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TEACHING ENGLISH AMIDST CORONAVIRUS 

PANDEMIC IN BANGLADESH: TECHNOLOGICAL 
ADAPTATIONS AND PEDAGOGICAL 

MODIFICATIONS 
 
 

Md. Mozaffor Hossain 
Department of English, Pundra University of Science & Technology, Bangladesh 

alirumashuhana74@gmail.com  
 

Md. Atiqur Rahman 
Department of English, Pundra University of Science & Technology, Bangladesh 

atiqur.rahman.edru@gmail.com   
 

Abstract  

This research intended to explore what novel adaptations to the existing 
technological devices and applications, and what changes to the already-
practiced pedagogy the English language teachers of Bangladesh made and 
implemented to continue teaching English amidst the COVID-19 pandemic. The 
study utilized the qualitative methodology applying an open-ended 
questionnaire on 12 English Language Teaching (ELT) teachers from across the 
country, who taught English language to various levels of students through 
online mode during the impasse. The findings of the research demonstrated that 
ELT teachers effectuated dramatic changes and improvisations to the existing 
technological devices, programs and applications to respond to the new mode of 
teaching, and exert the best of it. Simultaneously, the results presented that most 
of the ELT teachers had to inculcate dramatic modifications to the habituated 
pedagogical practices, a major portion of which was psychological shift and 
support.     
Keywords: Teaching English, Coronavirus Pandemic, Bangladesh, Technological 
Adaptations, Pedagogical Modifications 

INTRODUCTION  
COVID-19 pandemic has had a deep impact on the mode of teaching and 

learning in higher education, which propelled, almost across the world, an 
abrupt shift of pedagogical approaches (Silvia et al., 2021; Moorhouse and Wong, 
2022). Educators all over the world, albeit with varied respective details, faced 
fresh academic challenges, and had to transition courses from basically in-class 
teaching and learning to an alternative online teaching (Silvia et al., 2021; 
Moorhouse and Wong, 2022). The abrupt shift to virtual pedagogy resulting from 

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mailto:atiqur.rahman.edru@gmail.com


 
 

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the Coronavirus pandemic in many countries, mostly the developing ones, has 
brought to light a number of challenges and abnormalities, and some blessings 
as well (Oyedotun, 2020).  The education sector, like scores of other fields, has 
not been spared by the dire effects of COVID-19 since it has had debilitating 
impact on all levels of universal education systems from pre-primary to tertiary 
levels and had also forced all sorts of onsite academic sessions and conferences 
to absolute halt (Oyedotun, 2020). Bangladesh reposts its first confirmed COVID-
19 case on March 8, 2020 (WHO). The government of the People’s Republic of 
Bangladesh declared nationwide lockdown for all sorts of public and private 
offices and institutions including schools, colleges and universities on March 16, 
2020, and with the rising number of Coronavirus affectedness and, as a result, 
growing public concern for people’s health and life, the shutdown period kept 
getting extended from time to time (Barua, 2020; Emon et al. 2020). 

COVID-19 crisis has not only put an absolute stop to students’ schooling 
but also severely curtailed their scopes for social protection, entertainment, 
health-promoting atmospheres, financial doorways and psychological support 
(Uddin, 2020). On top of the loss of onsite learning as well as socializing, the 
closure of academic institutes has led to a number pressing issues, like dropouts, 
digital divide and economic inequality (Uddin, 2020). With the ongoing distant 
education facilitated by internet and television, students need smooth availability 
of all the necessary devices which, as Das (2020) explores, are lacked by majority 

of the receivers of education since only 37.6% of the households of Bangladesh 
possess internet access and this percentage gets decreased considerably in the 
rural areas of the country. A study by Sundarasen et al. (2020) on the impact of 
the COVID-19 pandemic on the anxiety level of the tertiary level students of 
Malaysia explores that 20.4%, 6.6% and 2.8% of the 983 respondents of the 
research went through least to moderate, marked to acute and most extreme 
levels of anxiety which stemmed from economic scarcity, virtual distance 
learning and uncertainty regarding future academic performance and career. 

