The Impact of Technology-Enhanced EFL Reading Classes on Learners’ Performances and Participations

Authors

  • Nishat Tasneem Institute of Modern Languages, University of Dhaka

DOI:

https://doi.org/10.21111/ijelal.v3i1.8492

Keywords:

EFL, higher secondary level, reading skills, technology-enhanced learning

Abstract

The paper analyzes learners’ performances, attitudes, preferences, expectations, and judgments to estimate the contemporary impact of Technological-enhanced Language Learning (TELL) in the higher secondary EFL reading context of Bangladesh. The research is conducted among 3 higher secondary level schools in Dhaka City. These schools use both traditional modules and technology-enhanced modules to teach the students. The research utilizes a mixed method approach to address the current gap in studies in regards to a lack of research that emphasizes evaluating the impact of technology-enhanced classes in the higher secondary level EFL context in a developing country like Bangladesh. Findings reflect the implication of technology in producing Krashen’s (1981) low affective filter in the pedagogical reading environment by creating a conducive and comprehensible reading sphere. This also helps in promoting learners’ reading interests and motivation. The findings also highlight the fact that technological interventions in reading classes help alleviate their performances and participation in EFL classes. However, the findings manifest a limitation in using such technological modes in developing learners’ academic reading skills in the developing country context of Bangladesh. The study concludes by drawing on some learner-oriented suggestions to improve technology-enhanced EFL reading classes in the particular context.

Author Biography

Nishat Tasneem, Institute of Modern Languages, University of Dhaka

I completed my M.A. in English Language Teaching (ELT) from the Institute of Modern Languages, University of Dhaka in 2021. I have worked as a tertiary level instructor of Applied Linguistics and ELT in Bangladesh for a short period after my graduation. Currently, I am pursuing an Erasmus Mundus Joint Master's degree in Adult Education for Social Change in various prominent European universities. My research interests include diverse topics such as technology-enhanced learning, distance learning, adult and lifelong education, EFL/ESL pedagogy etc.

References

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Published

2022-12-29

Issue

Vol. 3 No. 1 (2022): The Contribution of Literature and Applied Linguistics in English Learning

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Articles

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