




































American International Journal of Social Science Research; Vol. 3, No. 1; 2018 

ISSN 2576-103X   E-ISSN 2576-1048 

Impact Factor: 4.6 

Published by Centre for Research on Islamic Banking & Finance and Business, USA 

   

 

39 

 

Multimedia Aided Language Teaching: An Ideal Pedagogy in the 

English Language Teaching of Bangladesh 

 
 

Md. Kawser Ahmed
1 

 
1
Assistant Professor, Department of English, Z. H. Sikder University of Science & Technology, Bangladesh 

 

 

Correspondence: Department of English,Z. H. Sikder University of Science & Technology, Madhupur, 

Kartikpur, Bhedergonj, Shariatpur, Bangladesh, Email: kawser.zhsust@gmail.com, Tel: +8801751539582 

To cite this article: Ahmed, M. K. (2018). Multimedia Aided Language Teaching: An Ideal Pedagogy in the 

English Language Teaching of Bangladesh. American International Journal of Social Science Research, 3(1), 

39-47. Retrieved from https://www.cribfb.com/journal/index.php/aijssr/article/view/220 

  

 

Received: December 2, 2018          Accepted: December 10, 2018          Online Published: December 20, 2018 

                                          

 

Abstract 

Teaching English language around the globe is not only concentrated on grammars, series of writings and face 

to face interviews through conventional style but also centralized on the modern equipment, information and 

technology. Day to day updated accessories have made a tremendous progress in the pedagogy of English and 

ensured maximum benefits and acceptability among teachers and learners simultaneously. Observing the global 

usability and frequency, English language has appeared as a technology-but not as a language only but also as a 

channel of communication and language teaching. Application of multimedia in teaching-learning of English 

has earned best appreciation at any level of education and students have found English as an easy means of 

communication, conversation and interact with teachers with the blessing of multimedia and updated materials 

of language teaching. On the contrary, it is pitiful to observe that unavailability of modern accessories and 

elements in teaching English shows the namesake picture of multimedia used in third world countries especially 

in Bangladesh. This paper will focus on the significant progresses in the application of multimedia; take up of 

class with the aid of modern equipment and practical scenario of the use of multimedia in schools, colleges and 

universities of Bangladesh where multimedia based classroom is getting popular between teachers and students 

equally.   

 

Keywords: Accessories, Multimedia, Pedagogy, Technology, Scenario 

 

1. Introduction 

Multimedia based teaching-learning at any layer of education like primary education, secondary education and 

tertiary education is a very frequent and familiar concept. Especially the application of multimedia aided 

classroom can be found in university education, private schools at city environment and English medium 

schools of Bangladesh. With the progress of modern technology, educational institutes are getting oriented to 

technology based teaching-learning system. “Multimedia is the exciting combination of computer hardware and 

software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective 

presentations on an affordable desktop computer” (Susikaran, 2015). The term ‘Multimedia’ refers to compute 

or laptop, overhead projector (OHP), speaker and other related tools and cables which are considered 

precondition to operate these electronic devices in a real life classroom. “Several trends seem to be emerging. 

Computers are becoming increasingly available in schools around the globe. Governments, teachers and parents 

are advocating the networking of these computers, and making long-range plans for their use all levels of 

education. New demands are then being made on teachers to use the technology creatively, leading to a steep 

rise in the membership of relevant mailing lists and the number of available Internet training courses for 

teachers” (Teeler and Gray, 2000). Technology is a strong determiner in the way of implementing multimedia 

and its tools in a language classroom.  The concept of multimedia is not impractical and far cry topic in the 

education system of Bangladesh. Rather it has a positive impact in the modernization of education, digitization 



 
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of learning system and facilitation of teaching methodology. “Application of information and communication 

technology (ICTs) is an open field, carrying inherent traits similar to any other innovation in serving the needs 

of citizenry. The initiatives by UNDP and USAID supported Access to Information (a2i) programme aims to 

make teaching and learning more effective and enjoyable for both students and teachers using ICTs” (Access to 