According to Moorhouse and Wong (2022), the COVID-19 pandemic has 
emerged as a catalyst for teacher novelty and progress in terms of improvisation 
of existing digital resources and innovating new technological atmosphere. 
Higher levels of technical incorporation and greater perceived learning efficacy 
of virtual teaching are affirmatively connected with the use of the new 
technological devices, software and applications (Dincher and Wagner, 2021). In 
Germany, Dincher and Wagner (2021) considered the implementation of eight 
technological options for education during COVID-19, namely: sending paper-
based assignments, phone calls with students, sending assignments via email, 
providing students with links to digital learning material of third parties, 
recording learning videos, uploading learning material via a digital platform, live 
teaching via a video conference (e.g. Zoom, Microsoft Teams), and recording 
audio messages. However, Christopoulos and Sprangers (2021) suggest for, in 



 
 

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terms of implementing technological adaptations into education, careful 
examination of the features of potential platforms or tools, a trial of such features 
prior to integration within an educational system, paying special attention to the 
degree of gamification, especially beyond the primary school level, as it may 
negatively impact incentives for student interaction and engagement, and 
ensuring pedagogical goals, not technological burdens.  

A study by Baird et al. (2020) reveals that, due to the lingering existence of 
the pandemic, a large number of adolescents are affected by economic constraints 
along with malnutrition, anxiety and mental health issues. The abrupt move from 
the in-class teaching activities to the virtual ones gave birth to various dilemmas 
and hesitations among both the teachers and learners (Lee et al., 2022). The 
teachers who were already experienced in online teaching faced one sort of 
reality while those having no experience in online mode of teaching face some 
different sort of pedagogical challenges (Lee et al., 2022). New teachers along 
with the students suffered fear and insecurity at the approach of using newer 
technological devices and arrangements in teaching and learning in a critical 
situation like COVID-19 (Varea et al., 2022). Many academic institutions moved 
to activate digital pedagogy as a contingency plan to achieve teaching and 
learning during the COVID-19 pandemic (Zhang and Yu, 2021). In response to 
the changed teaching-learning mode in the pandemic, teachers extended their 
pedagogical dimensions, improvised existing technological apparatus and 

applications, innovated fresh and more efficacious technologies and software, 
reshaped pedagogy in an easier and more effective version, bettered learning 
atmosphere, improved learner treatment, and provided required support to the 
learners (Zhang and Yu, 2021).  

However, in the unique period of the COVID-19 eruption, learners across 
the globe went through unexpected anxiety, which may have had dire impact on 
their involvement and achievement in learning atmosphere and eventually their 
academic outcomes (Dubovi and Adler, 2022). This crisis, as it stands, accentuates 
the universal need to inspect the learning processes and devise the ways to 
support and retain students’ engagement under stressful circumstances, and 
accordingly, Dubovi and Adler (2022) suggest that teaching approaches need to 
be restructured and implemented so as to minimize learners’ psychological strain 
and maximize their participation as well as enjoyment in virtual learning.  

Corbera et al. (2020) argue that academia, especially in dire circumstances 
like COVID-19, must nourish a culture of care, help, sharing, and fellow-feeling, 
to be able to refocus on what is most important, and redefine brilliance in 
teaching and research. Humanistic re-orientation of pedagogy respecting 
psychological, political, social and environmental strains can make academic 
practice more reverential and sustainable, both amidst critical situations and 
when normal ones prevail (Corbera et al., 2020). 



 
 

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Xhelili et al. (2021), in Albenian Context, find that students are not well-

familiar with internet-based education. So, the suggestion that follows afterword 
is that online teaching has to be integrated gradually, taking students’ status of 
technological exposure into consideration, and the learning process is to be 
pragmatically designed by the teachers, taking into account learners’ 
incapability, dissatisfactions and the overall limitations as a whole. One of the 
remarkable transitions caused by COVID-19 pandemic in the education sector is 
the online assessment policy which many institutes find difficult to perform 
accurately as well as satisfactorily, for the existing assessment options are mostly 
debatable ones, like students’ previous test scores, assignment scores, overall 
performance (Wal, 2020). Prospective reconciliatory approaches can be 
incorporating the positive mindsets and interactions in the direct or live online 
classes and creating a virtual, active blended learning.  

A mixture of both interactive virtual classes and pre-recorded classes can 
result in the lively engagement of both the students and teachers, and the 
effective replication of onsite class experience in the digital world (Wal, 2020).  
Goddard (2020) suggests that co-teaching helps English Learners to feel involved 
in the classroom environment and lets them enhance their English efficiency in 
line with their peers. As such, the researcher presents, during the enervating 
circumstances of COVID-19 pandemic, like co-teaching in normal situation, 
making use of a shared virtual space, arranging consultation sessions on a regular 

basis, sharing assignments well prior to assessment and exam schedule etc. have 
helped the online co-teachers in the USA to ensure an educating setting as strong 
as in the usual schooling atmosphere. 

