Challenges and Benefits of Using Online Learning Platforms in English Language Teaching and Learning in Bangladesh: A Secondary School Scenario
Md. Mominul Haque
Department of English Language, University of Dhaka
Abstract
The sudden interruption in traditional face-to-face language teaching caused by the COVID19 pandemic has impacted educational institutions of all levels in Bangladesh. Schools, like other educational institutions switched to the online mode. For most of the instructors and learners, this crisis-driven remote learning has been a completely new experience, and it is a factor that could hinder the learning outcome of students. As a result, it is critical that students' experiences with online learning and teaching be explored. This study investigates how English as a Foreign Language (EFL) student at selected secondary schools of Dhaka city in Bangladesh dealt with online learning. Overall first-time online language learning experience, online courses, efficacy of online teaching and delivery, online learning mode and attainment of graduate qualities, usage and efficiency of educational technology devices, and online learning language skills were the topics of the survey. The study findings show that most of the learners hold positive outlook towards online instruction, and it also suggests that more teachers are needed to be taken under technological training courses. The findings emphasize the need of investigating students' online learning experiences and their consequences for online virtual language education design, implementation, teaching, and assessment. Keywords: Online learning, learner experience, EFL, teaching materials, classroom interaction.
Chapter 1 Introduction
1.1 Background of the study
In the past few decades, no external event has had such a profound and far-reaching impact on education as the corona virus epidemic did. Schools and higher education institutions in Bangladesh as well as in the world were forced to switch to the online mode of instructions a response to the pandemic. Prior to the COVID-19 outbreak, moving to online instruction or online education systems was only an option that only a small number of educational institutions around the world may consider so, especially in the developing countries where educators, students, and the general public appear to underestimate online education system (Ko, &Rossen, 2017; Vai, &Sosulski, 2011; Elbelazi, 2015). In Bangladesh, the last ten years, efforts were made to “promote and popularize e-learning” as a prospective “alternative” mode of education. Several obstacles were encountered in the process, including, but not limited to,classroom atmosphere, educational environment, lack of technological support, classroom sizes, and, most importantly, the issue of "quality," which is critical to achieving a successful educational outcome (Asad, 2010).
The shift in emphasis from traditional face-to-face language teaching to technology enhanced language teaching has gained traction in both theory and practice throughout time. However, previous research on L2 remote learning was limited to examining the usage of various websites and web-based applications as far as learning a language is concerned, with little emphasis on teaching methods and Second language teaching guidelines from a pedagogical standpoint, making it difficult to generalize the usefulness of distance learning. In today's educational environment, where the entire academic process at the tertiary level, including teaching foreign languages, is conducted online, at least temporarily, there is no doubt that L2 distant learning should be investigated in terms of pedagogical methods and 12 language learning standards. According to Shrum & Glisan, 2010, such a change is necessary as "successful distance-learning programs are built on the development of proficiency, within standards-based methods to language instruction"
Distance learning is a formal educational procedure that takes place in online classrooms and involves the instructor and students meeting digitally while they are in different locations (e.g., Ko, & Rossen, 2017; Blake, 2008; Bach, Haynes, & Smith, 2007). Prior to the Corona virus pandemic, distance learning was promoted as a “solution for the limited availability of foreign language teachers, particularly for learners in rural areas” (Shrum, &Glisan, 2010, p. 471). In the post-pandemic era, distant learning became the only way for most countries to provide education during lockdowns, and this may happen again anytime in the future.
Twenty-first century students are considered to be "digital natives" (Prensky, 2001, as cited in Shrum, &Glisan, 2010, p. 449) who "grew up using the internet as well as other technical devices" (Shrum, &Glisan, 2010, p. 449). Teachers, on the other hand, are the “digital immigrants” (Shrum&Glisan, 2010, p. 450) who will suffer in the process of redefining their educational experiences and teaching approaches while shaping new ones. This migration has proven to be challenging and disturbing for institutions, educators, and students alike.
Online education is not a new concept; it has been a part of the learning and teaching experience for almost a couple of decades (Ko, &Rossen, 2017). Yet, the unanticipated and unplanned shift to online education may have given the idea that a revolutionary educational model would spell the end of a long-standing educational institution. Given the persistent "misconception about technology and language learning," this shock-generated image was all the truer when it came to Second language teaching online (Blake, 2008, p. 8).
