Students’ Perception of the Effects of Integrating EdTech in Teaching English Poetry in Higher Education in Bangladesh

Abstract

Deploying educational technology (EdTech) in higher education has become common. This investigation aims to provide practical insights into whether and how technology can enhance learning both inside and outside the classroom and its impact on improving current learning conditions. The main focus of this article is to investigate the potential results of incorporating EdTech in teaching English poetry during tertiary education to understand the level of students’ study engagement. Though EdTech means the infusion of academic practices with available instructional digital tools for pedagogical development, this study only discusses handheld electronic device-supported tools and platforms. The study looks for the implication of the TPACK theory to integrate technology and the conditions of the Unified Theory of Acceptance and Use of Technology model to select learners’ preferred digital tools and platforms. This study will be helpful for a large number of non-native English students who are studying English literature. By examining non-numerical primary and secondary data, this qualitative study delves into an understanding of how technology can promote study engagement and aid learners in comprehending content. The research employs a variety of data collection instruments, including interviews, personal experiences, article analyses, and book reviews. The results indicate that technological tools facilitated a more engaging learning environment for teachers and learners. Students’ positive perceptions of EdTech are particularly noteworthy. The incorporation of appropriate digital tools with lesson plans has a significant impact on learning outcomes.