Abstract
Purpose: The paper aims to present an overview of the technologies that are used in English language learning classes in Higher Secondary Level of Studies in Bangladesh. The aim is also to identify the gaps between the use of technology and CLT- based curriculum and material. Approach/Methodology/Design: Four colleges were selected randomly as a sample of the study. For collecting data, an open-ended questionnaire was constructed, validated, and administrated. In addition, structured interviews and an observation guide of classes were employed as instruments to collect data. Findings: Based on the results of data analysis, it is clear that the use of technology in Bangladesh is increasing day by day but the percentage is still very low. The results of this study indicate that there is a gap between the use of technology and CLT based curriculum and material in Bangladesh. Hence, it is concluded that the technologies that are used in the classrooms are not adequate. Practical Implications: The study reflects on the use of technology in classrooms. This is in line with the mission of digital Bangladesh. Originality/value: This study is important for teachers, students and authorities since it reflects on the technology being used in higher secondary level, the gaps between the use of technology and CLT- based curriculum and material in Bangladesh and how the gap can be fulfilled to ensure the proper use of technology in CLT- based educational environment and attain the vision of ‘Digital Bangladesh’.
Highlights
In Bangladesh, the National Education Policy in 2010 brought changes in the English curriculum with more focus on the need to learn English for communicative purposes (National Curriculum, 2012, p.2)
Eight EFL teachers and 250 higher secondary students studying English as their compulsory study subjects were selected as participants
It would be absolutely wrong if the use of technology is overlooked in any English language class in Bangladesh
Summary
In Bangladesh, the National Education Policy in 2010 brought changes in the English curriculum with more focus on the need to learn English for communicative purposes (National Curriculum, 2012, p.2). “The curriculum focuses on teaching/learning English as a skill-based subject so that learners can use English in real-life situations by acquiring necessary language skills as well as knowledge, learning about cultures and values, developing positive attitudes, pursuing higher education and having better access to local and global employment” (National Curriculum, 2012, p.2). This study is an attempt to find out the technologies that are used in Bangladesh in H.S.C level for educational purpose, especially in English language class and the gap between the use of technology and CLT based curriculum and material in Bangladesh
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