Faculty of Humanities and Social Science > English
STUDENTS' RESEARCH WORK-6, SUPERVISED BY MD. MUSTAFIZUR RAHMAN SAMEEN
Mustafizur rRhman:
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
Mustafizur rRhman:
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
Mustafizur rRhman:
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
Mustafizur rRhman:
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.
Mustafizur rRhman:
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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