Information (a2i), Prime Minister’s Office of Bangladesh, 2014). Access to Information (a2i) has made a 

tremendous revolution in the materialization of Information and Communication Technology for the greater 

interest of teachers and students who have been accustomed to adapting to the use of technology and its tools for 

the purpose of education. “Establishment of smart classrooms (multimedia classroom or MMC), which started 

with 7 schools and 23 teachers in 2010, sought to reform the teacher-centric system into more oriented towards 

motivating students to engage in classrooms. In the second phase, a private sector company came forward to 

establish these classrooms in a few hundred secondary schools. The most remarkable transformation was 

empowerment of teachers who were trained to create multimedia content independently, rather than depending 

on curriculum and multimedia experts” (Access to Information (a2i), Prime Minister’s Office of Bangladesh, 

2014). Now we need to make the realization of reality, conceptualization of the actual context of Bangladesh 

and presentation of authentic picture of the application of multimedia in the arena of teaching-learning in 

Bangladesh. Bangladesh is one the low-mid income bracketed countries of the world where meeting up of basic 

needs for the mass people is still the major challenge. A large of number of people stay below the poverty line, 

get deprived of modern medical facilities and remain unemployed after the completion of graduation. The 

growing population within the small scaled land is experiencing the political instability, social vices and 

religious conflicts. This paper will concentrate on application of multimedia in language teaching of 

Bangladesh, practicable impediments in the way of materialization of technology oriented classroom and 

informational analysis to have an overall glimpse of teaching-learning in Bangladesh.   

2. Multimedia Oriented Language Teaching: An Overview in the Context of Bangladesh  

The present age is marked with massive development of Information and Communication Technology (ICT) 

and teaching of language to the learners in English as Second Language (ESL) context is a vibrant and most 

rated topic. The initiation of multimedia to the language teaching in Bangladesh is not very far distant. 

Bangladesh is still in the beginning level to implement the concept of multimedia wholeheartedly and it is going 

through a series of upheavals in the fullest application of this newly fixed concept. Teachers and students are 

very used to adapting with equipment of multimedia and they do not find multimedia as a good way of teaching 

English as a second language. Like other languages, English comprises of four skills such as reading, writing, 

listening and speaking. In every single skill, there is a great scope for teachers and students to use electronic 

devices like computer, overhead projector (OHP) and speaker in classroom. Students will have real life learning 

from visual presentation of topic, they will be able to listen to what video materials are played on and read out in 

chorus reading passages or reading articles presented by course teacher.  

Technology can have a great role in the way English is taught and in the way a student learns. It can nurture 

interaction and motivation among students in various ways that a class taught without technology could not do it 

simply (Boles, 2011). Since Bangladesh has to maintain criteria and conditions of global language teaching 

patterns and methods, it attempts certain measures to make classroom decorated with modern amenities like 

internet access inside and outside of campus of university, Wi-Fi facility for students working in language lab, 

preparing power point presentation through computer and word processing for submitting assignment. Teachers 

and students are getting adjusted into web based education especially at university education where four skills 

are taught as mandatory for the incumbent graduates.  

Evans (2009) found that forty-eight percent school kids who were between age group eleven and fourteen 

expressed that computer motivated them to do their schoolwork. This picture is significantly seen among the 

young learners who are very accustomed to using computer and they try out to complete their homework 

through computer.   

Information and Communication Technology (ICTs) creates a great enthusiasm among learners not only they 

play games, listen to songs and watch movies, but also they are able to draw pictures, insert table for school 

works and write in word page for academic purposes. Students can hear conversation by which they will be able 

to get the manner of pronunciation, teacher can show students a demonstration of pair discussion or dialog and 

students might be motivated for simulation where they will make it live discussion before other students. In fact 

most of the universities especially private universities of Bangladesh are greatly using ICTs for English 

language teaching and they arrange audio and video materials for students. Almost every private university of 

Bangladesh has separate English language institute, lab or center for students can have more familiarization with 

English language and they can learn English with the aid of speaker, high definition video clip and projection on 

screen. The historical background of language gets broken down and teachers inspire students to prepare, 

practice and produce their presentation through projector.  

