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SUSTAINABILITY OF E-LEARNING IN THE 
UNDERGRADUATE EFL CLASSROOMS 

 
1Asma-Ul-Ferdous, 2Nazia Forhin Shifat, & 3Mohammad Ehsanul Islam Khan* 

1ASA University of Bangladesh (ASAUB), Dhaka, Bangladesh  
2Notre Dame University Bangladesh (NDUB), Dhaka, Bangladesh 

3Manarat International University (MIU), Dhaka, Bangladesh 
 

*asad.helloteen@gmail.com  
 

ABSTRACT 

The present study investigated the probable sustainability and effectiveness of e-learning in 
English language teaching (ELT) to learners in an English as a foreign language (EFL) 
classroom. Since the beginning of technology, it has always influenced our lives, thinking, 
and learning areas. One significant model in today's world in education is E-Learning. Today, 
one aspect of technology that has a considerable impact on our livelihood is English language 
learning in the EFL context. Data were collected using a Google form questionnaire with 20 
close-ended questions on a 5-point Likert scale and analyzed in percentage. Ninety-two 
undergraduate EFL learners randomly participated in the survey. The quantitative method 
has been used to analyze the data. The results showed that integrating e-learning is a 
blessing to language learners though students face some challenges entirely using it. 
Learners have found educational technology effective in developing their fours language 
skills, including vocabulary problem-solving skills, performance improvement, etc. The 
study finally recommended increasing e-learning practices alongside the traditional 
approach in the EFL context of Bangladesh along with secured and controlled techniques. 

Keywords: Blended Learning, E-Learning, EFL, ELT, Sustainability 

 

INTRODUCTION 

Since the advent of technology, its blessing has been experienced in all domains of daily 
life. From government bodies to business companies and casual households, e-learning has 
benefited. Although it brought immense advancement in the English Language Education 
sector, the stance of people who either got in the vanguard of this advancement or merely 
have any idea about it is fearsome. In today's world where life is busy and living is 
competitive, e-learning in learning the English Language presents multitudes of options that 
profit and make Teacher-students' life comfortable and serene. E-learning provides 
organizations with other resources set forth by tech giants to assist learners in gaining 
additional knowledge, certificates, and degrees in English language learning Courses. This 
helps learners learn regardless of their full-time jobs if they are living in distant countries, as 
well as mastering skills outside their mainstream course. 

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Nevertheless, as pupils and adolescents explore aspects that come with the good 
fortune of accessing the internet, it is overwhelming. They are also recorded to have spent 
countless hours using various applications and browsing eccentrically on devices. The 
parents' despair and endless worries reach prodigious levels with time. Questions arise 
about whether their immediate next generation is appropriately raised as complete human 
beings. E-learning can be found in language apps, video conferencing tools, virtual tutoring, 
online learning software, Moodle, and many more (Li & Lalani, 2020). However, the time-
honored axiom of e-learning brought a new spectrum on how the present generations depict 
their English language learning grid and pursue their degrees. Despite being lauded 
universally, in Bangladesh, virtual learning or online education is passing its early stage, and 
therefore, it requires providing all technical support to the students for virtual learning 
(Yesmin & Khan 2021). 

To the language teachers, though the uses of mobile phones, computers, projectors, and 
the internet are not new, the practice of computer-based learning, e-learning, distance-
learning, or online learning is very new to many which are regarded as a dynamic, complex, 
and interdisciplinary enterprise (Shifat, Khan & Chowdhury, 2021). 

