Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions
This thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2017.
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| Lenguaje: | English |
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BRAC University
2018
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| Acceso en línea: | http://hdl.handle.net/10361/9745 |
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10361-97452019-09-30T04:45:30Z Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions Tasneem, Nishat Haque, Syed Mohibul Department of English and Humanities, BRAC University Technology Secondary language Learning Reading skills Learner preferences This thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2017. Cataloged from PDF version of thesis. Includes bibliographical references (pages 88-100). The paper documents on the learners’ and teachers’ attitudes, preferences and priorities in technological implementation in the ESL reading context of Bangladesh. The research is conducted among 3 Government-based Bangla Medium Schools and 1 NGO-based English Version School in Dhaka city. The specified schools were chosen by the researcher based on their availability of technological applications and its usage in language classrooms. The qualitative and quantitative data of the research showed relevance with that of former study by Patel(2014), Parvin(2014) etc. in favor of technological modes. The study reflects that technology plays a pivotal role in producing Krashen’s(1991) low affective filter in pedagogical reading environment and, thus, promoting the learners’ reading comprehensibility. However, the current research also provides more in-depth notion of the variation of learners’ and teachers’ opinion on the impact of technology in development of academic reading skills and sub skills, like skimming, scanning etc. This appears to be an unexplored and often neglected area in the domain of language learning and instruction giving for most Bangladeshi pedagogical settings. Again, the study also provides subjective and objective ideas about the possible limitations that tend to crop up in technologically advanced reading classes in an ESL context like Bangladesh Nishat Tasneem B.A. in English 2018-03-27T04:27:37Z 2018-03-27T04:27:37Z 2017 2017-12 Thesis ID 14103054 http://hdl.handle.net/10361/9745 en BRAC University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. 114 pages application/pdf BRAC University |
| institution |
Brac University |
| collection |
Institutional Repository |
| language |
English |
| topic |
Technology Secondary language Learning Reading skills Learner preferences |
| spellingShingle |
Technology Secondary language Learning Reading skills Learner preferences Tasneem, Nishat Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| description |
This thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2017. |
| author2 |
Haque, Syed Mohibul |
| author_facet |
Haque, Syed Mohibul Tasneem, Nishat |
| format |
Thesis |
| author |
Tasneem, Nishat |
| author_sort |
Tasneem, Nishat |
| title |
Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| title_short |
Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| title_full |
Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| title_fullStr |
Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| title_full_unstemmed |
Impact of Technology Enhanced Language Learning (TELL) in promoting ESL learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| title_sort |
impact of technology enhanced language learning (tell) in promoting esl learners’ reading comprehensibility and skills: students’ and teachers’ perceptions |
| publisher |
BRAC University |
| publishDate |
2018 |
| url |
http://hdl.handle.net/10361/9745 |
| work_keys_str_mv |
AT tasneemnishat impactoftechnologyenhancedlanguagelearningtellinpromotingesllearnersreadingcomprehensibilityandskillsstudentsandteachersperceptions |
| _version_ |
1814309185342406656 |