Passey et al. (2004) investigate that Information and Communication Technology positively makes an impact on 

the motivation of learning for both boys and girls. The study also showed that boys have made the study habit 



 
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from ‘burst’ to a more productive and time invested, ‘persistent’ approach. It is softly understood that the 

success rate of ICTs within the classroom depends greatly on how they are applied within the curriculum. 

Language teaching and technology of Bangladesh are in a simultaneous position. Language teachers focus on 

the presentation of topic like linguistics and its various elements through power point presentation because it 

ensures credibility and acceptability among learners. Teachers discuss the topic initially to students and they are 

invited to watch what has been discussed before students. Since learners have the blend of conceptual 

knowledge and video performance based upon certain topic, their learning becomes authentic and solid because 

they find a good match between what thought is discussed in theory and how they need to be done in practice. It 

can be said that most of the Bangladeshi language classrooms are modernized with multimedia accessories 

where students can have more participatory learning and they can have a wide scope of demonstrating power. 

In addition, Government of Bangladesh has political manifesto that by 2021 in every sector including education 

will be digitized. Teaching especially pedagogy of teaching-learning will be made with curriculum of latest 

syllabus and multimedia oriented. How to learn a foreign language, literature, culture, history and society is a 

major concern of educationists especially language experts. They organize seminars, workshops and 

conferences thinking about the pedagogical strategies and outlining pragmatic steps in which English can be 

taught in an effective manner. 

The education system of Bangladesh is branched into different segments where we find mainstream education 

like Bengali medium, English medium and Madrasah education (based in religious concepts) and sub stream 

education system like vocational and technical education. Considering the total participation of students 

involved in education, majority belong to the mainstream education and a small scale of students is getting 

involved in sub stream education.  

Private schools, colleges and universities are getting fast in comparison with public schools, colleges and 

universities regarding the application of multimedia in classroom because private educational institutes have 

self-finance where public educational institutes are subject to getting funds meeting up bureaucratic complexity. 

Language teachers of private institutes have a great scope to conduct class with the aid of multimedia, 

demonstration of theoretical topic and relevancy of video materials which make teaching-learning easy for 

students. The scenario of language classroom of Bangladesh is that teacher comes inside class with laptop and 

projector and teacher makes a power point presentation wherever it requires. In place of conventional method of 

teaching-learning, students are more inclined to receive knowledge on four skills with audio-visual system for it 

ensures compact style of teaching. In a word, it is meant that English language teaching has earned its 

effectiveness with the aid of multimedia. 

3. Review of Literature 

Researches and articles are abundantly found on the application of multimedia in the ELT classroom. Many 

linguists, ELT practitioners and professionals have talked much on multimedia and they have chalked out for 

what reasons teachers should take up classes with the aid of multimedia. A number of literatures related to this 

topic have been reviewed in this article: 

Kern and Warschauer (2000:13) point out that: 

“if our is to help students enter into new authentic discourse communities, and if those discourse communities 

are increasingly located online, then it seems appropriate to incorporate online activities for their social utility as 

well as for their perceived particular pedagogical value”. 

The statement emphasizes on authentic teaching materials which can be taught via technology and this sort of 

educational technology complements social needs and teaching and learning activities.    

Meskil (2005:33) outlines two aspects of technology highlighting two implications: 

“Like other human tools, computers can be used to assemble, construct, attach, detach disassemble, connect and 

fashion products. Like other tools their use influences the ways we think, behave and communicate”. 

Computers are largely used in language classroom for many different purposes that are used for real life 

classroom and they can make a good influence in the same way what human brains perceive and interact with 

others. 

