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\setlength{\parindent}{0pt}\raggedright \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt \textcolor{GJBlue}{\large\bfseries\abstractname\space} }{% \vskip8pt \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt } \usepackage[absolute,overlay]{textpos} \makeatother \usepackage{lineno} \linenumbers \begin{document} \author[1]{Nousin Laila Bristi} \affil[1]{ United International University} \renewcommand\Authands{ and } \date{\small \em Received: 15 December 2013 Accepted: 31 December 2013 Published: 15 January 2014} \maketitle \begin{abstract} The aim of this study is to investigate the purposes, influences and problems of using internet for professional development of the tertiary level EFL teachers in Bangladesh. Using internet for academic and professional resources can improve EFL teachers? expertise to a great extent. Therefore, increasing its effective uses and removing its barrier are just the need of time. The study finds that, although tertiary level EFL teachers are aware of benefits of internet and using internet for their professional development, they are facing a number of problems, like poor internet speed, high cost, lack of institutional support, workload, lack of technological skill and lack of proper training. Based on the findings this paper will also recommend some possible solutions of these problems. \end{abstract} \keywords{internet, professional development, EFL.} \begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) \textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark} \end{textblock*} \begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) \textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}} \end{textblock*} \let\tabcellsep& \section[{I. Introduction}]{I. Introduction}\par not only a tool \hyperref[b13]{(Lee, 2001} \hyperref[b11]{Kabilan and Rajab, 2010)} for English Language Teaching but also an authentic context where the users are exposed to extensive use of this language and opportunities of professional development. In Bangladesh at university level there is hardly any teacher who is not familiar with the term 'Internet' and the basic uses of internet. Also English is taught in every university as English as a Foreign Language (EFL). Therefore, internet as an endless source of materials and medium of communication can develop teachers' overall competence \hyperref[b10]{(Kabilan, 2005)}. The potential uses of internet can help them to be updated and cope up with current trends of technology and language teaching around the world. With the combination of internet and language teaching, learning of English can be more effective \hyperref[b13]{(Lee, 2001)}. Bangladesh has been fast developing in technology sector for the past few years. After the declaration of digital Bangladesh in 2008, different steps have already been taken by the government to enhance the use of technologies like mobile phone, internet, computer and laptop. However, in the tertiary level the use of ICT has also increased to a noticeable level. University teachers have more ICT knowledge and use more e-mail address than secondary and higher secondary level teachers {\ref (Bairagi, Rajon and Tuhin Roy, 2011)}. But, the use of internet forprofessional development of tertiary level EFL teachers is still out of the concern of the researchers. Consequently, the current study investigates the purposes, influences and problems of internet use for professional development of tertiary level EFL teachers in Bangladesh. Based on the findings the paper will also recommend some possible solutions of the problems. \section[{II. Research Questions}]{II. Research Questions}\par ? For what professional purposes do tertiary level EFL teachers use internet to develop themselves? ? What are the influences of internet use on the tertiary-level EFL teachers in Bangladesh? ? What problems do they face while using internet for professional development?\par a) Objectives of the study\par The objectives of this study are following:\par ? To make teaching EFL more effective and enjoyable. ? To ensure infrastructural development to use internet for the growth of EFL teachers. ? As a by-product to make EFL learning more effective. \section[{b) Significance of the study}]{b) Significance of the study}\par The study is significant in many ways. First of all, it will create insight among EFL teachers about the potentialities of internet and facilitate both pre and in service teachers to increase their professional skill.as this studies focuses on the various uses, influences and problems, it will enable teachers to be more aware about its obstacles and both help and inspire them to use internet more effectively. e live in a world where information and technology dominate our life. They dominate our lifestyle, economics, politics, communications, education, culture and what not? Internet is one of the most amazing technologies which can provide one with an answer to any question whenever needed. English language and internet are growing hand in hand as 80\% materials in internet are written in English \hyperref[b0]{(Akter, 2012)}. Hence the scenario of 21 st century English classroom is also changing. It is not W internet, professional development,EFL.