Exploring Bangladeshi English medium school teachers’ use of technology in English language teaching and its outcome

Abstract

One of the foremost 21st century skills is technological competence. Technology provides chances for innovation that can change educational environments by enhancing, integrating, and fostering collaboration in the learning process. With the advent of numerous useful applications and tools more teachers are expected to adapt technological skills in their teaching. In Bangladesh, English teachers were not aware of technological factors earlier. However, after COVID-19, technology has become a necessary part of pedagogy in the English language. Many studies have been conducted on the response of the students about learning ways and experiences after using technology. However, works on teachers’ responses in this context are hardly seen. Every day, new opportunities are created to learn about emerging technology. To explore this factor, this paper explored how language teachers are involving technology in their pedagogy. To that end, this study was conducted on middle school English medium school teachers who teach the English language in the classroom. Findings revealed that middle school English medium teachers in Bangladesh are capable of incorporating technology in a wide context, but are not willing to entirely depend on it. Thus, it is suggested that a blended learning model be implemented so that technology integration in the classroom is neither lacking nor excessive.