“The multimedia language labs and multimedia-based network system provide authentic and native English 

listening and speaking environment and enable students to have more opportunities of practicing their listening 

and speaking in class and out of class. The multimedia teaching software, which is well designed and featured as 

the various types of authentic English materials, is now commonly used as the major teaching tool during the 

process of listening and speaking teaching in China. The teachers act as the designer, organizer and coordinator 

for students’ listening and speaking activities in class and out of class. The students are no longer the “tape-

recorder”. Instead, they become active listeners and interpreters who are supposed to conduct a series of 

listening and speaking activities” (Xian Tang, 2011). 

The statement sums up that multimedia ensures authenticity in English language teaching and learning and 

creates a native like environment where students feel comfortable in mutual interaction and listening to audio 

track. In multimedia based education, teachers facilitate students in utilizing technological aides like educational 

software for ELT purposes.   



 
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Technology education includes four distinct but interrelated strands: technological literacy, technological 

awareness, technological capability, and information technology (ASE, 1988). 

 Technological literacy is defined as familiarity with the content and methodologies of a range of 

technologies. 

 Technological awareness means awareness of the personal, moral, social, ethical, economic and 

environmental implications of technological developments. 

 Technological capability means the ability to tackle a technological problem, both independently and in 

co-operation with others. 

 Information technology means competence and confidence in the technological handling of 

information (Layton, 1993). 

4. Multimedia Aided Language Teaching in Bangladesh: Visible Limitations 

It is beyond doubt that Information and Communication Technology (ICT) and multimedia have brought about 

radical developments in the English language teaching of Bangladesh. Teachers can show conjugation of verb 

and subject verb agreement through colorful slides, play audio file or video clip to make learners understand 

about exact pronunciation and show written documents or compositions like paragraph, essay and report writing 

with a detailed step out. Despite having all of the blessings of multimedia based teaching-learning, Bangladesh 

is suffering from a series of visible limitations in the proper implementation in this regard. Following are a set of 

mostly found limitations in the way of implementing multimedia oriented class in English language teaching: 

4.1 Deficit of Budget and Limitation of Resources 

Since multimedia requires a set of devices like computer, laptop, overhead projector, interactive white board 

(IWB) and other essential tools, educational institutes cannot manage these products because of shortage of 

budget and other financial crises. The percentage of budget allocated for modern language classroom remains 

beyond reach. It is known to all that most of the educational institutes especially schools and colleges are set up 

in rural and suburb environment. Students studying in these institutes come from poor family and thus they 

cannot maintain tuition fees and educational expenses which obstruct the flow of money to particular schools. 

As a result, authority of those schools cannot manage fund to purchase expensive multimedia devices for 

English language teaching. For conducting a standard language, school authority needs to manage fifty 

computers for conducting language class and training them up with basic skills. “Critics of IWBs worry about 

the amount of money they cost. There is some concern, too, about the fact that currently most IWBs are at the 

front of the classroom and thus tend to promote teacher (and learner)-fronted behaviours, and are less favourable 

for groupwork” (Harmer, 2001). It can be understood what Harmer (2001) would like to talk about the price 

concern regarding these costly accessories.  

4.2 Shabbiness in Infra-structural Establishments: 

In the context of Bangladesh, multimedia is still a fantasy scheme because a large number of educational 

institutes have poor infra-structural set ups. Since these institutes are established in rural environment and 

marginal point of country, modern English language teaching methodology is an impossible concept. 

Educational institutes do not have socket point, plug in point, white board, projector screen and sufficient length 

of cables. Teachers are unable to keep laptops and projectors in suitable locations. In addition, there is a good 

scope of being stolen of these expensive accessories which result in a classroom without having multimedia 

classroom.  

4.3 Power Crisis and Lack of Constant Electricity Supply: 

Power crisis is one of the acute problems in the teaching of English language among Bangladeshi learners 

through multimedia. If we make a statistical analysis that fifty percent of total population is within the reach of 

power facility (Economic Studies of Bangladesh, 2017-1018). Educational institutes having electric connection 

heavily suffer from frequent load shedding and low voltage which in turn brings about nothing to be displayed 

or monitored on projector screen. Learners sitting in language classroom and lab feel bored when there is a 

disruption in smooth power operation and they feel ‘loss of interest’ in learning language. In the village 

environment, the Rural Electrification Board of Bangladesh (REB) cannot suffice huge needs of power for 

operating multimedia.  