\par The study is also significant for the researchers. The study only investigates the context of tertiary level EFL teachers. So it can be a leading research for those who want to do research with the same issue at other levels and areas of teacher education and education policy.\par Finally, the study bears significance for the education policy makers. It will draw their attention about the integration of internet in the teacher development programs and courses. The study can help them to sort out the problems regarding the use of internet by the tertiary level EFL teachers and introduce proper methods and resources for the growth of these teachers. \section[{c) Limitations of the study}]{c) Limitations of the study}\par ? The research would be stronger if more respondents from public universities were involved in it. As the universities are far away from the researcher's town, and as she does not know any teacher of those universities, it was not possible to include them. ? The study would be more reliable if there were more participants. But not all the questionnaires disseminated were returned back despite the respondents were knocked several times. ? Many respondents seemed not to take the questionnaire seriously. They seemed very busy and not interested to fill up the questionnaire. Some of them filled up the questionnaire very quickly without pondering on the questions. \section[{b) Teacher professional development and internet}]{b) Teacher professional development and internet}\par How can a teacher developprofessionally? There have been many researches on this subject. Many tools and methods were suggested by the researchers for teachers' professional development. But the last decade,with the rise of internet and technological devices, has seen anincreasing use of technology for teachers' professional development. The relation between the use of internet and teacher professional development is also a much discussed issue among these researches. Internet is supposed to be an authentic problem solution situation related to the necessities of new teachers' development. \hyperref[b8]{(Herrington and Omari, 2002)}. They also say that internet can be highly beneficial for the professional development of newly appointed teachers who face lot of challenges and very few or no support from the colleagues or institution for overcoming those challenges. \hyperref[b10]{Kabilan (2005)} {\ref 2000)}. As internet is a source of huge knowledge it also enriches a teacher with lots of knowledge and skills (Cited from Tsui, Wu, \& Sengupta, 1996, p. 1).Moreover, sharing experiences through internet helps teacher to evaluate their own performance and thus develop their thinking power. (3)Self-directed learning: in this process a teacher himself finds out his needs, determines his aim, finds the materials and examines themselves without taking help from other. Internet is highly beneficial in this sense because it provides an independent environment to develop oneself by implementing their thoughts and ideas. (4)Interactive competence: Internet, where teachers come to each other, develops interactive competence by providing mutual help, inspiration and acknowledgement. Teachers feel that they are not loaded with the activities they participate in the internet rather their learning is enriched. \hyperref[b5]{(5)}Computer technology awareness and skills: Internet introduces teachers with other facets of technology. By using internet teacher can understand the importance of using technology in teaching and learning. Internet also increases their knowledge about technologies involved in teaching and learning.\par There have been studies on the use of internet by English Language teachers in Zimbabwe {\ref (Mushayikwa, 2005)}, Palestine \hyperref[b11]{(Kabilan \& Rajab, 2010)},Korea \hyperref[b18]{(Shin, 2007)}. However, in Bangladeshno significant studyhas yet been conducted on the uses of internet for professional development of tertiary level EFL teachers. Therefore, this study is going to be one of the primary studies on developing professional skills of tertiary level EFL teachers using internet in Bangladesh. \section[{c) Internet in English Language Teaching:}]{c) Internet in English Language Teaching:}\par The history of the use of internet in English Language Teaching (ELT) is not very old just like the history of internet itself. Only thirty years ago, during the 1980s, with the use of Computer Assisted Language Learning (CALL) the journey of English language teaching with technology began \hyperref[b9]{(Jelinkova, 2005)}.But it had some limitations. Only a few activities could be done with CALL, like text-reconstructions, grammar activities, audio and video with the help of CD ROMs \hyperref[b9]{(Jelinkova, 2005)}. Computer was then a tool for information processing and display.