The infrastructure of blended learning lies upon the infusion of web-based technology 
and mode of convenient learning. This realm of understanding allows English Language 
Learners to gain access to a wide range of information to conceptualize their learning object 
from different angles. From higher education to primary level schemes, all incorporate 
electronic devices and the internet depending on studies. This lattice of information and 
communication technologies constructs downhill innovative ways students can interact with 
tutors online and offline, fellow peers and faculty, and content. As Bangladesh has faced 
several challenges in the education sector during the covid-19 pandemic, to continue the 
adequate flow of education in the post-pandemic situation, it is essential to utilize the 
modernization of blended learning (Khan, 2021). Instead of simply relying on rigid 
traditional techniques, such as memorizing grammar, vocabulary, re-writing, and re-reading 
volumized books, students can access authentic and experimented methods of effective 
English language learning. The web offers multitudes of collaborative materials and ideas, 
which elevates students' total depth of knowledge that assists them in understanding better. 
The emerging arrays of multimedia learning improve legitimate learning strategies of 
English language learners. According to Rabbani, Raihan and Khan (2020), to increase 
students' more profound knowledge of technology by using internet supported education, it 
is required to increase the rate of administering tests and homework or assignment through 
the internet as a means of formative assessment, which can make them more collaborative, 
cooperative, and communicative. According to Zakarneh (2018), e-learning mood is a better 
mode of enhancing performance and a better tool for testing and evaluation. 

Moreover, recently many universities and colleges proffer longstanding and near-term 
courses on numerous English courses in parallel with vast fields of interest. The certificate 
and degrees earned from these programs later help learners of different ages to have 
supplementary incomes and set ingenious demonstrations for others to follow on the 
internet. Apart from institutes, many organizations offer such English programs at a much 
lower price through websites for people to join. This way, e-learning based on blending 

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learning is applicable for long-distance classes and could be appropriately used for the 
conventional education system (Kristanto et al., 2017). 

Different industries, agencies, and business associations accept online certificates and 
accreditations for individuals applying for positions depending on expertise in a particular 
English Language sector. Thus, practitioners explore an array of opportunities to enhance 
their careers further. Apart from promising career advancement and raising employee 
qualifications, English Language learners working part or full time can immediately bring 
new cognizance and competence to their job, increasing profits, including innovations.   
Furthermore, Students no longer have to commute to multiple destinations, juggling several 
tasks within a single day. Hence, they get to spend some time on self-enhancement, 
meditation, or even make a trial run on courses outside their academic program. Most 
students engaged in an e-learning do not have to incur traveling expenses or afford to live in 
foreign cities, as they get to study from home. The framework of e-learning creates feasible 
opportunities to help people be trained virtually.  

However, the integration of media technology assists learners in acquiring four 
language skills: listening, speaking, reading, and writing (Ahmad, 2012). Technology-based 
learning provides flexibility and pacing option. Hence students can absorb information with 
more concentration in a comfortable environment. Pupils can practice self-discipline at a 
young age as no teacher would aggravate the assignment deadlines, nor would a friend call 
on a Monday morning to ensure the group project has reached the end completion. As a 
result, students build a more robust self-governance and determination. This plays a 
significant role in other aspects of life such as fitness, work ethics, or even relationships 
between friends and family. Unlike the synchronous learning environments where students 
have to focus on ongoing lectures despite feeling unmindful, students can now choose to 
have a very altering study schedule. So, this paper aims to investigate the effectiveness of e-
learning as a mode of teaching the English language in universities in Bangladesh. Also, to 
determine the factors of e-Learning that contoured the dogma of the traditional learning 
environment. 

Since the beginning of the rise of technology, it has always influenced our paths of life, 
way of thinking, and learning options. In the present day, it shapes our daily life. One aspect 
of technology that has a massive impact on our livelihood is our English Language learning. 
The time-honored axiom of e-learning brought a new spectrum on how the present 
generations depict their English Language Learning education grid and pursue their degrees. 
Even though there are two sides to every story, both sides of this concept are hard to judge, 
and even if a conclusion is reached, the snowball effect would be hard to amend. Several 
studies have been conducted on e-learning and its feasibility, effectiveness, and challenges 
in different streams. Very few have been on the English language teaching, which made 
researchers interested in studying its energy and difficulties in teaching English. Various 
literary works revealed that an e-learning platform is an effective platform for teaching the 
English language. After the pandemic outbreak, Google Classroom has become popular 
around the world. Google Classroom helps carry out this online learning well (Anggraini & 
Syahrul, 2021). 