4.4 Poor Network and Slow Internet Speed: 

Internet is perhaps the easiest and most reliable source to collect information, aggregate concepts on different 

areas of language and assimilate for better presentation among learners. In fact internet unbounds huge scopes 

for facilitating teaching-learning in language classroom. One of the advantages of using computers and the 

Internet is that students can access the material and practice a lesson repeatedly, which allows for learning from 

mistakes through continual, non-judgmental feedback. In addition, the Internet and school-safe social 

networking websites enable students of different cultures and languages to connect (Butler-Pascoe and 

Hufstedler, 2010).  

All of the step by step procedures are accomplished in power point presentation sheet and teachers work to draw 

students’ attention to study through preparing slides and showing animated clip. The Internet is a key tool for 

accommodating all of the variations that confront the English language teacher.  



 
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Engaging students with multi-media websites that stir the imagination enables the teacher to present information 

in unique ways, shapes and forms, as well as in different languages (Butler-Pascoe and Hufstedler, 2010).  It is 

pitiful to see that Bangladesh is suffering from poor networking of internet and subsequently slow speed of 

internet results in sloth in education especially gathering information regarding listening and speaking inside 

classroom. From a recent study done by the Dhaka Tribune one of the English dailies of Bangladesh, 

Bangladesh is ranked 120
th

 among 122 countries in terms of mobile internet speed on global mobile and fixed 

broadband internet speed. The broadband speed of Bangladesh has shown a comparatively better performance; 

the country stands at 78 among 133 countries. Furthermore, the average download speed offered by mobile 

internet services in Bangladesh is 5.17 Mbps, while it is 15.91 Mbps in broadband connections. The picture of 

internet speed and performance is not in a steady state and for this reason language teachers cannot organize 

their lesson plan and course manual in an effective way because most of the books and materials of language 

teaching are expensive and beyond purchase capability. 

4.5 Unavailability of Well-trained Up Teachers for Smooth Operation:  

Bangladesh is one of the fewest countries where ELT teachers can engage themselves in teaching position 

without having prior adequate training, classroom experience and follow up of effective policy regarding 

teaching language. Basing upon only university education and theoretical knowledge, ELT teachers get into the 

realm of teaching language which gradually brings about nothing positive in effective classroom. Since these 

teachers do not have pre-service experience in language teaching, they do not know how to take class with full 

access of multimedia. A great number of fresh graduates feel nerving and diseasing when they find multimedia 

accessories like laptop, overhead projector (OHP) and speaker by which teachers are subject to conduct to class 

incessantly. Inability to operate multimedia causes failure in language teaching-learning in English language in 

Bangladesh.  It can easily be understood that application of multimedia and English language teaching are 

closely tied to each other.    

Jonasses  (2000)  defined  multimedia  as  the  use  of  different  means which include  text,  movie clips,  audio  

recording  and  graphics  to  communicate  through the aid of  computer  systems.  The focus of assimilating  

multimedia  into  the  teaching-learning  process refers to the dates  back  to  the  1950s  when few classrooms 

were equipped with phonograms and broadcasts recordings (Mudge, 1999). In the context of language teaching, 

the use of multimedia has become one of the basic skills that an individual must possess today for effective 

operation of class. In fact, multimedia  has  changed  the  nature  of  education  and  language  learning  in  all of 

the  aspects (Rubin, 1987). 

From the discussion mentioned above, we can come to a good term that an ELT teacher needs to have a strong 

knowledge in fair conducting of multimedia. Teaching-learning except having multimedia will show us fragility 

of language teaching and incompleteness in a wide variety linguistic elements like phonetics, sound patterns and 

sound features, intonation, stress marking and rhythm in speech. 

