Papers by S M Zubair Rahman
This study examines the integration of technology in English Language Teaching (ELT) at the terti... more This study examines the integration of technology in English Language Teaching (ELT) at the tertiary level in Bangladesh from learners’ perspectives. It explores students’ attitudes toward technology-based learning tools, their accessibility, the challenges faced, and possible solutions. A mixed-methods approach was used, involving a questionnaire survey of fifty students from public and private universities, including Bangladesh University of Business and Technology (BUBT). The findings indicate that most students hold positive views about using technology in learning English, reporting that digital tools significantly improve their learning experience. Smartphones and laptops are the most commonly used devices, while platforms like YouTube and educational websites are widely preferred. Although many classrooms are equipped with technological facilities such as projectors and computers, teachers’ proficiency in using these tools remains a concern, often rated as average or below average. Major challenges include slow internet speed and the high cost of paid educational resources. Despite these issues, the benefits—such as authentic learning opportunities, instant feedback, and time efficiency—are considered more significant. The study recommends enhancing teacher training, improving internet affordability, increasing institutional support, and promoting effective use of technology to strengthen ELT practices.
Keywords: English Language Teaching (ELT), Technology Integration, Tertiary Level, Bangladesh, Learners’ Perspectives, ICT in Education, Mobile-Assisted Language Learning (MALL), Computer-Assisted Language Learning (CALL)
The rapid expansion of English Medium Instruction (EMI) in Bangladesh’s higher education sector i... more The rapid expansion of English Medium Instruction (EMI) in Bangladesh’s higher education sector is largely driven by its perceived role in improving graduate employability in a globalised job market. However, shifting from Bangla-medium instruction has created notable classroom challenges for both students and teachers. This mixed-methods study explores the impact of EMI on the teaching-learning process at Bangladesh University of Business and Technology (BUBT), incorporating the perspectives of key stakeholders.
Data were gathered from 50 undergraduate and postgraduate students using a structured Likert-scale questionnaire, alongside semi-structured interviews with 5 faculty members. The findings present a complex picture. Although EMI contributes to improved English proficiency and is viewed as beneficial for career advancement, many students struggle to understand technical content delivered in English and lack confidence in participating in class discussions. A significant number also reported increased stress and anxiety due to language barriers.
From the teachers’ perspective, explaining complex subject matter in English poses difficulties, and institutional restrictions on bilingual teaching further complicate instruction. The study highlights the need for targeted language support for students, professional EMI training for teachers, flexible language policies allowing bilingual support, and better inclusion of local cultural elements in the curriculum. It concludes that a balanced, context-sensitive EMI approach is essential for ensuring quality education outcomes.
Keywords: English Medium Instruction (EMI), higher education, Bangladesh, teaching-learning process, language barrier, bilingual instruction, BUBT
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Papers by S M Zubair Rahman
Keywords: English Language Teaching (ELT), Technology Integration, Tertiary Level, Bangladesh, Learners’ Perspectives, ICT in Education, Mobile-Assisted Language Learning (MALL), Computer-Assisted Language Learning (CALL)
Data were gathered from 50 undergraduate and postgraduate students using a structured Likert-scale questionnaire, alongside semi-structured interviews with 5 faculty members. The findings present a complex picture. Although EMI contributes to improved English proficiency and is viewed as beneficial for career advancement, many students struggle to understand technical content delivered in English and lack confidence in participating in class discussions. A significant number also reported increased stress and anxiety due to language barriers.
From the teachers’ perspective, explaining complex subject matter in English poses difficulties, and institutional restrictions on bilingual teaching further complicate instruction. The study highlights the need for targeted language support for students, professional EMI training for teachers, flexible language policies allowing bilingual support, and better inclusion of local cultural elements in the curriculum. It concludes that a balanced, context-sensitive EMI approach is essential for ensuring quality education outcomes.
Keywords: English Medium Instruction (EMI), higher education, Bangladesh, teaching-learning process, language barrier, bilingual instruction, BUBT