\par However, the internet and WWW was invented during the 1990 and since its beginning it has been creating a revolution (Wu,Li and Ben-Canaan, 2006) in the history English language teaching and learning. According to them both the spread of English and internet are endless. They also say that internet being the 'Linguistic medium' is influencing the structure of the language itself. It has also changed the role computer in the language class. Now with the help of internet computer is a 'tool for information process and communication'. While the features of CALL are still available \hyperref[b9]{(Jelinkova, 2005)}, the addition of communication feature of internet is enabling both the learners and the teachers to be exposed to real language context \hyperref[b19]{(Wu, Li, Canaan, 2006)}.This benefit of internet is not only influencing the language but also its teaching and learning. The accumulated result of all this is the rise of internet based pedagogy in the 21 century. \section[{d) Recent status of internet in Bangladesh}]{d) Recent status of internet in Bangladesh}\par In recent years Bangladesh has experienced a bump in the use of internet. The government declared digital Bangladesh in 2008 as a part of 'Vision 2021'. After that the government took several projects to enhance the uses of technologies including internet. For ensuring the use of technology in education sector the government has already disseminated laptop and multimedia projector in 20,000 schools. Primary and secondary teachers are also given training for using these technologies \hyperref[b5]{(Chandan, 2014)}.Moreover, the introduction of 3G internet in 2012 the users of internet through mobile phone have increased.At present 30\% population of the country is using internet and most of them are using internet through mobile phone \hyperref[b16]{(Rahman, 2014)}.However, the greater part of the population is still out of the use of internet. As a result a 'digital divide' \hyperref[b16]{(Rahman, 2014)} has arisen. Still the introduction of this new technologies e.g. internet, smartphone is inspiring the young generation to use internet more and more for their socio-economic and learning activities. \section[{IV. Research Design}]{IV. Research Design}\par A mixed approach seemed appropriate for the context under investigation. For quantitative data collection questionnaire survey was conducted and for qualitative data five of the questionnaire respondents were interviewed.\par The questionnaire: The questionnaire is divided into two parts. The first part explains to the participants the aim and importance of the study. It also asks the participants to give some of their personal information, like, age, gender, duration of teaching, and their designations. The questionnaire contains 21 closeended questions which are based on the research questions of the study. A pilot survey among 15 teachers of different universities was done to ensure the validity and reliability of the questionnaire.\par Participants: 46 teachers of three public universities and nine private universities participated in the survey. The three public universities are University of Dhaka, Jahangirnagar University, Barishal University, and the nine private universities are University of Liberal Arts Bangladesh, Daffodil International University, American International University, International University of Business Agriculture and Technology, Stamford University of Bangladesh, University of Development Alternative, ASA University of Bangladesh, IBAIS University, Bangladesh University. All the participants were teaching EFL in their respective universities.\par Data collection: The questionnaire was distributed among the participants in the way most suitable for the situation. Some of the questionnaires were distributed manually by the researcher. Some participants, who are acquainted with the researcher, were contacted through mobile phone and the In order to get deeper insight about the research questions, five of the questionnaire participants were interviewed. The participants are given number identity like T1, T2, T3, T4, and T5 in the findings and discussion of interview section.\par The interview was a semi-structured interview w. The findings of the interview were compared and contrasted with those of the questionnaire.