Mccarthy & Wolfe (2020) have suggested engaging parents through 
institute-wide strategies for online instruction. Broadly speaking, they received 
feedback from parents regarding the already delivered online lessons, and 
accordingly assisted the institute in revising their teaching procedure and virtual 
learning plans to incorporate parents-centered and school-wise approaches that 
helped the learners learn at home better. Williams et al. (2020) propose that 
creating a support network can ensure a student-oriented response to the shift in 
academic environments of teacher training initiatives which COVID-19 has 
necessitated so far. In fact, the University of Wyoming’s College of Education, 
USA, established a network of support and a consistent presence of the 
community through which it promoted continuous professional development to 
enable active learning in teacher education courses made inevitable by 
Coronavirus (Williams et al., 2020). To mitigate the multifaceted issues emerged 
from the abrupt shift of the mode of education due to COVID-19, Koehler & 
Farmer (2020) suggest digital learning plans to be used for e-learning. Their 
research comes up with the following suggestions for the teachers to implement 
effective virtual learning during the shutdown of the onsite learning mode: 
identify unique features and challenges of the learning context, build transparent 



 
 

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expectations as to the methods and approaches of the virtual classroom, exhibit 
the procedures of e-learning and provide scopes for practice and, last but not the 
least, share the approaches and methods of digital learning to both the learners 
and parents (Koehler & Farmer, 20200.  

In New Zealand, they have utilized Virtual Learning Network (VLN) not only 
to continue distance education but also to build resilience during the COVID-19 
pandemic (Lindsay & Whalley, 2020). With the coordination of the Ministry of 
Education, schools in New Zealand provided synchronous (real time) online 
classes and asynchronous (independent learning choices) to the students and 
teachers, which helped both the learners feel well prepared in carrying on 
teaching and learning amidst the widespread lockdown (Lindsay & Whalley, 
2020).  Flynn (2020), for online teaching, emphasizes teachers’ digital pedagogical 
literacy to plan lessons. Initial findings of a pilot project, as Flynn (2020) presents, 
revealed that lessons planned through a Rhythmic Approach worked better for 
the virtual classrooms and accelerated both the teachers and learners to enact 
dialogical interactions between them.  

Moreover, the lesson plans done in the Rhythmic Approach also alleviated 
the early obstacles relating to the hurried transition of the academic mode from 
in-class to online. Redmond & Henson (2020) give motivation for implementing 
a reciprocal remix practice of creativity among the learners in the online classes 
amidst COVID-19 circumstances. They suggest an equal combination of both 

technology use and cultivation of higher order thinking and authentic as well as 
innovative learning opportunities. 

Absolute focus on digital skill and competitive performance, to a great extant, 
if not totally, creates more of physical as well as psychological pressure than 
learning benefits for the learners. Therefore, designing a remix classroom, a 
participatory learning model, where learners create their own works, share them 
virtually, relate the works with course contents and learning aims, and mingle 
creations with their expressions of individual latent talent of the cultural artifacts 
can result in superior academic outcome (Redmond & Henson, 2020). Greenhow, 
Lewin & Willet (2020) study USA’s and UK’s educational responses to COVID-
19, in terms of initial digital pedagogy adoption, and found that the suggested 
educational responses were digital pedagogy, parents-as-teachers policy, digital 
equity and renewed education strategy. Among the COVID-19 pedagogical 
adoptions, found by Greenhow, Lewin & Willet (2020), in US and UK school 
settings, the most notable ones are synchronous sessions of interaction between 
teachers and students, decreased focus on rigorous assessment, moderate 
attendance expectation, minimized workload for teachers, creation of state fund 
for both teachers and learners and disbursement of necessary fund. 

In Turkish educational setting during COVID-19 closure of academic 
institutions, TV broadcasts of lessons and textual discussions have been found to 
be supporting students’ learning and providing psychological support (Erümit, 



 
 

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2020). Besides broadcasts, one of the televisions in Turkey, as mentioned by 
Erümit (2020), has its own educational portal which provides the learners easy 
access to academic materials, discussions and explanations, which, certainly, 
help the learners particularly in the present context. Synchronous lessons have 
proved more effective since they can endorse social interaction, conducive 
atmosphere and chances for the learners to ask and/or questions, and receive 
answers as well (Erümit, 2020). Distance learning, in a critical time emitting 
psychological stresses to the learners, requires flexible as well as accessible 
learning approaches, for which teachers can use both digital and printed stories 
and texts to establish connection with the learners and their families (Semingson, 
Owens & Kerns, 2020). Zhanf, Yan & Gronseth (2020) recommend adding 
flexibility to the curriculum and implementing student-directed assessment for 
online education during the Coronavirus pandemic. In the new normal teaching 
and learning setting, manners of instruction need to harmonious with the 
multifarious backgrounds and learning necessities of the learners, basically, 
when they are almost imprisoned at home and, as such, have limited access to 
learning resources (Zhang, Yan & Gronseth, 2020).   

