View AbstractThere was a widespread e-learning phenomenon during COVID-19 in
2020. Unfortunately, in a country like Bangladesh at the beginning a
huge number of students were out of the reach of internet and
unfamiliar with online learning. The purpose of this study is to explore
how English as a foreign language (EFL) learning at the tertiary level
in Bangladesh was impacted by the sudden shift to online learning.
This study evaluates the attitudes, opinion, beliefs of first year
university students towards online language classes during COVID-19.
Participants from eight universities of Dhaka responded to a Google
questionnaire after an online instruction session via messenger room. It
also reviews research published since the onset of the pandemic, with a
specific focus on English language teaching in EFL contexts, to
analyze the challenges faced by Bangladeshi learners since the shift to
e-learning. One of the prominent challenges observed was student’s
lack of motivation, which upon further review was found to be linked to
other contributing factors, such as lack of technical support, unfamiliar
learning environments, and lack of self-confidence. However, this study
found several unexpected positive outcomes from the digital
transformation, including the flexibility of planning personal study
period, rewatching the lecture video etc. The current research can
contribute as a ground work for offering blended approach in teaching
language after the pandemic. It also can contribute to knowledge of
online English teaching in other EFL contexts.