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Zakarneh (2018) conducted a study on the effectiveness of e-learning mode in Arab 
universities for teaching the English language. He found e-learning appropriate for acquiring 
vocabulary, speaking skills, listening skills, reading skills, and writing skills more effective 
than in the traditional classroom. Students can learn better through e-learning. Such an e-
learning platform is considered an appropriate and better means for acquiring vocabulary, 
developing speaking skills, English language grammar, reading skills, writing skills, listening 
skills, and a better mode of enhancing performance in English than the traditional classroom 
model. They find e-learning a better tool for testing and evaluation and prefer it to other 
conventional methods. Sung and Yeh (2012) found the perceptions of online technology 
among Taiwanese university students in language education and found students' satisfaction 
because of its convenience and practicality. 

Ahmad (2012) studied the integration of media technology to English language 
teaching and found satisfactory results from students' perceptions. Cai (2012) found out that 
with the help of computers and the internet, e-learning can change pedagogical strategies 
and improve teaching and learning efficiency. Mutambik (2018) conducted a study on the 
role of e-learning on Saudi Arabia students and found out it is a flexible, interactive way of 
learning the English language. Mohammadi et al. (2011) studied the effects of e-learning on 
language learning. They found that People can be autonomous by using the internet, and they 
can be independent of books and teachers. Also, internet media like blogs; message boards, 
podcasts; and video sharing are other faces of e-learning that provide teachers and students 
with creative and practical ideas. However, the researchers found a considerable gap in the 
previous related studies for surveying the present research on the efficacy and probable 
sustainability of e-learning in the Bangladesh context. 

METHODS 

Data were collected through a structured questionnaire. The questionnaire aimed to 
discover the opinions of students on the effectiveness of e-learning in developing English 
language skills and vocabulary in the classroom in comparison with face-to-face instruction 
and on the implementation of the e-learning course for distance students based on the 
frequencies of their responses and the qualitative signs (year of study, field of study). The 
questionnaire was supportive as the research instrument to collect data on phenomena that 
cannot be observed, such as attitudes, self-concepts, etc. 

The questionnaire was prepared in Google form; it was designed to be automatically 
scored and summed up. EFL students were given the freedom to keep their identities 
anonymous. The questionnaire consists of 20 close-ended questions. All questions were 
written in English, as the participants were chosen from the undergraduate level. They have 
been studying English since their primary education till now. The questions emphasized 
learners' opinions, views, and attitudes towards e-learning. Twenty close-ended questions 
were written on a 5-point Likert scale of always (A), very often (VO), sometimes (S), rare (R), 
and never (N). The questionnaire is divided into two sections. The first part deals with 
students' demographic information; the second part deals with whether e-learning in their 
classroom is practical to their language learning. 

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The questionnaire was sent to the undergraduate EFL learners of the English 
departments of three universities. Participants and universities were selected randomly, and 
a total of 20 questionnaires were filled out by the 96 participants and returned. The 
participants were chosen from the undergraduate level who went through placement tests, 
assignments, and quizzes were categorized for English language achievements. 

The researchers used the random sampling technique because it uses randomization 
to ensure that each population element gets an equal chance to be selected. This non-
probability sampling technique was used for the convenience, availability, accessibility, and 
proximity of participants from whom data was collected, which is identified as the most 
appropriate method. The use of this random sampling technique method made it easy for 
the researchers to sample and collect data from participants. Qualitative data were analyzed 
using Microsoft Excel. Accordingly, participants' responses were analyzed using graphs and 
tables. 

