of visual instruments

Teachers Question No. 6. Do you use monitor/ projector to show slides?
The number of monitor and projector is satisfying. 90 percent of teachers said that they use monitor and projector in their classroom.
 
Figure 6: Use of monitor/projector to show slides
Teachers Question No. 7. Do technology helps you to teach effectively?
 
Figure 7: Help of technology to teach effectively


Teachers Question No. 8. Do you inspire your students to use technology in learning English?
 
Figure 8: Inspiration for students to use technology in learning English
The teachers are satisfied by using technology. They uses and also inspires the students to use it. 
Teachers Question No. 9. What are the barriers to use technology in learning English?
Teachers think that lack of technology is one of the important barriers to use technology. Beside lack of attention, ignorance, and lack of interest are the causes.
 
Figure 9: Barriers to use technology in learning English

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Questions for teachers

Teachers Question No. 1. Do you use any technology in your classroom?
30 teachers were asked the question in order to find the answer that whether they use technology in their classroom or not. The result is shown in the table.
 
Figure 1: Use of technology in your classroom
The above pie chart shows that 77% of the teachers use technology in their classroom. It shows the hope that technology is being used by the teacher in most of the classroom.
Teachers Question No. 2. What kind of technology these are?
What kind of technology using the teachers. And the answers were computer, mobile, digital dictionary, and internet. Percentages are shown in table below.
 
Figure 2: Kind of technology
Computer is now common device in the educational institutions. Most of the universities are using computer in their classroom. Although the internet connection is very low in number but the use of computer, mobile, and digital dictionary is satisfying.
Teachers Question No. 3. Do you search the internet to solve any question or to teach effectively?
63 percent of teachers search the internet to solve problems about teaching English.

 
Figure 3: Internet search to solve question or to teach effectively

Teachers Question No. 4. Do you use any visual instruments?
Use of visual instruments is common in every private university. The figure below clears it.
 
Figure 4: Use of visual instruments

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CHAPTER IV: DATA ANALYSIS AND FINDINGS

The research client was 30 English teachers and 80 students learning English as a foreign language at the graduate and post graduate level. They were requested to complete the multiple choice questionnaire to find out how they use the technology, is it helpful, and advice how it can be developed. Both the teachers and students cooperated in the research questionnaire. The data collected from the teachers and students were scored by hand. 

4.1 Presentation and interpretation of findings
The teachers were asked eleven questions in order to find the opportunities, use, and barriers of using technology in teaching and learning English.

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CHAPTER III: METHODOLOGY
3.1 Nature of Research
The research paper entitled “Learning English through Technology: A Planning and Implementation Guide.” is a question based descriptive research paper. The paper is mainly primary research type. The paper aims to observe and describe the use of technology in learning English. The reason behind being descriptive we know from the objectives of the research paper.

3.2 Data collection and procedures
The research aims to see the use of technology in University level (private) of Dhaka, Bangladesh. It is very difficult to investigate all the universities of Bangladesh so the researcher selected some of private universities. The researcher observed the universities consciously from January 2014 to April 2014. The universities use technologies were emphasized because the paper will show the use of technology of that period. Discussion chapter will also discuss universities that are not using technology.
In the literature review (chapter II) writer paraphrased from Graddol’s study (2000). Researcher also visited many universities and surfed the internet.

The researcher followed the American spelling system in the paper.

3.3 Sources
Both primary and secondary sources were used to complete the query of the research. The secondary sources were books, journals, newspapers, and previous research papers. In the section of primary data collection the researcher interviewed a group of teachers and graduate students from various universities. The questionnaire was simple, containing ten open questions for students, and eleven questions for teachers.

3.4 Referencing
To bring vividness in referencing the researcher followed the APA style of referencing.


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CHAPTER II: LITERATURE REVIEW

English Language Teaching has been with us for many years and its significance continues to grow, fuelled, partially by the Internet. Graddol’s study (2000) suggests that in the year 2000 there were about a billion English learners- but a decade later the numbers doubled. The same study indicates that over 80 percent of information stored on the internet is in English.

With the rapid development of science and technology, the emerging and developing 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 and exploration on English teaching model in the new era. It’s proved that multimedia technology plays a positive role in promoting activities and initiatives of student and teaching effect in English class. Technological innovations have gone hand in hand with the growth of English and are changing the way in which we communicate. It is fair to assert that the growth of the internet has facilitated the growth of the English language and that this has occurred at a time when computers are no longer the exclusive domains of the dedicated few, but rather available to many. With this there has been a very significant proliferation of literature regarding the use of technology in teaching English language.

