Female teachers’ integration of technology into ELT in the Covid context in Bangladesh: A comparison study

Abstract

This study compared the extent of Bangladeshi female English language teachers’ technology integration into their teaching practices and leadership development between pre, during, and post COVID in Dhaka. It also investigated to what extent the integration of technology varies between female and male language teachers within and between these three phases. The study followed a convergent parallel mixed method design where English teachers at various levels (N=32; f=23, m=9) completed a survey adapted from the TPACK framework (quantitative), and a sub-set of teachers (N=8; f=4, m=4) participated in semi-structured interviews (qualitative). Analysis of quantitative data utilising One- way ANOVA and Independent Samples t Test tests revealed that, technology was implemented more during the pandemic than before where female teachers showed higher interests than male teachers to utilize technology in English teaching after the pandemic. The thematic analysis of qualitative data found that English teachers faced different challenges integrating technology before and during COVID where female teachers emphasised institutional level challenges. The implications of the study will be discussed.