Use of information and communication technology tools in the secondary English language in urban class

Abstract

Learning English is a significant factor in terms of socio-cultural and economic phenomena in Bangladeshi society. It is evident that Bangladesh has been focused to make use of every possible approach and opportunity in order to develop and advance. The nation has demonstrated exponential potential and capabilities in the last few decades in terms of development. The study has also laid down a brief amount of discussion regarding the methodology of the research adopted by the researcher. The positivist research philosophy has been utilised throughout the course of the investigation. The research has provided analysed and conducted the primary and secondary research. In the first part of the research, a concise and clear discussion regarding the subject as well as analysis of the collected data has been presented in the form of graphs and tables which has been focused to ensure that interpretation of the results is done in a proper manner. The data gathered from the survey has been graphically and statistically represented with MS Excel. Via the means of secondary research which has been conducted using thematic analysis a wide amount of articles and journals have been analysed which has brought about various underlying factors regarding the subject of the study. Thematic analysis has produced various underlying data and information that have not been possible to be understood via the means of primary data research and thus the thematic analysis has supported the whole of the research performed. It has discussed the findings of the research from both primary and secondary research, to meet the research objectives effectively. The research has found that the extent of ICT integration is quite low, and there are several factors influencing the same. Ineffective policies are one of the main reasons behind the inadequate digital penetration in several parts of Bangladesh; furthermore, ineffective infrastructure, lack of connectivity, as well as lack of adequate training for the teachers also impact ICT integration. Access to computer teachers is also significantly limited in various regions of the nation, which also has an effect on the use of ICTs in English teaching in the nation.