Fostering digital competence and enhancing speaking interactivity in Bangladeshi tertiary level ESL classrooms through innovative pedagogical strategies: perceptions of teachers and students

Abstract

The significance of digital competence is steadily increasing in the contemporary period and its influence has dispersed almost everywhere in the world. Moreover, digital technology has been widely integrated in the education sector as well, and as a result, the teaching and learning method of educational institutions has undergone tremendous changes. This qualitative study explores teachers’ and students’ perceptions and experiences of utilizing technology-assisted pedagogical strategies to enhance tertiary level students’ English-speaking interactivity in ESL classrooms in Bangladesh. The participants were selected through snowball sampling techniques in which few instructors and students at a Private University in Dhaka contributed and assisted in carrying out the research. In order to compile data accurately, semi-structured interviews were conducted to get valuable insights, and this step was enacted by recording the entire session as well as taking notes. Thematic analysis approach was chosen to analyze the findings and to organize the information into several key themes. Based on the results, most of the participants have acknowledged the role of digital proficiency in education and according to the interpretation of their viewpoints, implementing technological resources in teaching and learning will have a greater impact on enriching students’ speaking interactivity and promoting them to a dynamic and stimulating language learning environment. However, the investigation revealed challenges such as lack of adequate teacher training, issues related to access to technology, and lack of technical facilities. In addition, responses of the participants also demonstrated the need for advancing digital technology in Bangladesh’s education system with the reform of the curriculum. Finally, conclusive findings underscore the necessity of developing instructional approaches by rendering the incorporation of digital tools a standard practice in the ESL classroom.