ABSTRACT
Despite policy mandates promoting technology integration within Bangladeshi education, challenges persist, particularly in English as a Second Language (ESL) classrooms at tertiary institutions. This study examines the sociocultural barriers hindering the adoption of Educational Technologies (EdTech) in these settings. Focusing on private university ESL centres equipped with technology yet facing nuanced implementation issues, the research investigates the perspectives of instructors and administrators. Drawing on Vygotsky’s Sociocultural Theory, the study explores how social norms, pedagogical considerations and teacher training influence EdTech utilisation in practice. Employing a qualitative approach with semi-structured interviews conducted with ten instructors and administrators at five private universities in Dhaka, the research identifies three key barriers: 1) a lack of intrinsic motivation among some instructors regarding EdTech’s pedagogical value, 2) limited opportunities for teacher training tailored to specific technologies and their integration into the ESL curriculum and 3) the diverse socioeconomic backgrounds and varying English proficiency levels of students, necessitating differentiated approaches.