Shelton et al. (2020) recommended enacting critical humanizing pedagogies 
in online teaching and learning, and likewise, resisting dehumanizing 
assessments. Accordingly, the researcher applied novel technologies to effectuate 
critical humanizing pedagogies, which include inspiring beyond solely cognitive 

approaches as well as reflexively denoting issues of abilities, affordabilities and 
social backgrounds. By critical humanizing pedagogies, Shelton et al. (2020) mean a 
considerate approach to online assessments, that emphasizes meaningfulness 
balanced with social realities and, accordingly, engages multimodality. Fox 
(2020), for virtual classroom, suggests bidirectional pedagogy where lessons and 
classroom practices are shared with both students and their guardians at home. 
As a result, teachers come to know the details as to the families’ storage of 
knowledge as well as home education practices, and thus, can assimilate how the 
families of the learners can also contribute to their learning improvement. 
Grandolfi & Kratcoski (2020), during the pervading closure of face-to-face 
education. Formosinho (2021) suggests, in a metaphoric way, for the 
schoolification of parents and guardians of the learners for effective learning 
during COVID-19. 

English language teachers, like those in other branches of studies, have found 
webinars to be an effective medium to reach teachers from all over the world, 
especially, English teachers who have a common language for both 
communication and instruction (Shin & Borup, 2020). Webinars are an improved 
online platform for the audience across the world, offered for free, and activated 
to use immediately to respond instantly to the needs of the teachers of English 
(Shin & Borup, 2020). Grandolfi & Kratcoski (2020), during the pervading closure 
of face-to-face education, focused on pedagogies, practices and educational 



 
 

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technologies, and ended up developing a Community of Practice (CoP) that 
mobilized more concerted attempt to engender solutions for shared challenges 
and upgrade professional learning. When there exists a plethora of learning 
technologies in abundance, choosing the most suitable technological modes and 
sharing the best practices can ensure fruitful online teaching amid the COVID-19 
crisis (Gruber & Bauer, 2020). Gruber & Bauer (2020), regarding foreign language 
classes in the remote learning arrangement, emphasize that they have to be 
synchronous online class sessions and their facilitators are to implement 
interaction and virtual socialization so as to let the learners practice the target 
language as in real-life reciprocity.    

Among the most pressing issues in terms of teaching-learning during the 
pandemic propelled instruction mode are comprehension of learning content, 
student engagement, and internet connectivity, which many ELF learners found 
as disadvantages (Tarrayo et al., 2021). Although Tarrayo et al. (2021) mentioned 
a couple of advantages of virtual teaching and learning, namely convenience and 
enhancement of teaching and learning, they suggested some significant 
reformations in foreign language learning, such as: planning, implementation, 
and monitoring of institute administration; provision of adequate internet and 
technological resources; and capacity-building and trainings. Virtual teaching 
during COVID-19 can have disparate implications and realities for male and 
female teachers, and so the emerging technologies incorporated in teaching and 

learning need to be put to function with a conscious outline respecting gender 
identity too (Emelogu et al., 2022). Online lessons necessitate motivations for both 
teachers and students as to their physical as well as psychological betterment, 
and thus they the imperativeness of carefully selecting and modifying the 
pedagogical formats and objectives (Nakata, 2022). 

Overall, the objectives of the research include finding as well as presenting 
the realities of English language teaching during the countrywide shutdown of 
educational institutions and, as such, the stoppage of in-class education due to 
the COVID-19 pandemic. Concurrently, it seeks to unearth the sorts of 
adaptations and improvisations the English language teachers of the country 
devised for continuing teaching through virtual classroom during the deadlock. 
Likewise, it pursues to know the changes and modifications the teachers made in 
their pedagogical techniques and execution in line with the demands of the new 
normal circumstances. Accordingly, the research also ventures for being abreast 
of the efficacies the technological adaptations and pedagogical modifications 
really brought into existence in the field of virtual teaching. The questions that 
the research attempts to seek the answers of are the following:  

a. What is the semblance of virtual ELT teaching and learning amidst the 
COVID-19 pandemic in Bangladesh? 

b. What technological adaptations and improvisations have the ELT 
teachers made to cope with the online teaching? 