RESULTS 

Data Analysis and Findings 

Table 1. Participants' Responses to the sustainability of e-learning in the EFL classrooms 

SL Items A (5) VO (4) S (3) R (2) N (1) 
  Percentage (%) 

1 Our teachers integrate e-learning into our traditional classroom. 41.9 22.6 30.1 33.2 22.2 
2 E-learning is an enjoyable and exciting learning tool. 42.1 23.6 26.3 3.2 0 
3 I find a wide variety of sites and information to learn. 66.3 15.8 15.8 2.1 00 
4 E-learning helps to learn more English vocabulary and grammar. 66.3 15.8 15.8 1.1 1.1 
5 I can develop my writing skill through e-learning. 34.4 18.8 33.3 8.3 5.2 
6 Our linguistic skill is fastened by e-learning. 36.8 24.2 20 13.7 5.3 
7 My listening skill is increasing through e-learning. 58.3 11.5 24 4.2 2.1 
8 My reading skill is improving through e-learning. 36.8 28.4 23.2 10.5 1.1 

9 
I perform better in English through e-learning mode than in the traditional 
classroom environment. 

29.5 21.1 30.5 10.5 8.4 

10 It is an immense motivation for me to learn using the internet. 57.4 16 20.2 6.4 0 
11 Integrating e-learning makes me more autonomous and independent. 44.7 20.2 27.7 3.2 4.3 
12 ELT courses assessment is tested better through the e-learning method. 30.9 22.3 30.9 7.4 8.5 
13 It is better to learn through e-learning than traditional learning. 27.1 13.5 34.4 8.3 16.7 
14 It is a waste of time to learn through this mode. 7.4 6.3 25.3 15.8 45.3 

15 Students lose interest in their studies for internet-based learning mode. 16.8 12.6 44.2 10.5 15.8 

16 
During online classes, students have physical problems (back pain, headache, 
blurred vision). 

30.5 23.2 31.6 10.5 4.2 

17 E-learning can be a standard method of teaching besides physical classrooms. 38.9 15.8 26.3 6.3 12.6 
18 All English language courses should be taught through the e-learning mode. 21.1 15.8 31.6 5.3 26.3 
19 I understand English courses better if E-learning is used. 29.5 27.4 21.1 10.5 11.6 

20 E-learning should be incorporated to traditional classrooms. 0 46.3 38.9 3.2 11.6 
 

Teachers' integration of E-learning into the traditional classroom 

When learners were asked whether their teachers integrate e-learning into their 
traditional classroom majority, 41.9% replied that they always use it. In comparison, 30.1% 
sometimes said they use it, and 22.6% responded very often. The results indicate that e-
learning has been one of the integral parts of teaching in the classroom (Item-1). All 
incorporate electronic devices and internet-dependent studies from higher education to 

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primary level schemes. This lattice of information and communication technologies 
constructs downhill innovative ways students can interact with tutors online and offline, 
fellow peers and faculty, and content. Based on the survey result, 41% of participants 
consistently demonstrated that integration of e-learning was helpful in the traditional 
classroom. More than 50% of the students agreed with the teachers' integration of e-learning 
in the English classes. Around 5% of the participants were unaware that e-learning was a 
valuable teaching model. In the statement, whether it's better to learn through e-learning 
than traditional learning, the total of 61.5%, the aggregated result of always 27.1% 
sometimes 34.4% agreed on it. Only 13.5% answered 'very often', and 16.7% said 'never' 
(Item-13). Also, in the opinion of whether e-learning can be the traditional method besides 
offline classroom majority of 65.2 %, the total of always 38.9% sometimes 26.3%, agreed on 
it. Only 15.8% said very often, and 12.6% never said (Item-17). 