\par Before taking the interviews, the permission of the participants was taken. The schedules of the interview were determined over the phone. The interviews were taken in the interviewees' own office room at their free time. Each interview lasted for about 15 minutes. All the interviews were recorded and then turned into written document. c) Findings and discussion of the questionnaire survey Based on the research questions the findings of the survey are divided into three parts. They are: a) Purposes of using internet for professional development by tertiary level English language teachers, b) influences of using internet on EFL teachers at tertiary level in Bangladesh, c) problems of using internet for professional development of tertiary level EFL teachers in Bangladesh Purposes of using internet for professional development by tertiary level English language teachers. As Bangladesh is digitally fast developing county, the Tertiary level EFL teachers are highly aware about the benefits of using internet for teaching English language. The table shows that 96.65\% teachers are aware about the use of internet ford professional development. Interestingly only 4.35\% are not aware about the influences of internet on English language teachers.\par Bangladeshi tertiary level EFL teachers use internet for reading and writing articles, journals and websites and blogs which contributes to their professional development. In this way they are trying to enhance their teaching expertise by using internet.97.83\% participants use internet for the above purpose. The table shows that only 2.17\% teachers don't use internet for reading or writing journals, articles, blog or websites.\par Using worksheets, Lesson plans, and questions is also quite common among the tertiary level English language teachers.80.43\% teachers take help of internet to teach EFL and in this way they are trying to teach English in better ways. The table shows that 4.35\% teachers do not use internet for drawing academic materials.6.52\% answered no comment and 8.70\% use these materials sometimes. A study in Korea also shows that teachers used internet for classroom materials \hyperref[b18]{(Shin, 2007)}. So the tertiary level EFL teachers in Bangladesh are not lagging behind in the technological sector.\par Volume XIV Issue VIII Version I Computer Assisted Language Teaching is enhanced by the use of internet by tertiary level EFL teachers in Bangladesh as they are using internet for getting audio and video materials for class.73.91\% teachers draw audio and video materials for using their in their class. This not only enables them to teach better but also keeps them aware about the importance of CALL. However, 17.93\% teachers are not using internet for audio and video materials.4.35\% teachers are silent about it and 4.35\% use audio and video materials from internet sometimes.\par The table shows 82.22\% teachers use internet to know about the recent trends about EFL. 8.89\% participants don't use internet for knowing about recent trends of EFL. 6.67\% are silent, 2.17\% did not answer the question and 2.17\% use internet a little for knowing about the recent trends of EFL.EFL teachers of tertiary level in Bangladesh keep themselves updated about recent trends of EFL through internet. They try to know what changes are going on around the world in the field of English language teaching and upgrade their own ways of teaching and cope up with the world. A study in Palestine (Kabilan and Rajab, 2010) also shows that teachers use internet for getting updates about recent trends.\par EFL teachers in universities seek new ideas for teaching on the internet. They are interested to develop their teaching through innovative ideas that are shared on the internet. The table shows that 84\% teachers seek new ideas in the internet which would not be so much available in the real world.8.70\% participants don't use internet for getting innovative ideas for teaching EFL.2.17\% participants are silent.4.35\% teachers use sometimes.\par Professional development by sharing views and experiences through internet is a common practice among the English language teachers at tertiary level in Bangladesh. Teacher share their own thoughts, ideas and experiences and enrich themselves for more effective outcome of their teaching. However, the table shows that 50\% teachers share their experiences and views whereas 41.30\% participants do not which is one third of the participants and cannot be ignored.4.35\% participants are silent and 4.35\% participants sometimes share their professional views and experience through internet. \section[{Influences of internet on tertiary level EFL teachers in Bangladesh.}]{Influences of internet on tertiary level EFL teachers in Bangladesh.