 
 

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c. What changes and modifications have the ELT teachers made to their 

traditional pedagogical practices for effectively serving the purpose of 
the online teaching?   

 
METHODS  

This research applied the qualitative methodology. The researchers served 
an open-ended questionnaire to the populations, which contains the questions 
resonating the objectives of the research. The selected population gave detailed 
answers to the questions, and the researchers, subsequently, labelled as well as 
categorized the responses for analyzing the data. Accordingly, as in-depth 
analysis of the problem was done in the findings and discussion sections.  

The population of the research consists of 12 ELT teachers from various 
universities and ELT institutes of Bangladesh, who taught English language 
during the COVID-19 pandemic. The sample was selected applying the simple 
random sampling method so as to ensure the reliable representation of the 
population. The research collected qualitative data through an open-ended 
questionnaire which was sent to the sample populations via, mostly, online 
communication media like internet, Facebook Messenger, WhatsApp and Zoom 
Cloud Meeting. The selected population was also contacted through mobile 
phone communication, and subsequently, the responses were received through 

 

FINDINGS  
 

The findings of this research are as follows. 
 

Serial 
Number 

Technological Devices Used for Teaching 
English amidst COVID-19 

Percentage 

1.  Laptop 83.33% 
2.  Smartphone/Android phone 66.66% 
3.  Desktop computer 16.66% 
4.  Whiteboard 16.66% 
5.  Smartphone Camera 33.33% 
6.  Headphone 33.33% 
7.  WIFI device/WIFI Router 33.33% 
8.  Camera Stand, 16.66% 
9.  Laptop camera 16.66% 
10.  Digital stand 16.66% 
11.  Notepad 16.66% 
12.  Digital Writing Pad (XP-PEN) 16.66% 
13.  Modem 16.66% 

 
Table-1: Technological devices used for teaching English amidst COVID-19 



 
 

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Serial 
Number 

Apps/Software Used for Teaching English amidst 
COVID-19 

Percentage 

1.  Zoom Cloud Meeting 100% 
2.  Google Classroom 33.33% 
3.  Google Drive 16.66% 
4.  Facebook 75% 
5.  You Tube 50% 
6.  WhatsApp 33.33% 
7.  Messenger 50% 
8.  Email 41.66% 
9.  Stream Yard 16.66% 
10.  Google Meet 41.66% 
11.  Google 58.33% 
12.  Telegram 16.66% 
13.  Opera Beta 8.33% 
14.  NCTB Books 8.33% 
15.  Bangla Dictionary 16.66% 
16.  OALD (Oxford Advanced Learners’ Dictionary) 41.66% 
17.  Foxit Reader 33.33% 
18.  Google Chrome 66.66% 
19.  Adobe Acrobat Reader 50% 

 
Table-2: Apps/Software Used for Teaching English amidst COVID-19 
 

Sl. No. Websites Percentage 
1.  Google (Search engine) 50% 
2.  Marriam Webster Dictionary 25% 
3.  Google form 33.33% 
4.  Wikipedia 41.66% 
5.  tophonetics.com (for pronunciation) 8.33% 
6.  kahoot.com (for quiz & multiple-choice questions) 8.33% 
7.  academia.edu 41.66% 
8.  Libgen 8.33% 
9.  Google translate 16.66% 
10.  Banglapedia 8.33% 
11.  The Financial Express 8.33% 
12.  National Geography 8.33% 
13.  Muktijoddha Archive 8.33% 
14.  Bangladesh Tottho Batayon 8.33% 
15.  Different sorts of websites 66.66% 



 
 

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Table-3: Websites the ELT teachers have taken help from to teach during COVID-
19 
 
 

Sl. 
No.  