Insights about E-learning as an exciting tool 

Many students (42%) think that a mingling of blended learning lies in the infusion of 
web-based technology and mode of convenient learning. More than 60% of the students 
believe this realm of learning allows English language learners to access a wide range of 
information to conceptualize their learning object from different angles (Item 2 and 3). 
Instead of simply relying on rigid traditional techniques, such as memorizing grammar, 
vocabulary, re-writing, and re-reading volumized books, now can rout out authentic and 
experimented methods of effective English Language learning. The web offers multitudes of 
collaborative materials and ideas that elevate students' real depth of knowledge that assist 
them in understanding better. The emerging arrays of multimedia learning improve 
legitimate learning strategies for English Language Learners. It enthuses learners to navigate 
the theoretical and practical complexities of recontextualizing the concepts taught in 
traditional manners.  

A relatively large percentage of participants (36.8%) were agreed with the statement 
that e-learning fastened by e-learning. However, only 13.7%% did not agree strongly with 
the idea. On the contrary, 24.2% agreed with the information (very often-24.2% and 
sometimes-20%) that e-learning was a better means of developing language skills (Item-6). 
Participants (34.4%) consistently agreed that e-learning was better for learning writing 
skills, with 18.8% very often and 33.3% sometimes agreeing. However, only 8.3% rarely 
agreed with the statement that e-learning was better for learning writing skills (Item-5). 
More than 36% of participants (always-36.8% and very often 28.4%) were in agreement 
with the statement that e-learning was better meant for developing reading skills. 23.2% of 
participants agreed that sometimes e-learning helped build reading skills, and 10.5% rarely 
agreed with the statement that e-learning was a better means for developing reading skills 
(Item-8). However, the majority of participants (58.3%) were in agreement with the 
statement that e-learning was always better meant for developing English listening skills. On 
the contrary, only 11.5% of participants mentioned it very often, and 24% agreed with the 
statement that e-learning was a better means of developing listening skills (Item-7). 

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Challenges in e-learning for EFL learners 

Although it has an abundance of bright sides, E-learning has shortcomings too. Based 
on research, studies, and surveys, the students find e-learning, especially the online classes, 
much more challenging to manage for learning all the English courses (21.1% said always, 
15.8% said very often, 31.6% said sometimes, and 26.3% said never) (Figure-18). 
Individuals found it challenging to shift pedagogically from age-long in-class practice to 
mentally and physically electronic learning with fewer materials. Thus, students faced 
several physical problems such as back pain, headache, and blurred vision during online 
classes (30.5% of the participants suffered all time, 23.2% of learners suffered very often, 
and 31.6% of the students sometimes suffered during or after the class), (Item-16). This led 
to depression, frustration, and anxiety as well, of which there is no option in traditional in-
class learning. Although e-learning lays out a diverse array to ensure proper education, 
teachers and students fail to understand that the effectiveness of e-learning in teaching and 
learning the English Language lies under the strict rote learning system and interactive 
critical thinking sessions. Therefore, 46.3% of the participants thought e-learning could not 
be the standard teaching method; rather, it would be best for 'sometimes' beside the 
traditional classroom. 38.9% agreed very often, and 11.6% disagreed with the statement 
(Item-20). 16.8% of students always lose interest in studying for internet-based learning 
mode because the home is not an ideal study environment. A classroom creates a quiet and 
actual place to learn, inspiring them and bringing along the vibe to study. 15.8% of students 
felt the household is chaotic and busy with chores, causing students to lose concentration, 
even no work to be accomplished. They (12.6%) feel lost hurrying to finish and turn in 
assignments under pressure. 44.2% of the students often experience the absence of 
willingness and desire to study (Item-15). Although 30.9% of the students felt that ELT 
courses evaluation and assessment were tested better through the E-learning method, 
22.3% said it was often done better, and 30.9% said sometimes English courses were tested 
better through the online mode. Interestingly, 8.5% of the students usually had a rush to 
complete their assignments to obtain passing credits without even giving reasonable efforts 
to learn the course material and disagreed with the statement. They also claimed that 
authorities at the same time gave relatively easy question papers and designed assessments 
that could be graded quickly for mass people to pass on their first attempt itself (Item-12). 