The  application  of  multimedia  in  an  EFL  setting  has  turned  the  classroom  into  a  more  ‘’dynamic’’ and 

interactive place in an article published by Amine, Benachaiba, and Guemide (2012). They in fact concentrated 

on investigating the consensus of the positive impact of multimedia on language pedagogy.  The paper also  

suggested  the  use  of  multimedia  for  the extraordinary  benefits  they  carry  into  the  classroom.  It outlined 

that multimedia nurtures students’ interests in a given field. 

5. Methodology 

I have conducted a qualitative research to get an authentic picture whether multimedia based English language 

teaching will be effective and relevant in the perspective of Bangladesh. My research attempt was a sample in 

which I tried to find out teachers’ impression towards multimedia oriented classroom, what they felt about the 

application of modern equipment in the realm of language teaching and how they overcame the situation when 

they faced any obstacle while conducting class through technology in the low mid income country like 

Bangladesh.   

6. Participants 

To make my qualitative research, I met thirty teachers of which eight teachers were from primary and secondary 

education, seven teachers from intermediate or college level education and fifteen teachers from university 

education of Bangladesh. One of the significant aspects of this research was that they taught English as a subject 

in schools and colleges and taught English as a language in two different public universities of Bangladesh who 

had specialization on English Language Teaching (ELT). It would be worthwhile to mention that university 

teachers were more adjusted to taking classes in multimedia environment than school and college teachers 

because English teaching in university received special attention and teachers were supposed to teach students 

different aspects of language like pronunciation, distinctive sound features and critical discussion and 

presentation of literary texts and theories. On the contrary, teachers of English at school and college of 

Bangladesh taught students how to go through passage or reading comprehension, discussion of grammars and 

recitation of rhymes or poems through power point projection and electronic devices in a real life classroom. 

The background of teachers was relevant to mention because it would make us understand how much they 

coped up with the newly adopted language teaching pattern breaking the conventional methodology of English 



 
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language teaching in Bangladesh. Most of the school teachers were graduate or degree pass holders in different 

disciplines rather than in English and all of the college and university teachers of Master degree or PhD holders 

in specific field of education like English language and Literature were from native university and foreign 

university. Some university teachers had degree or special training in TESL (Teaching English as a Second 

Language)/TEFL (Teaching English as a Foreign Language) where they were previously accommodated with 

modern technology like multimedia in classroom. 

7. Procedures 

As a part of this qualitative research, I presented my interest that I needed their impressions and reactions 

regarding the application of technology based language teaching in the context of Bangladeshi English language 

scenario. Initially, I showed a questionnaire furnished with five different questions which reflect how teachers 

work effectively with the aid of multimedia and where they face possible obstacles as the concept of multimedia 

based language teaching is not familiar to the language teachers of Bangladesh.  They were asked to give their 

judicious answer in line with setting question reflecting actually how they take classes and how their students 

are benefitted attending classes in such a multimedia decorated classroom. Acceptance of multimedia based 

classroom varies because learners of different age groups are involved and they express their divided 

impressions regarding this newly adopted teaching concept. A set of questions set in questionnaire will be 

discussed in the section of Result of this paper to have a realistic picture of multimedia based classroom.   

8. Results of the Study 

8.1 Do language teachers use multimedia in the real life classroom environment? 

 

 
 

Figure-1 shows that 46.67 percent ELT teachers possess sufficient knowledge in conducting class with the aid of 

multimedia, 23.33 teachers have moderate capacity to conduct a class with multimedia equipped, 13.33 percent 

teachers think they do not have enough knowledge in multimedia furnished class, 10 percent teachers express 

that they have poor familiarization with the multimedia oriented class and 6.67 percent teachers express no 

sense of interest in using multimedia based class effectively.    

 

8.2 Do students face obstruction in learning English as Second Language (ESL) through multimedia? 

 

 



 
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Figure-2 explains 43.33 percent teachers say students have easiness in teaching-learning of English with the aid 

of multimedia, 13.33 percent teachers say students face few obstructions when they take class with multimedia 

technology, 26.67 percent teachers say that students do not face any kind of obstruction in learning English 

when they are in multimedia oriented classroom. On the contrary, 6.67 percent teachers think students support 

traditional pattern of classroom instead of multimedia classroom and 10 percent teachers say students have no 

any saying about multimedia oriented classroom. 

