The document is an abstract for a presentation on English teachers' perspectives on using online resources for teaching listening and speaking skills in Bangladeshi contexts. It summarizes the purpose of exploring how private university English teachers perceive using websites to improve students' English listening and speaking skills. It also provides brief summaries of the literature review, research questions, methodology which involved interviews with 18 teachers, findings which showed websites can accelerate skills, and conclusions that teachers' guidance is important for students' online learning.

1. 17TH INTERNATIONAL & 53RD ANNUAL
CONFERENCE OF ELTAI - 2023
Utilizing online sources for speaking and listening
skills: Teachers' perspective in Bangladeshi context.
Presenters:
Sadia Afrin Shorna, Ph.D. Research Scholar,
Iffat Jahan Suchona, Ph.D. Research Scholar.
The English and Foreign Languages University,
Hyderabad, India.

2. Welcome!
• Abstract
• Introduction
• Literature Review
• Research questions
• Limitations
• Methodology
• Findings
• Recommendations
• Conclusion
• References

3. Abstract
In this digital era, teachers are often required to employ successful
methods like using the web as a type of technology to manage
classrooms effectively. The purpose of this research is to explore how
the Private university-based English language teachers’ perceive the
use of websites to help students improve their English listening and
speaking skills. This study is based on phenomenological qualitative
research and took a method that looks at education and technology
from different perspectives. The participants (18) were chosen from
five private universities in Dhaka, Bangladesh. Semi-structured
interviews with English language teachers were conducted to collect
the data. The findings and analysis showed that using relevant
websites and specific content to teach speaking and listening in
English can accelerate students speaking and listening skills, as they
are motivating and exciting and can help practice the skills inside and
outside the classroom.

4. Teaching and
Learning in a
classroom are
no longer
limited to concrete
textbooks.

5. Introduction
• Vogel (2001) highlights the importance of using tools in language teaching,
particularly English language learning (ELL) websites, to facilitate learning and
acquire knowledge for non-native English speakers. These platforms provide a
wealth of resources, including audio and video, for effective language acquisition
and practice.
• Various applications and websites, according to Macancela (2019), can help
teachers improve English language learning by providing dynamic strategies that
complement the cognitive approach, improve communication, and reduce
ambiguity in traditional ways.
• Listening and Speaking – there are some online resources on the Internet that
include printed, visual, and audio materials preserved in electronic formats, as
well as other free teaching-learning tasks.

6. • According to Anealka Aziz (2018) in education, online
platforms and websites are gradually taking the center stage.
• Technology enables learners to communicate with
classmates and lecturers in real time and across distances,
and it has become a key instrument in the teaching and
learning process (Nor & Saliza, 2017).
• Teachers can utilize digital tools and websites to enhance
skills, but must consider factors like student motivation,
classroom size, and time constraints when implementing
these tools.

7. Literature
Review
English Language Learning (ELL) websites offer an
extensive collection of authentic materials for language
learners.
(Alhabdan, 2021; Fuentes & Martinez, 2018).
According to Macancela (2019) and Sihombing
(2020), some language learning websites allow
students to engage in self-paced activities and
interactive visualizations.
Nunan & Richards (2015) have found that many
websites provide students with valuable resources
for language learning, enhancing their language
skills and also facilitate easy access
for the teachers.

8. Research Questions
How do Bangladeshi English
teachers view the effectiveness of
English language learning (ELL)
websites and online resources in
teaching listening and speaking
skills in Bangladesh?
From the viewpoints of Bangladeshi
practitioners, how do the learners
can make the best use of these
websites on their own?

9. Limitations of this paper
Incorporated only teachers’ voices
Could not add quantitative analysis
Unable to include all the private
universities in Bangladesh
No insertion of Bangladeshi public universities.
Was not able to conduct a face-to-face interview
with the participants.

10. Methodology
1. Qualitative research
2. Participants: 18 (English
language teachers from 5
Dhaka-based private
universities)
3. Semi-structured interview.

11. Open-ended Questions are
set but not limited to:
1. What are the websites that you use for listening and speaking
skills in classroom?
2. How do the online learning materials help you in your
classroom teaching and learning?
3. Do you find the e-resources more useful than the course book?
Explain your answer.
4. What features do you seek for in a reliable language
learning website?
5. Do these websites enable students to learn their own
using these resources?
6. Please mention some advantages and challenges of these
learning sites in terms of using them in your classroom.

12. Let’s have a look,
shall we?

13. 1. What are the websites that you use for
listening and speaking skills in classroom?