Name of the 
Device/Apps 

Earlier Uses Uses During 
COVID-19 

Percentage 
of Users 

1.  Notepad To write things, keep 
records, and to draft 

things  

To demonstrate 
writing through 

digital mode 

25% 

2.  Google To browse and exert 
information 

regarding various 
issues for personal 

use 

To browse and learn 
for the purpose of 
collective teaching 

materials 

75% 

3.  Google drive To store documents, 
data and information 

To provide the 
learners an access to 

the instructional 
documents, data and 

information 

33.33% 

4.  Laptop To type documents 
like CV and cover 

letter, to watch 
movies, to listen to 
songs, to browse 

internet 

To prepare lessons, 
teaching materials, 
instructional videos 
and share through 
online media the 

teaching materials to 
the students 

100% 

5.  Smartphones To make calls, receive 
calls, send messages, 
receive messages, take 
photos and selfies, to 

listen to songs, to 
browse internet etc. 

To record class 
lectures and upload 
them on learning 

platforms, to 
communicate and 

browse for academic 
purposes etc. 

100% 

6.  Messenger To conduct person to 
person 

communication, and 
to socialize 

To make and join in 
academic groups, 
upload teaching 
materials and 

communicate with 
the learners regarding 

their study 

75% 



 
 

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7.  Zoom Cloud 

Meeting 
It was not familiar 

and used earlier 
To conduct online 

classes, virtual tests, 
and to give feedbacks 

on the assessment 

100% 

8.  Digital 
camera 

To shoot photos and 
record videos 

To record class 
lectures and use them 

in live or blended 
teaching sessions 

58.33% 

9.  YouTube To watch videos To watch and learn 
from the academic 

videos, and to upload 
instructional videos 

for the learners 

41.66% 

10.  Facebook To give status, write 
comments, watch 
videos, read news 

items etc. 

To make and join 
academic groups, and 

upload teaching 
materials, and to 

conduct Facebook live 
classes 

66.66% 

11.  Soft copy 
materials 

Hardcopies were used 
earlier 

Softcopies of learning 
and teaching 

materials are sent and 
shared through online 

paths 

75% 

12.  NCTB Books Hard copies of NCTB 
books were used 

Soft copies of NCTB 
books are downloaded 
and used for teaching 

16.66% 

13.  Telegram Not used earlier To communicate with 
the students for 

teaching purposes 

8.33% 

14.  Power point Earlier it used to be 
used mostly in 

seminar 
presentations 

To demonstrate 
teaching materials to 
the learners virtually 

while conducting 
classes 

41.66% 

 
 
Table-4: Technological Adaptations the ELT Teachers have Made to Teach during 
COVID-19  
 

As to the English language teachers’ satisfaction regarding the existing 
technological devices and their uses, majority of the teachers participating in this 
research responded with affirmative feedback although many referred to some 



 
 

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known pressing issues related to internet, training and updated devices, like lack 
of smooth internet connection, need for training on virtual teaching for many 
aged faculty members, and upgradation of earlier versions of computer and 
related devices. Likewise, maximum of the population of the research found 
satisfactorily effective the technological adaptations they devised for making 
English language teaching fruitful amidst the Coronavirus propelled new 
education mode.  
 
(i) If handwriting on digital 
board could automatically be 
transformed into Word file. 

(ii) Free Apps like 
Zoom 

(ii) Faster internet service 

(iv) Uninterrupted Zoom 
performance 

(v) Zoom sessions 
without time 
limitations 

(vi) More effective 
Applications to monitor 
the students properly 

(vii) Lighter version of Zoom (viii) Built-in 
Teaching Apps in 
Android phone 

(ix) Better Zoom 
resolution 

(x) If WhatsApp and Messenger 
had a teaching platform like 
Zoom 

(xi) Effective Apps and software for virtual 
assessment and script checking 

 
Table-5: Suggestions for Additional Technological Innovations and Adaptations 
 
 

SL. 
No.  

Before COVID-19 During COVID-19 Percentage 
of Teachers 
Modifying 

thus 
1.  TPR (Total Physical 

Response) 
No TPR, only presentation 41.66% 

2.  Interactive classes Monologue/one sided lectures 50% 
3.  Strict assessment on hard 

copies of answer scripts 
Lenient assessment on soft 

copies 
58.33% 

4.  Class control/teachers’ 
talking time (less) 

More teacher’s talking time 33.33% 

5.  More students’ class 
participation 

Less students’ class 
participation 

50% 

6.  Sufficient contents A bit limited content 16.66% 
7.  Automatic class control Technological class control 

(Suddenly muting somebody for 
convenience) 

25% 

8.  More friendly/less strict 
class control 

A bit strict class control 41.66% 



 
 