 

8.3 Do teachers think multimedia gives a sufficient breakthrough to the traditional language teaching-learning 

in Bangladesh? 

 

 
 

Figure-3 demonstrates 56.67 percent teachers say multimedia gives a strong breakthrough to the traditional 

language teaching-learning in Bangladesh. On the other hand, 20 percent teachers say multimedia does not have 

any impact upon traditional language teaching. 13.33 percent teachers opine that multimedia gives a moderate 

breakthrough against traditional ELT in Bangladesh. Against this scenario, 6.67 percent teachers say multimedia 

poses a little impact on conventional system of teaching and 3.33 percent teachers show sense of indifference in 

this regard.   

 

8.4 Are teachers comfortable with the application of multimedia in English language teaching? 

 

 
 



 
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Figure-4 shows 40 percent teachers are comfortable and adjusted with multimedia system in ELT. Conversely, 

26.67 percent teachers say that they are not entirely comfortable with multimedia system in ELT, 16.67 percent 

teachers say they are only adjusted with conventional system in ELT. 10 percent teachers say they do not have 

any kind of good impression regarding ELT in Bangladesh and 6.67 percent teachers tell they have no interest 

about multimedia system in the sphere of teaching-learning of Bangladesh. 

 

8.5 Is multimedia as practicable and pragmatic concept in the English language teaching arena of Bangladesh? 

 

 
 

Figure-5 demonstrates that 53.33 percent teachers agree that multimedia is practicable and pragmatic in ELT of 

Bangladesh, 20 percent teachers say that multimedia is moderately or partially practicable and pragmatic in the 

context of Bangladesh. On the other hand, 16.67 percent teachers say that the concept of multimedia is not 

entirely practicable and pragmatic for many reasons and that is why 6.67 percent teachers talk about drawbacks 

of multimedia, while 3.33 percent teachers remain neutral in making comments in this regard. 

9. Limitations of the Study 

I faced a number of significant barriers when I conducted this qualitative research on getting what teachers feel 

about multimedia in ELT classroom and they showed tone of indifference to my work. Subsequently, I was able 

to manage them to support me to conduct my work for good output. It is relevant to confess that I made my 

research work upon 30 teachers only of which 7 from school level, 8 from college level and 15 from university 

or tertiary level education of Bangladesh. I think it would be better, more effective and more acceptable if I 

found more participants in my research work because it would ensure more authenticity and relevancy. In my 

research work, there is one determiner that teachers showed a sense of indifference to my question. It would be 

more effective, if they gave their comments to my questionnaire and made my work qualitative. In addition, the 

number of questions set in questionnaire was sufficient and more questions needed to be set in this regard.     

10. Conclusion 

The concept of multimedia in English Language Teaching (ELT) is a mile stoning and significant as teachers 

and students have positive impression and they look for such kind of teaching-learning which will go in terms of 

the needs and necessities of language teaching. It can be said that teaching-learning has become easier and more 

understandable with computer-based presentation technology because it has the combination of textual 

presentation in line with technological assistances. Since the whole world becomes a global village and English 

language teaching-learning becomes flourished with modern technology, Bangladesh is subject to move with the 

pace of present age marked as ‘Information and Communication Technology’. From primary to university 

education, we can find a wide availability and utility of the application of multimedia, its accessories and 

essential scopes in ELT of Bangladesh. Modernization with technological materials, decoration with electronic 

devices and furnish with necessary equipment of classroom are the indication that traditional method English 

language teaching in Bangladesh is going through a number of significant changes.   Political anarchy, 

limitation of financial resources, constraints of assets and adaptation with change and suitability with time are 

major obstacles in the way of implementation of ideal pedagogy-multimedia aided language teaching in the 

context of Bangladesh.  

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