}\par Table {\ref 2} : Influences of internet on Tertiary-level EFL teachers EFL teachers at tertiary level in Bangladesh are becoming more and more creative with the help of internet. They search internet for new and better ideas for teaching EFL. Table-2 shows that 95\% teachers think that internet help them to be creative in teaching EFL.4.35\% are silent about it.\par Teachers who are using internet for teaching EFL at tertiary level think that their professional skills and knowledge are increased by the help of internet. As internet is a great source of materials and articles, it contributes greatly to their knowledge and skill. Table-2 shows that 93.48\% teachers think internet helps to develop their professional skill and knowledge.2.17\% is silent.2.17\% thinks it depends on the situation and 2.17\% think it sometimes helps to develop their skill and knowledge.\par Internet increases tertiary level EFL teachers' motivation in class. As internet helps EFL teachers to be creative and more skilled, they feel more confident and motivated to teach better. Table-2 reveals that 78.26\% teachers think internet increase their motivation in the class. Therefore, as motivation is a key factor for teaching, internet is helping Bangladeshi tertiary level EFL teacher to upgrade their level of motivation for better teaching in the class. Only8.70\% teachers think internet doesn't increase their motivation in class.8.70\% participants are silent about it and 4.35\% teachers think sometimes it help to increase their motivation.\par Internet is a driving factor of professional development of EFL teachers in Bangladeshi universities. As internet offers a personal environment, it inspires EFL teachers to take the opportunity of internet to develop their teaching ability. The high percentage in table-2 is considerable in this sense.84.78\% teachers enjoy developing themselves using internet.6.52\% participants don't enjoy developing their professional skill using internet. \hyperref[b4]{4} Although Bangladeshi tertiary level EFL teachers are using internet for their professional development, they still face some problems in using internet for professional development. a) Poor internet facility One of the major problems faced by the EFL teachers while using internet for professional activities is the high cost of internet. They are not satisfied with the cost of the internet which affects their use of internet for professional development which is supported by table-3. 58.70\% participants think the cost of internet is dissatisfactory in Bangladesh.28.26\% participants are satisfied with cost.10.87\% participants are silent and 2.17\% think to some extent they are satisfied. And 47.38\% think their professional works are hampered by the cost. However, 30.43\% participants don't think their professional activities are affected by the cost of internet. This can be because of the recent availability of internet offered by mobile phone companies at cheap rates. 17.39\% participants are silent about it and 4.35\% participants think to some extent it hampers their professional activities.\par The greater problem is the poor speed of internet connection.73.91\% participants are dissatisfied about the speed of internetas appears in table-3. As Bangladesh is still on the way of development of internet technology, the speed is not yet very smooth to work with it satisfactorily for the professional development of the EFLteachers. However, 13.04\% participants are satisfied with the speed.2.17\% participants are silent and 6.52\% participants are not happy with the speed always.2.17\% participants have no idea about it and 2.17\% participants think the speed is satisfactory at office but not at home. This dissatisfactory speed hampers the online professional activities of teachers to a great extent.76.09\% participants are hampered by the poor speed of internet.13.04\% participants are not hampered by the speed. 4.35\% participants are silent and 6.52\% participants think that it disturbs them sometimes. Because of these problems of internet service EFL teachers can't still avail all the potentialities of internet. Hence their professional development is restricted b) Lack of institutional support For technological skill development and for using that skill for professional development institutional support is highly important. The institution must take every possible responsibility for its human development. The study finds that lack of institutional supportaffects the professional activities and development of tertiarylevel EFL teachers. 45.65\% participants think that their institutions do not provide them enough internet support to develop their professional skill using internet. However, due to the wave of creating digital Bangladesh the internet and CALL facilities are increased in many universities.43.48\% participants think that their institution \hyperref[b18]{(Shin, 2007)}. Therefore teacher development through the use of internet is still not an established practice in some other countries including Bangladesh. \section[{VI.