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9.  Performing only as a 

teacher 
Thinking as both a teacher and 

a student 
8.33% 

10.  Normal temperament Being more patient 75% 
11.  Teaching lessons as they 

were 
Making lessons easier 50% 

12.  Liberal about time Time conscious 33.33% 
13.  Need study as usual Need more study 8.33% 
14.  Direct offline classroom 

setting with adequate 
teaching staff 

Virtual classroom 58.33% 

15.  Oral and written lecture-
based 

Lectures with soft copies of 
teaching materials through 

screen share 

41.66% 

16.  Huge classroom with an 
excessive number of 

students 

Online class with fewer 
students 

16.66% 

17.  Direct attention to each 
and every student 

Technology-based attention to 
the students 

25% 

18.  Physical presence of the 
students was assured 

Students IDs might be there, 
but some would remain absent 
albeit showing their presence 

33.33% 

19.  More time was spent for 
class maintenance, roll call 

and class discipline 

Class maintenance is quite 
easier 

16.66% 

20.  Needs to be physically and 
mentally prepared before 

entering the offline classes 

As the classes are casual, and 
the students’ participation is 
also casual, teachers feel both 

mentally and physically relaxed 

16.33% 

21.  Could cover fewer topics in 
offline classes 

Can cover more topics in 
virtual classes since they are 

mostly one-way teaching 

8.33% 

22.  Less enjoyable than virtual 
class 

More enjoyable than onsite 
class 

8.33% 

23.  Focusing on paper-based 
assessments 

Focusing more on virtual 
assignments, MCQ, fill in the 
blanks or short questions in 
order to assess the students’ 

progress. 

41.66% 

24.  Earlier it was classroom 
teaching and assessment. 

Assessing students through 
oral tests, audio-visual live 

presentations, sharing audio-
visual materials and 

PowerPoint presentations 

50% 



 
 

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Table-6: Pedagogical Modifications for Teaching English amidst COVID-19 
 
 

 
 
 
 
 
 
 
 

 
Table-7: Purposes for Pedagogical Modifications 
 
 

Most of the English language teachers responding to the questions of this 
research, in terms of the effectiveness of pedagogical changes and modifications 
they had made, apprised that they had found them remarkably effective though 
a few of them had encountered some challenges like learners’ unwillingness in 
virtual classes. Nevertheless, the teachers are sanguine that in course of time, if 
online education goes on, learners will be accustomed.  

 
 
Sl. No. Suggestion for Additional Pedagogical Modifications 

1.  More PowerPoint presentations than Word-file teaching 
2.  More study to fill the gap of the absence of in-class education 
3.  More time for teachers to study and prepare 
4.  Virtual learners should respond more and better. 
5.  Online affordability for all the students 
6.  Providing the learners with adequate slides and hand notes apart from 

virtual class lectures 
7.  Encouraging the students repeatedly to attend the online classes as much as 

possible 
8.  Paraphrasing and interpreting the texts comprehensively 
9.  Seriousness of the teachers and students regarding attendance and attention 
10.  Focusing on more online presentations, interviews and viva voce may be 

helpful for the teachers to teach English better. 
11.  The teacher has to be fully aware of his limitations. He can also provide the 

students texts that are available online and can be easily downloaded. He 
must try to engage every student in his learning tasks. 

 

To ease the 

challenges 

faced by the 

students 

To retain 

students’ 

academic 

continuity  

To 

facilitate 

learning 

during 

COVID-19 

To remain 

at par in the 

teaching 

competition 

To deliver 

the lessons 

as it is 

required 



 
 

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Table-8: Suggestions for Additional Pedagogical Modifications 

DISCUSSION  

The unavoidable impact of COVID-19 on education system was a 
challenge to the whole world, and Bangladesh was no exception. Teachers 
needed to make a drastic change in education system with the help of modern 
technology and networking devices. The findings of the research show, 
sequentially, how modern technology and networking devices like computers 
and smartphones replaced the classroom education system with online education 
system. Apps like Zoom Cloud Meetings and Google Classroom functioned like 
the virtual classrooms. Even a social medium like Facebook played a vital role in 
our education system during COVID-19 pandemic. 

 
There is no denying the fact that our education is now inseparably 

connected to the Internet and modern technologies, especially those connected to 
Information and Communication Technology (ICT). This is the fact which was 
strongly felt during COVID-19 pandemic—teachers googled topics of different 
subjects, read and downloaded pdfs, epubs, and shared them with students. They 
browsed different websites connected to education and learning like Wikipedia, 
academia.edu, etc. 

