USE OF TECHNOLOGY DURING PANDEMIC COVID-19 IN ESL CLASSROOMS: A STUDY AT POSTGRADUATE LEVEL IN BAHAWALPUR

Abstract

This study aimed to investigate the impact of technology on ESL learners and teachers during the COVID-19 pandemic. The research focused on the responses of 150 postgraduate ESL learners from the English Literature and English Linguistics departments at the Islamia University of Bahawalpur. Data were collected through questionnaires and interviews, constituting a mixed-method approach. The researcher employed purposive non-random sampling techniques due to the large student population. The collected data were analyzed using statistical methods and thematic analysis. The findings revealed that the technological shift was initially challenging for the majority of students, emphasizing the necessity of technical literacy for online learning applications. However, the respondents also acknowledged the reliability of the technological shift for learning ESL and its role in motivating students to become more technologically adept. Additionally, the study highlighted the preference for online classrooms over physical ones, with the Zoom application being the most favored for teaching and learning during the pandemic. Moreover, the research identified a lack of technological awareness and affordability among ESL learners, as well as challenges related to the evaluation of students' efficiency and the conduct of online examinations through Learning Management Systems (LMS). The results of this study align with previous research, indicating that the shift to online teaching during the pandemic was not universally beneficial for students and teachers in higher education. While some positive changes were noted, such as increased student motivation and commitment to virtual teaching, concerns about the effectiveness of online learning and its impact on students' attitudes were also evident. In summary, this research provides valuable insights into the experiences of ESL learners and teachers during the COVID-19 pandemic, shedding light on the opportunities and challenges associated with the use of technology in ESL classrooms at the postgraduate level. The findings contribute to the ongoing discourse on the role of technology in education, particularly in the context of the unprecedented challenges posed by the global health crisis.