DISCUSSION 

Although e-learning providers are constantly trying to pave new ways to keep learners 
engaged in studies in the best effortless way, they still found that people generally fail to 
culminate and finish their course. With the emerging innovations, although e-learning 
outlays innumerable opportunities, many learners look for the sustainability of online 
learning. In parallel with third-world countries, many students, from teenagers to young 
adults in first-world countries, spend more time browsing the internet in the name of online 
classes and e-learning. With just a few clicks and taps, pupils can gain entrée to various sites, 
social media, and games. English language students spend uncountable hours fidgeting 

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through the internet, playing games, and scrolling through social media sites aimlessly. 
Researches show that individuals usually become obsessed with content represented and 
fall into internet addiction. This leads to detrimental effects on their psychology and mental 
health. Besides inefficacious and out-of-reach internet connections in rural areas, parents 
are now more concerned about young learners' deprivation of the internet. The results of 
this study are supported by several comparative studies that have investigated the 
effectiveness of e-learning or online learning against the traditional forms of learning and 
found differences in student outcomes. Cai (2012) also showed similar results when he 
found out how students find it interesting to get the reading materials from the internet. 
Zakarneh (2018) showed that an e-learning platform is an appropriate and better means for 
acquiring vocabulary, developing speaking skills, English language grammar, reading skills, 
writing skills, and listening skills than the conventional classroom model. They see e-
learning as a better tool for testing and evaluation and prefer it to other traditional methods. 
The findings also supported the study of Sung & Yeh (2012), where the usefulness of 
computer-based English learning for developing essential skills like listening (Gruba, 2004), 
reading, and writing was encouraged.  

The increased presence of ELT learners has raised serious concerns about the safety of 
Internet and social media use. Difficulty in self-regulation, lack of awareness of the 
repercussions of privacy compromise, and susceptibility to peer pressure are reasons for 
teenagers' cavalier attitude towards online risks such as cyberbullying and exposure to 
inappropriate content as they navigate the tricky waters of social media (Ramasubbu, 2015). 
Besides the devastating effects on their mental health, it has adverse aftermaths on physical 
health too, whether by studying or habitually browsing without any useful purpose. Keeping 
eyes fixated on that one bright, many-hued screen for excessive hours disposes of damaging 
effects on the eye (Alavi et al., 2011). According to the findings of Ahmad (2012), a large 
number of students reported that media technology provides students with an exciting 
experience in the learning process, tremendously increases their motivation level, and 
improves their performance rate. So, this study recommended expanding the e-learning 
system for the undergrads but in a controlled use of e-learning with utmost security and 
safety ensured by the respective institutions.  

CONCLUSION 

E-learning has gained a new height in recent days. The study reported that exciting e-
learning tools, a multidimensional learning environment, distance learning, digital 
classrooms, and online gadgets have already paved sustainable ways for modern learners to 
improve their English language skills. The learners have found the e-learning effective and 
time-saving, which indicates the future sustainability of e-learning in the Bangladesh 
context. However, interventions are brought forth to make academic life facile, pleasant, and 
comfortable. Similarly, the basis of the combination of English Language education with 
technology is to make its branches accessible to the majority of the teachers and students 
out there. E-learning has its place. It has given opportunities and improved lifestyles, 

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especially for students who would otherwise not attend in-class sessions, especially in the 
covid-19 pandemic. Nevertheless, the jeopardy of the hopeful prospect needs to be given 
enough attention. However, students and their guardians feel the need to rethink e-learning 
in English language teaching with proper guidance, practiced discipline, and standardized 
cutting-edge well-structured courses to eliminate the many concerns and improve 
effectiveness. Moreover, it is time to think about sustainable learning techniques, which are 
more productive than the traditional, convenient learning system, to brighten a career in 
English communication. Further research can be conducted on the efficacy of e-learning at 
different levels of education in the EFL context. 

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