Main Article Content


Bangladesh, like many other countries of the world, has been strongly hit by COVID-19 pandemic and her education sector, among other essential fields of life, is under strict lockdown. The onsite mode of institutional education is absolutely stopped although of late educational institutes mostly non-governmental ones, with the permission as well as guidelines of the Ministry of Education and/or University Grand Commission (UGC), have adopted and are implementing online classes as an alternative way of imparting education. Accordingly, English language teaching and learning is happening in full swing via online classes. However, many have raised questions as to the rationale of executing virtual education and assessment, especially how to teach and assess the four skills, i.e. Listening, Reading, Writing and Speaking, of English language through online sessions when majority of the teachers and students are fundamentally bereft of the essential technological resources and internet coverage. On these notes, the current study has sought to learn the experience and perceptions of 50 teachers and 50 students who are currently teaching and learning English through online classes at various institutes across the country. The researcher has interviewed the sample population with two disparate open-ended questionnaires through e-mail and social networking cites, like Messenger and Facebook to learn teachers’ and learners’ experiences and suggestions on the present online education nationwide and how much feasible it is if COVID-19-pandemic lockdown persists longer only to make education system run through a “new normal” manner. The study offers crucial findings relating to a number of technology and internet-related unsolved issues. Simultaneously, it suggests ineludible modifications to be accomplished on teachers, learners, educational institutions, technological resources and internet communications if ELT through online is to be made fruitful.                      


COVID-19 English Language Teaching Feasibility Virtual Classroom

Article Details

How to Cite
Hossain, M. M. (2021). English Language Teaching through Virtual Classroom during COVID-19 Lockdown in Bangladesh: Challenges and Propositions. Journal of English Education and Teaching, 5(1), 41–60.


  1. Ahmed, M. (2020). Tertiary education during Covid-19 and beyond. The Daily
  2. Star.
  3. Alamgir, M. (2020, April 2). Schools in Shutdown: Virtual classes not reality yet. The Daily Star.
  4. Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education Studies, 10 (3), 16-25.
  5. Allen, M. (2017). Survey: Open-Ended Questions. The Sage Encyclopedia of Communication Research Methods, 1(4).
  6. Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10 (1), 1-10.
  7. Anggitasari, M., Tarwana, W., Febriani, R. B., & Syafryadin, S. (2020). Using Wattpad to Promote the Students’ Responses to Literary Works: EFL College Students’ Perspectives and Experiences of Enjoying Short Stories. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(2), 182-192.
  8. Azwandi, A., Harahap, A., & Syafryadin, S. (2019). Penyuluhan dan pelatihan ict-enhanced teaching–learning sebagai model pengembangan profesional guru di kota Bengkulu. Jurnal Pengabdian Masyarakat Ilmu Terapan (JPMIT), 1(1).
  9. Basilaia, G., Kvavadze, D. (2020). Transition to Online Education in Schools during SARS- VOV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical research, 5 (4), 2-10.
  10. Chowdhury, F. (2020). Virtual Classroom: To Create a Digital Education System in
  11. Bangladesh. International Journal of Higher Education, 9 (3), 129-138.
  12. Farah, S., Ahmed, S. (2014). Potentials of e-learning in Bangladesh: An Analysis.
  13. Banglavision, 13 (1), 58-76.
  14. Harrison, G. (2020). English teaching and learning during the Covid crisis: online classes and upskilling teachers. Cambridge Assessment English.
  15. Haorton, M. (2019). Simple Random Sample: Advantages and Disadvantages. Investopedia.
  16. Hossain, M. (2018). Exploiting Smartphones and Apps for Language Learning: A Case
  17. Study with the EFL Learners in a Bangladeshi University. Review of Public Administration and Management, 6 (1).
  18. Islam, R. (2016). Use of Technology in Legal Education in Bangladesh: Challenges and Prospects. Green University Review of Social Sciences, 3, (1), 99-116.
  19. Li, C., Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum.
  20. Mahmuda, M. (2016). Teaching and Learning through Technology in Bangladeshi
  21. Higher Education. International Journal of Scientific & Engineering Research, 7 (4), 257-262.
  22. Molina-Azorin, J. F. (2016). Mixed methods research: An opportunity to improve our
  23. studies and our research skills. European Journal of Management and Business Economics, 25, pp. 37-38.
  24. Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile Learning in Higher Education: Unavoidable Alternative during COVID-19. Aquademia, 4(1), ep20016.
  25. Raheem, B. R., Khan, A. (2020). The Role of E-Learning in COVID-19 Crisis. International Journal on Creative Research thoughts, 8 (3), 3135-3138.
  26. Rahman et al. (2019). English language teaching in Bangladesh today: Issues, outcomes and implications. Language Testing in Asia, 9 (9),
  27. Rahman, M., Pandian, A. (2018). A Critical Investigation of English Language Teaching in Bangladesh: Unfulfilled expectations after two decades of Communicative Language Teaching. English Today, 34 (3), 43-49.
  28. Reja, U., Manfreda, K. L., Hlebec, V., Vehovar, V. (2003). Open-ended vs. Close-ended Questions in Web Questionnaires. Developments in Applied Statistics.
  29. Sarker, F., Mahmud, R., Islam, S., Islam, K. (2019). Use of e-learning at higher educational institutions in Bangladesh: Opportunities and challenges. Journal of Applied Research in Higher Education, 11(2), 210-213.
  30. Septinawati, S., Febriani, R.B., Tarwana, W., Syafryadin, S. (2020). Students’ Perceptions Toward the Implementation of Quipper School as an E-Learning Platform in Teaching English. Jadila: Journal of Development and Innovation in Language and Literature Education. 1(2), 223-238.
  31. Shenoy, V., Mahendra, S., Vijay, N. (2020). COVID-19-Lockdown: Technology Adoption, Teaching, Learning, Students Engagement and Faculty Experience. Mukt Shabd Journal, 9 (4). 697-702.
  32. Shohel, M. C., Kirkwood, A. (2012). Using technology for enhancing teaching and learning in Bangladesh: Challenges and consequences. Learning Media and Technology 37(4), 414-428. .
  33. Syahrial, S., & Syafryadin, S. (2020). Pelatihan menjadi guru bahasa Inggris kreatif dan milenial di sekolah menengah pertama bengkulu Tengah. Jurnal Inovasi Pengabdian Masyarakat Pendidikan. 1(1). 18-35.
  34. Syafryadin, S., Pratiwi, V. U., & Wardhana, D. E. C. (2021). Pre-service English teachers' experience with various CALL applications: Hindrances and reflection. Studies in English Language and Education, 8(1), 99-114.
  35. UNICEF Bangladesh (2020). Students in Bangladesh adjust to remote learning via national TV during COVID-19 lockdown.