1.2 Rational of the Study
There is hardly any research which explores the wide consciousness regarding Challenges and Benefits of Using Online Learning Platforms in English Language Teaching and Learning in Bangladesh. It is prospected that this study will further the knowledge about the Challenges and Benefits of Using Online Learning Platforms in English Language Teaching. Throughout this study, the aspects and challenges of the e learning will be discussed thoroughly. Moreover, as there is no expert writing on this issue, 13 this work will encourage the upcoming researchers to investigate this matter overwhelmingly for further research on the same arena.
1.3 Purpose of the Study
Every Research has some specific goals and aims to achieve. The main purpose of this research is to find out the challenges and benefits of Using Online Learning Platforms in English Language Teaching and learning. Moreover, the wide goal of this research is to find out the way by which these challenges can be overcome and how the students can be benefited from this e-learning system. Additionally, this paper will identify the learners' perceptions of crisis-driven distant learning
1.4 Significant and Scope
The focus of this research paper will be on Challenges and Benefits of Using Online Learning Platforms in English Language Teaching and Learning in Bangladesh. This paper will examine the whether the students and teachers are comfortable with the electronic devices and whether the teachers are encouraging students to participate in the e-learning. Finally, this study suggests some social initiatives along with some possible solutions to make e-learning more popular and comfortable to the students and teachers. 14
1.5 Research Question
This research attempts to investigate the following questions directly:
1. What are language learners' perceptions of crisis-driven distant learning?
2. What impact might learners' participation in online learning have on their ability to acquire a foreign language?
3. What problems do EFL teachers experience with the students’ homework and discussion boards?
4. What strategies do EFL teachers use to overcome challenges?
Chapter 5 Conclusion and Recommendations
5.1 Conclusion
The study investigated language learners' experiences with online learning in an EFL setting in Bangladesh, emphasizing the importance of students' input as important stakeholders in the educational process. Students are engaged in online education and have a positive outlook toward it, according to one significant finding. However, majority of the students prefer online learning although they believe that online learning has some negative impacts over their physical and mental health and hence a small portion of students consider the online learning unpleasant for them. Additionally, half of the students opposed to full time online learning education though it helps to expose more online materials. Over 65 percent of the respondents reported that their email writing and communication abilities had improved. Likewise, 51% of participants said that online learning made it easier to complete writing tasks and improve their academic writing. On the other hand, near sixty percent participants confirmed that online learning allowed them to learn about most of the important parts of their courses. Over half of respondents said that online learning made it easier to complete classroom material. Likewise, about sixty percent participants had a good attitude toward online learning as a means of helping the accomplishment of graduate qualities in terms of theoretical knowledge relevant to the topic as per the targeted objectives. Besides, the perception of the students about the teachers was satisfactory and majority of the students confirmed that teachers used explicit language and easy communication style and were responsive to the student’s query. In online learning, students prefer laptop as it is useful compare to the mobile and tablet. Surprisingly, participants could not show any coherence about the language skills and the number of the students thinks the subject is very easy was half who thinking the subject is very difficult. Finally, survey result shows that 4 among the surveyed EFL teachers have completed computer-related technological trainings. Similarly, teachers think that, Google Classroom is a potentially useful tool for making students feel at ease and creating a stress-free setting in an online teaching and learning environment although they find some difficulties while teaching.
5.2 Recommendations
Throughout this research paper many challenges were identified in distance learning. Accordingly, few recommendations have been made in order to overcome these challenges;
a. Students find very difficult to keep concentration for a long time in online class. Therefore, the online classes should be taken in way so that students have their enough time for rest in between the classes.
b. The materials of the classes are not always accessible for the students for which students had to take extra pressure to collect these materials. Hence, proper mechanism should be made available for the students where they will be able to collect all the related materials.
c. Students prefer to study short syllabus or important topic of the course which will ultimately hamper the students during the exams. However, the whole syllabus of the course should be covered in a way understandable for the students and easy to learn.
d. Although, majority of the students prefer using laptop while online learning, classes and exams should be taken in such way where any can access through mobile phone or tablet.
e. Most of the students think online learning is distressful for them as it is difficult to keep focused for a long time and in regular basis. Therefore, the condition of the student’s physical and mental health should be considered and arrangement for counselling should also be made.
f. Number of the teachers who received training for online teaching is not satisfactory and hence all the teachers should be properly trained as to how an effective session can be taken with students.
g. Student’s skills about the language course are not up to the mark and only few students find English language learning is very easy whereas majority find it difficult. Therefore, the course should be designed in such way which is easy to understand and student find interest over the subject.
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