}]{VI.}\par Findings of the Interviews a) Purposes of using internet More than 90\% respondents of quantitative study answered positive about their awareness about the positive influences of internet on EFL teachers. In the qualitative research also all the respondents replied that they are very about this. T3 said, "Internet has made things easier for English language teachers. If we want to be more creative and involve our students in class, we can download and use materials from the internet. There are so many resources. We can browse download them and make our class lesson interesting."\par Conforming to the questionnaire data, about 70-80\% respondents use internet for using materials like worksheet, lesson plan, question and audio and video materials and innovative idea for teaching EFL. One thing that came out of all the interviews is that, they are also using these materials from internet; however, they are using them by adapting these materials according to their needs.\par T4 stated, "I take materials from internet and modify them as my students need them. I modify and improvise them because our students are not that much up to the standard. We have to minimize the levels. These materials are for universal students, but our students come directly from remote areas, from farmer family. We need to improvise them (material) and make them easy for our students."\par As reported by questionnaire data 80-90\% participants are using net for reading and writing article and keeping themselves updated. Similarly, all the interviewees also agreed that they read articles from internet and keep themselves updated.\par T1 said, "When I read journals proceedings of conferences, new issues of journal, I know about new things and remain updated about recent trends.\par According to the questionnaire data, 41.30\% participants are not using internet for sharing experiences through internet and 50\% participants share their ideas through internet.All the interviewees replied that, they also share their ideas and experiences through internet.\par As T4 and T5 informed that, they share their professional views and experiences sometimes on the Face book. \section[{b) Influences of using internet}]{b) Influences of using internet}\par In the questionnaire survey more than 90\% participants answered in positive that internet increases their creativity, professional skill and knowledge. In the interview also most of the interviewees (T1, T3, T4, and T5) said that internet increases their creativity. Suppose I want to know something which is not available on text. I can get it in internet." T5 uttered, "Internet helps me to develop my professional skill and knowledge and I think a teacher who uses internet is far more advanced than a teacher who does not use internet."\par According to questionnaire data internet is increasing motivation more than 70\% respondents in class. Most of the interviewees (T1, T2, T3, and T5) informed that, their motivation is increased with the use of internet.\par T5 explained, "When last night I was preparing my lecture, I could not find suitable example for my topic. Then I searched the internet and found a lot of examples. So I was inspired and motivated that, I would be able to give a good lecture tomorrow." c) Problems of using internet Poor speed and high cost of internet are the main problems. The questionnaire data shows that about 50\% participants are hampered by the cost and more than 70\% participants are hampered by the speed.\par T5 asserted, "I am not satisfied about the speed. It should be much higher. When I face the poor speed, I feel frustrated and de-motivated to use the internet. Then I feel less interested to use internet and I go for other sources like printed materials. It also causes me waste of my time."\par As reported by questionnaire survey about 45\% respondents think their universities are not providing them enough support whereas 43.65\% respondents think their institutions provide them enough support. Likewise, the greater portion of the interviewees (T1, T3, and T5) informed that, their universities don't grant enough logistic support like computers. Apart from this, several other issues came up:\par T1opined, "There are not enough workstations. There are many journals which we have to subscribe. My university subscribes to a number of journals, but that is not enough." T5 reported, "My institution does not provide enough support. My institution has given us internet connection, but it does not take any initiative to inspire us to use that internet. So it might happen despite having internet connection,a teacher may not use internet once in a month. We don't have enough computers. We have computer in our office, but no computer for all teachers."