Exploring Language Instructors' Attitudes, Beliefs, and Practices: The Case of ICT Integration in L2/L3 Language Classrooms at Tertiary Level in Bangladesh

Abstract

Abstract:

This exploratory mixed-method study investigated the attitudes and beliefs towards the incorporation of educational technology (EdTech) in L2/L3 classrooms as well as unearth the actual instructional practices of L2/L3 language instructors in Bangladesh. The study is underpinned by Eagly and Chaiken’s (1993) ABC model which conceptualised attitude as a tripartite structure comprising affect, behaviour, and cognition. By employing a cross sectional sequential mixed method research design, the researcher sought to explore how Bangladesh L2/L3 language educators at tertiary level view the role of EdTech in L2/L3 classes, what beliefs underlie their attitudes towards technology integration, how these attitudes translate into instructional practices, and what factors affect their incorporation of educational technology. The findings of this study demonstrated that the absolute majority of the participants held a positive attitude towards the incorporation of multifarious EdTech in L2/L3 classrooms but there exists a significant mismatch between their attitude and their instructional practices of incorporating educational technology. The major factors that influenced the incorporation of innovative EdTech in language classes include lack of knowledge of the updated of the latest technologies, lack of skill for using them, lack of time, poor motivation, poor technical and financial support from the institute.