15. 2. How do the online learning materials help you in your
classroom teaching and learning?
“When I play any interesting audio clip in a classroom,
learners get more engaged because I have seen them paying
attention to what is being said.” (T1)
“I use some video clips before I ask my students to come in front of the
audience and speak. For instance, if I want them to talk about on “Global
warming”, I usually play 2 videos where people are having a discussion on
global warming and any narrative talking is happening. Then I ask my students
to come one by one and share their ideas on the topic. I believe in this way,
students are exposed to more ideas on the relevant topic.” (T2)

16. 3. Do you find the e-resources more useful than the course
book? Explain your answer.
“Yes, I do, well, some websites are
up-to-date so those are more relevant than
some old books.” (T5)
“Some websites are truly useful even than the books
but those are paid and for an annual subscription the
amount is too much. So I stick to some free websites
and also use the textbooks when needed.” (T9)

17. 4. What features do you seek for in a reliable
language learning website?
Authentic materials and aligned with the syllabi
Suitable for the level of the students
Student engagement
Free access, user friendly,
downloadable materials
Readymade assessments with rubrics

18. 5. How do you think these websites assist
students in learning at home independently?
For listening, there are some good websites which have
modules and students can easily listen to the clips and take
tests on them and what’s more interesting is these websites
are free of cost. (T3)
Some websites have speaking topics and students can record their speech and
listen to them afterwards. These websites have some sample speeches that help
the students formulate their own answers. However, for specific feedback,
students send me their recordings and I give them one-to-one comments on that.
(T9)

19. 6. Please mention some advantages and challenges of these
learning sites in terms of using them in your classroom.
• Easy to access
• Free contents
• Easy to navigate
• Worksheets with answer
keys are available
• Authentic materials
• More screen time
• Technical issues
• Teacher training
• Lack of concentration

20. Recommendations
Shield & Kukulska-Hulme (2006) and Tomlinson
(2003) emphasize the importance of rich and varied
teaching materials on ELL websites. These materials,
including texts and audio-visual materials, help
language users improve their target language. The
website's usefulness is determined by ease, user
experience, and interaction design. It should be
accessible, user-friendly, and include interactive
features like quizzes or forums to enhance
engagement and promote active learning among
language users.

21. Conclusion
The teacher plays a crucial role in guiding students
to listen and talk in class, ensuring they are well-
prepared for the digital world. By fostering a
positive learning environment, expectations, and
clear communication, teachers can ensure that
students are able to enhance their overall academic
performance, no matter what online sources they are
using!

22. References
Alhabdan, A. (2021). Evaluating English Learning Websites and Digital Resources from
the Perspective of Saudi English Language Learners: Technical Assessment. Theory
and Practice in Language Studies, 11(6), 639-651.
https://doi.org/10.17507/tpls.1106.07
Anealka, A. H. (2018). Education 4.0 made simple: Ideas for teaching.
International Journal of Education and Literacy skills, 6(3), pp.
92-98.
Fuentes, M., & Martinez, J. J. (2018). Design of a checklist for evaluating language
learning websites. Porta Linguarum, 30, 23-41. http://hdl.handle.net/10481/54036
Liu, G. Z., Liu, Z. H. and Hwang, G. J. (2011) Developing multi-dimensional evaluation
criteria for English learning websites with university students and professors.
Computers & Education, 56(1), 65–79.
Macancela, J. M. (2019). Websites as support tools for learning the English language.
Journal of Science and Research: Revista Ciencia e Investigación, 4(2), 13-20.
https://dialnet.unirioja.es/servlet/articulo?codigo=7358875

23. To be continued…
Nor, H. M. A & Saliza, R. (2017). Factors affecting students’ utilization
of learning management system: A case study. Journal of e-
learning, 7, pp. 55-74.
Nunan, D., & Richards, J. (Eds.). (2015). Language Learning Beyond the Classroom.
London: Routledge.
Shield, L. and Kukulska-Hulme, A. (2006) Are language learning websites special?
Towards a research agenda for discipline-specific usability. Journal of Educational
Multimedia and Hypermedia, 15(3), 349–369.
Sihombing, T. H. (2020). The Evaluation of Three English Learning Websites.
International Journal of Education, Information Technology, and Others, 3(2), 270-
277. https://doi.org/10.5281/zenodo.3970523
Tomlinson, B. (ed.) (2003) Developing materials for language teaching. London:
Continuum.
Vogel, T. (2001) Learning out of control: Some thoughts on the World Wide Web in
learning and teaching foreign languages. In: Chambers, A. and Davies, G. (eds.),
Information and Communications Technology: A European Perspective. Lisse:
Swets & Zeitlinger, 155–179.

24. Feel free to send us any queries at
sadiaphdele20@efluniversity.ac.in
Or,
iffatjahanphdele22@efluniversity.ac.in