\par According to the questionnaire data, 50\% participants believe that they have enough technological skill to use internet effectively whereas 36.95\% participants believe the opposite. On the contrary, all the interviewees informed that, they don't think their technological skill is enough.\par T1 explained, "I do not have enough skill. I have the basic skill and there is no limit to the skills. New ways are there. New search engines are there. Internet is renewing every moment. I am not up to the speed of the internet. New tools are there. I do not have enough knowledge about them."\par About 70-85\% questionnaire respondents have not received any training and 60\% respondents think that, they need training for using internet effectively. In the same way, all the interviewees also told that, they never had any pre-service or in-service training, and they need training. T5 said, "Since we live in an age of internet we need more computers and we need more pre-service and in-service training." \section[{VIII. Conclusion}]{VIII. Conclusion}\par There is no doubt that, EFL teachers at tertiary level in Bangladesh are trying to enhance their professional standard by utilizing internet. They are exploiting internet in various ways to make their teaching more effective. With the help of internet they are keeping themselves updated, increasing their creativity, professional skill, knowledge and motivation. Despite all the prospects of endless professional development using internet, the existing problems in our context are making the progress slow and limited. If the suggested solutions are followed, these problems will be minimized to a negligible level. Sequentially, internet will open new windows for the development of our EFL teachers in universities. Otherwise "The digitally poor, who do not have the equipment, the knowledge or the confidence to enter the online world fully, may be missing out on developmental opportunities {\ref (Elliot,2009)}."\begin{figure}[htbp] \noindent\textbf{}\includegraphics[]{image-2.png} \caption{\label{fig_1}}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{P{0.831702544031311\textwidth}P{0.0033268101761252445\textwidth}P{0.005821917808219178\textwidth}P{0.009148727984344423\textwidth}} \tabcellsep \tabcellsep \tabcellsep 2.\\ \multicolumn{3}{l}{III. Literature Review}\tabcellsep \\ \multicolumn{3}{l}{a) Teacher Professional Development}\tabcellsep \\ Researchers\tabcellsep have\tabcellsep defined\tabcellsep teacher's\\ \multicolumn{4}{l}{professional development in many ways and they have}\\ \multicolumn{4}{l}{tried to identify the characteristics of it. By teacher}\\ \multicolumn{4}{l}{professional development Beatrice Avolas (2011) means}\\ \multicolumn{4}{l}{'teachers learning, learning how to learn, and}\\ \multicolumn{4}{l}{transforming their knowledge into practice for the}\\ \multicolumn{4}{l}{benefits of their students'. 'Increased experience' and}\\ \multicolumn{4}{l}{'examining own teaching systematically' are two}\\ \multicolumn{4}{l}{important elements of teacher development(cited from}\\ \multicolumn{4}{l}{Glatthorn, 1995, p. 41 Cited in Reimer, 2003, p.11).}\\ \multicolumn{4}{l}{Reimer also Cites from Ganser (2000) that, teacher}\\ \multicolumn{4}{l}{development includes both formal and informal}\\ \multicolumn{4}{l}{experience. In the current research context the use of}\\ \multicolumn{4}{l}{internet indicates both informal independent and formal}\\ \multicolumn{3}{l}{experiences that promote teacher's quality.}\tabcellsep \\ \multicolumn{4}{l}{The effects of teacher professional development}\\ \multicolumn{4}{l}{are enormous. According to OECD (2009) teacher}\\ \multicolumn{4}{l}{professional development helps in a number of ways as}\\ follow:\tabcellsep \tabcellsep \tabcellsep \\ \multicolumn{4}{l}{1. It keeps the teacher updated about the recent}\\ \multicolumn{2}{l}{changes of the subject.}\tabcellsep \tabcellsep \end{longtable} \par \caption{\label{tab_0}}\end{figure} \begin{figure}[htbp] \noindent\textbf{1} \par \begin{longtable}{P{0.5569338422391857\textwidth}P{0.0681297709923664\textwidth}P{0.0583969465648855\textwidth}P{0.056234096692111955\textwidth}P{0.051908396946564885\textwidth}P{0.0583969465648855\textwidth}} questions\tabcellsep yes\tabcellsep no\tabcellsep No\tabcellsep other\tabcellsep total\\ \tabcellsep \tabcellsep \tabcellsep comment\tabcellsep \tabcellsep \\ 1. Aware about the positive effects of internet on\tabcellsep 44\tabcellsep 2\tabcellsep 0\tabcellsep 0\tabcellsep 46\\ professional development on EFL teachers.\tabcellsep 95.65\%\tabcellsep 4.35\%\tabcellsep 0\%\tabcellsep 0\%\tabcellsep 100\%\\ 2. Use internet for reading/writing journal/blogs/\tabcellsep 45\tabcellsep 1\tabcellsep 0\tabcellsep 0\tabcellsep 46\\ websites for professional development.