Online education has been adopted widely to address the educational chaos created by the Covid-19 pandemic. Reports on its constraints and challenges appear daily in the global media. However, accounts of teachers’ and students’ experiences of this abrupt shift in pedagogical modality are conspicuously absent in the available literature. This article reports the findings of a study that explored teachers’ and students’ experiences of online education during the pandemic in the context of higher education in Bangladesh and Nepal. The online survey with 147 students and 76 teachers and interviews with a sub-sample of 17 participants indicate that they adapt the action potentials of the digital artifacts to local contexts and use them in the best possible ways to facilitate their communication and enhance student learning in difficult circumstances. The major challenges and constraints they experience in transitioning to online education include poor network, lack of digital skills, lack of technological support from institutions among others. The study findings indicate some pressing policy, pedagogical and research implications, which are discussed in the final section.
Expectation influences motivation and performance in Second Language Acquisition (SLA). Students' expectation also plays a significant role in curriculum development. This paper focuses on the expectations of the students in an English language classroom and how they want to be taught. From a study on 45 students of Stamford University Bangladesh, the researcher tried to find students' expectations about content, factors behind the expectations and effects of expectations in a language classroom using semi-structured interviews. It was found that students have expectations regarding their course content, teaching-learning style and education management. Several factors such as professional need, education background, social beliefs, personal goals and personality of the students worked behind their expectations and their expectations played a significant role in their classroom behavior and performance.
This study investigates the impact of Social Media (SM) on students’ attitudes towards the process of learning EFL from the learners’ perspectives. The hypothesised model is developed through social learning theory proposed by Vygotsky (1978). The sample population of this research consists of 228 undergraduate students (153 females and 75 males) enrolled in the Department of English Language at Najran University in Saudi Arabia. The instruments used to gather data from the participants included a self-designed online electronic survey and semi-structured interviews. Results show that Najran University students believe that SM positively improves their understanding of English. Moreover, students agree that SM is a good platform to improve their proficiency in English. They also reported that SM changes their attitudes towards English positively. The findings also indicate that SM is a good platform for students as it provides opportunities for learners to study foreign languages. As SM tools grow and new generations get attached to them, additional studies on the adoption of these tools must be conducted to support students’ learning.
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