Faculty of Humanities and Social Science > English

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

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Mustafizur rRhman:
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.

Mustafizur rRhman:
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.

Mustafizur rRhman:
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.

Mustafizur rRhman:
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.

Mustafizur rRhman:
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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