The present study examined the adoption of ICT in secondary English language classes in Barisal, Bangladesh, from the perspectives of teachers and students. The research included a survey of 40 students and in-depth interviews with three English educators. In Barisal city, Bangladesh, secondary English language classrooms employ ICT. This study sought to understand the utilization of ICT in secondary English language classrooms. The study used mixed methods to obtain quantitative and qualitative data. A student survey collected quantitative data, while teacher interviews and classroom observations collected qualitative data. According to the survey, most students believe that integrating ICT in the classroom improves learning and English language acquisition. Educators also believe ICT can improve English language learning. They lack ICT resources and technological expertise. Students prefer to use ICT in English classes because they believe it improves learning. The classroom observations showed that educators used ICT in their lessons, although to various degrees. The research found that secondary English language instruction in Barisal, Bangladesh, uses ICT. However, some instructors may have limited access to ICT resources and technical skills, so there is room for improvement. The study also found that students want to use ICT in English classes because they think it will improve their learning. This means that Information and Communication Technology (ICT) can help secondary students learn English.
Keywords: ICT, English classroom, Language, Technical resources, Secondary school
DOI: https://doi.org/10.61921/kyauj.v06i01.006
31-Aug-2024