There are many techniques applicable in various degrees to language learning situation. Some are useful for testing and distance education, and some for teaching business English, spoken English, reading, listening or interpreting. The teaching principle should be to appreciate new technologies in the areas and functions where they provide something decisively new useful and never let machines takeover the role of the teacher or limit functions where more traditional ways are superior. There are various reasons why all language learners and teachers must know how to make use of the new technology. Here we also need to emphasize that the new technologies develop and disseminate so quickly that we cannot avoid their attraction and influence in any form





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CHAPTER I: INTRODUCTION
With the spread and development of English around the world, English is used as a second language in a country like Bangladesh and for some people the 1st language. It enjoys a high prestige in the country. At present the role and status of English in Bangladesh is higher than ever as evidenced by its position as a key subject of medium of instruction, curriculum. As the number of English learners is increasing different teaching methods have been implemented to test the effectiveness of the teaching process. Use of authentic materials in the form of films, radio, TV has been there for a long time. It is true that these technologies have proved successful in replacing the traditional teaching.

The new era assigns new challenges and duties on the modern teacher. The tradition of English teaching has been drastically changed with the remarkable entry of technology. Technology provides so many options as making teaching interesting and also making teaching more productive in terms of improvements. Technology is one of the most significant drivers of both social and linguistic change. Graddol: (1997:16) states that” technology lies at the heart of the globalization process; affecting education work and culture. The use of English language has increased rapidly after 1960. At presents the role and status of English is that it is the language of social context, political, socio cultural, business, education, industries, media, library, communication across borders, and key subject in curriculum and language of imparting education”. It is also a crucial determinant for university entrance and processing well paid jobs in the commercial sector. Since there are more and more English learners in India, different teaching methods have been implemented to test the effectiveness of the teaching process. One method involves multimedia in ELT in order to create English contexts. This helps students to get involved and learn according to their interests, it has been tested effectively and is widely accepted for teaching English in modern world.

Technology is utilized for the uplift of modern styles; it satisfies both visual and auditory senses of the students. With the spread and development of English around the world, English has been learned and used by more and more speakers. According to David Graddol ‘it is the language at the leading edge of scientific and technological development, new thinking in economies and management, new literatures and entertainment genre.

1.2 Research Objectives
   To find the English learners who use technology.
   The percentage of learners and teachers use technology in learning English.
   To find out the types of technical device used in English learning.
1.3 Research Questions
   Are the learners using technology in learning English?
   What kinds of technical devices they are using?
   What are the barriers of using technology?

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List of tables and figures

Figures
Figure 1: Use of technology in your classroom……………… ……………………      4
Figure 2: Kind of technology………………………………   ………………………   5
Figure 3: Internet search to solve question or to teach effectively…………………      5
Figure 4: Use of visual instruments………………………………………………...      6
Figure 5: Kinds of visual instruments………………………………………………      6
Figure 6: Use of monitor/projector to show slides…………………………………      7
Figure 7: Help of technology to teach effectively………………………………….      7
Figure 8: Inspiration for students to use technology in learning English…………..      8
Figure 9: Barriers to use technology in learning English…………………………..      8
Figure 10: Number of technology user…………………………………………….      9
Figure 11: Used devices…………………………………………………………....      9
Figure 12: Number of teacher uses technical devices to teach English……………      10
Figure 13: Classroom contains technical devices………………………………….      10
Figure 14: Kinds of device uses institution………………………………………...      11
Figure 15: Mobile phone contains digital dictionary……………………………....      11
Figure 16: Use of Digital Dictionary………………………………………………      12
Figure 17: Rate of internet search to solve question about learning English……....      12
Figure 18: Teachers inspiration to use technology in learning English……………      13
Figure 19: Your opinion: technology helps you to learn English………………….      13


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Table of Contents
Title ……………………………………………………………….        I
Declaration ………………………………………………………..      II
Acknowledgement………………………………………………...      III
Abstract…………………………………………………………....      IV
List of contents and figures ……………………………………….      V

CHAPTER I: INTRODUCTION…………………………………      
1.1 Introduction…………………………………………...      1
1.2 Research Objectives…………………………………..      1
1.3 Research Questions…………………………………...      1

CHAPTER II: LITERATURE REVIEW…………………………      
   2.1 Literature Review……………………………………..      2
   
CHAPTER III: METHODOLOGY……………………………….      
   3.1 Nature of research……………………………………..      3
   3.2 Data collection and procedures ……………………….      3
   3.3 Sources………………………………………………..      3
   3.4 Referencing……………………………………………      3

CHAPTER IV: DATA ANALYSIS………………………………      
   4.1 Presentation and interpretation of findings ………..      4
   4.2 Questions for teachers ……………………………....      4
   4.3 Questions for students……………………………….      9      
   
CHAPTER V: DISCUSSION……………………………………...       
   5.1 Answers…………………………………………..…….      14
   5.2 Recommendation …………………………………….      14

CHAPTER VI: CONCLUTION……………………………………      
   6.1 Conclusion………………………………………………   15
   

References …………………………………………………
Annex ………………………………………………………


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Abstract
This paper investigates the importance of using technology; Radio, TV, Computer, Internet, Electronic Dictionary, Email, Blogs, Power Point, Videos, audio book, and smart phones in English language learning process. The last two decades have witnessed a revolution because of technology, and has changed the dynamics of various industries, and has also influenced the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new learning model. As a result technology plays a very important role in English teaching and learning. Using technical devices to learn English has its unique advantages. This paper aims to analyze the necessity of technology, problems, and a guide to teaching and learning English through technology.