 

The COVID-19 impacts on education made our teachers use their 
everyday electronic devices like laptops, smartphones, digital cameras in the 
ways more suited to our online education during COVID-19 pandemic. Their 
adaptation of various social and entertainment websites like Facebook, YouTube 
show how teachers tried their best levels to cope up with the crisis. Devices and 
technologies which had long been used primarily for entertainment and social 
networking thus became essential things for education, for instance – 16.66% 
teachers started to use pdf copies of NCTB books. Although the percentage is 
small, it hints at a new idea of books and the experience of reading, which have 
all the possibilities to change the traditional education system radically if it is 
necessary. 

 
Suggestions from teachers for additional technological innovations and 

adaptations clearly hint at the inefficiency of the online education system: their 
want of a free app which may allow them to continue their class without any 
interruption as happens when using the free version of Zoom Cloud Meetings. 
Their want of an inbuilt app on smartphones shows how much they suffered on 
the one hand, and on the other, how much a smartphone or a computer can act 
as an essential device in modern education system, a device with all the potentials 
to change the long-lasting idea of education by giving lectures in the physical 
classrooms. 



 
 

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Our recent experience of online education also shows how teachers may 

adapt with technological devices to create a new dimension of modern education 
system. The traditional pedagogy went through a big change: real-time physical 
gestures and interactions in the classrooms were replaced by video presentations 
created with extra focus and care. But here the teachers lost the Total Physical 
Response, interactive classes; because in most cases, they felt bound to continue 
giving one sided lectures which often seem to be boring monologues, for in most 
cases, the network of some of the participants, be it the students or the teachers 
themselves, was very poor, and the students remained silent with their 
microphones turned off. For such reasons, lenient assessments of soft answer 
scripts took the place of strict assessments on the hard copies of the answer 
scripts. 

 
Suggestion from teachers for additional pedagogical modifications to 

make online classes more effective and less monotonous include using more 
PowerPoint presentations than Word-file teaching, ensuring interactive 
discussion and frequent responses from the students. Most of the teachers are of 
the opinion that the internet should have been affordable for every student; and 
students must be engaged directly though virtually in the learning process. 

 
CONCLUSION AND SUGGESTION  

One of the remarkable limitations of this research is its small number of 
sample population which could not be selected in a sufficient number due to the 
country wide shutdown incited by COVID-19 pandemic. A representative 
number of samples would make the research more reliable and comprehensive. 
The COVID-19-forced novelty in teaching demands that the traditional ELT 
theory and research trends need to be refurbished, and sociopolitical concerns 
should be re-considered in a healthy (Mirhosseini, S. (2022). Effective English 
language teaching, like teaching any other branch of knowledge, requires to be 
ensured through solving the technology and internet – related issues prevalent 
across Bangladesh, and, simultaneously, teachers along with the learners need to 
nurture unavoidable pedagogical and learning reformations (Hossain, 2021). 

Positively seen, although COVID-19 pandemic brought havocking effects 
on various sides of human life across the world, it introduced as well as 
reinforced educational technology as an opportunity for teachers, learners and 
stakeholders to accelerate education virtually. The study apropos of 
technological use in virtual teaching brought to notice a number of solvable 
issues like shortage of technological tools, insufficient parental support for active 
participation of students, trial and error to adopt technical tools to virtual mode 
of teaching and abrupt paradigm shift without methodical training, little time 



 
 

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space to adapt to the paradigm shift, planning, and executing classes, learners 
unwillingness to give in to the sudden learning mode, and after all, 
unaffordability of many of the learners to have necessary updated technological 
devices at their possession (Alimyar and Lakshmi, 2021). Since COVID-19 almost 
imprisoned people into unusual life practices, especially in academia, the 
concerned people need to foster humanistic attributes in greater volume caring 
for the psychological realities of both the teachers and students (Corbera et al., 
2020). Likewise, teachers feel the urgence to act carefully for the psychological 
well-being of the learners in terms of teaching English in a suffocating time like 
COVID-19. As such, all the people in connection with teaching and learning are 
demanded to effectuate technology in the most fruitful manner and re-arrange 
pedagogical techniques to help the learners assimilate the most.   

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	Md. Mozaffor Hossain
	Department of English, Pundra University of Science & Technology, Bangladesh
	Md. Atiqur Rahman
	Department of English, Pundra University of Science & Technology, Bangladesh (1)
	Abstract
	INTRODUCTION
	METHODS
	FINDINGS
	DISCUSSION
	CONCLUSION AND SUGGESTION