\tabcellsep 97.83\%\tabcellsep 2.17\%\tabcellsep 0\%\tabcellsep 0\%\tabcellsep 100\%\\ 3. Use worksheet, lesion plan, questions etc. from\tabcellsep 37\tabcellsep 2\tabcellsep 3\tabcellsep 4\tabcellsep 46\\ internet\tabcellsep 80.43\%\tabcellsep 4.35\%\tabcellsep 6.52\%\tabcellsep 8.70\%\tabcellsep 100\%\\ 4. Use audio, video materials from internet for\tabcellsep 34\tabcellsep 8\tabcellsep 2\tabcellsep 2\tabcellsep 46\\ teaching EFL.\tabcellsep 73.91\%\tabcellsep 17.93\%\tabcellsep 4.35\%\tabcellsep 4.35\%\tabcellsep 100\%\\ 5. Use internet for knowing about new trends of\tabcellsep 37\tabcellsep 4\tabcellsep 3\tabcellsep 2\tabcellsep 46\\ teaching EFL.\tabcellsep 80.43\%\tabcellsep 8.70\%\tabcellsep 6.52\%\tabcellsep 4.35\%\tabcellsep 100\%\\ 6. Use internet for getting innovative ideas for\tabcellsep 39\tabcellsep 4\tabcellsep 1\tabcellsep 2\tabcellsep 46\\ teaching EFL.\tabcellsep 84.78\%\tabcellsep 8.70\%\tabcellsep 2.17\%\tabcellsep 4.35\%\tabcellsep 100\%\\ 7. Share professional views and experiences with\tabcellsep 23\tabcellsep 19\tabcellsep 2\tabcellsep 2\tabcellsep 46\\ teachers of other areas through internet\tabcellsep 50\%\tabcellsep 41.30\%\tabcellsep 4.35\%\tabcellsep 4.35\%\tabcellsep 100\%\end{longtable} \par \caption{\label{tab_2}Table 1 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{P{0.45239669421487605\textwidth}P{0.06041322314049587\textwidth}P{0.03793388429752066\textwidth}P{0.05900826446280991\textwidth}P{0.032314049586776854\textwidth}P{0.09694214876033057\textwidth}P{0.11099173553719008\textwidth}} \multicolumn{6}{l}{Professional Development of EFL Teachers using Internet at Tertiary Level in Bangladesh: Purposes,}\tabcellsep \\ \multicolumn{3}{l}{Influences and Problems}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Year 2014\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 5\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep I\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Version\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep VIII\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Issue\\ questions\tabcellsep yes\tabcellsep no\tabcellsep comment No\tabcellsep other\tabcellsep total\tabcellsep XIV\\ 8. Internet helps to be creative 9. Internet helps to increase professional skill and knowledge\tabcellsep 44 95.65\% 43 93.48\%\tabcellsep 0 1 2.17\%\tabcellsep 2 4.35\% 2 4.35\%\tabcellsep 0 0\tabcellsep 46 100\% 46 100\%\tabcellsep Volume\\ 10. Internet increases motivation in class.\tabcellsep 36\tabcellsep 4\tabcellsep 4\tabcellsep 2\tabcellsep 46\tabcellsep G )\\ \tabcellsep 78.26\%\tabcellsep 8.70\%\tabcellsep 8.70\%\tabcellsep 4.35\%\tabcellsep 100\%\tabcellsep (\\ 11. Enjoy developing professional skill using internet\tabcellsep 39 84.78\%\tabcellsep 3 6.52\%\tabcellsep 2 4.35\%\tabcellsep 2 4.35\%\tabcellsep 46 100\%\tabcellsep -Global Journal of Human Social Science\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep © 2014 Global Journals Inc. (US)\tabcellsep \end{longtable} \par \caption{\label{tab_3}}\end{figure} \begin{figure}[htbp] \noindent\textbf{3} \par \begin{longtable}{P{0.5418264840182648\textwidth}P{0.06675799086757991\textwidth}P{0.06831050228310502\textwidth}P{0.06287671232876713\textwidth}P{0.05200913242009132\textwidth}P{0.05821917808219178\textwidth}} Questions\tabcellsep yes\tabcellsep no\tabcellsep No\tabcellsep other\tabcellsep total\\ \tabcellsep \tabcellsep \tabcellsep comment\tabcellsep \tabcellsep \\ 1. Satisfied with the cost of internet\tabcellsep 13\tabcellsep 27\tabcellsep 5\tabcellsep 1\tabcellsep 46\\ \tabcellsep 28.26\%\tabcellsep 58.70\%\tabcellsep 10.87\%\tabcellsep 2.17\%\tabcellsep 100\%\\ 2. Cost of internet hampers the use of internet for\tabcellsep 22\tabcellsep 14\tabcellsep 8\tabcellsep 2\tabcellsep 46\\ professional purpose\tabcellsep 47.38\%\tabcellsep 30.43\%\tabcellsep 17.39\%\tabcellsep 4.35\%\tabcellsep 100\%\\ 3. Satisfied with the speed of internet\tabcellsep 6\tabcellsep 34\tabcellsep 1\tabcellsep 5\tabcellsep 46\\ \tabcellsep 13.04\%\tabcellsep 73.91\%\tabcellsep 2.17\%\tabcellsep 10.87\%\tabcellsep 100\%\\ 4. Speed of internet hampers the use of internet\tabcellsep 35\tabcellsep 6\tabcellsep 2\tabcellsep 3\tabcellsep 46\\ for professional purpose\tabcellsep 76.09\%\tabcellsep 13.04\%\tabcellsep 4.35\%\tabcellsep 6.52\%\tabcellsep 100\%\\ 5. Institutions Provide enough support to use\tabcellsep 20\tabcellsep 21\tabcellsep 2\tabcellsep 3\tabcellsep 46\\ internet for professional purpose\tabcellsep 43.48\%\tabcellsep 45.65\%\tabcellsep 4.35\%\tabcellsep 6.52\%\tabcellsep 100\%\\ 6. Get enough time to use internet for\tabcellsep 18\tabcellsep 23\tabcellsep 4\tabcellsep 1\tabcellsep 46\\ professional development.\tabcellsep 39.13\%\tabcellsep 50\%\tabcellsep 8.70\%\tabcellsep 2.17\%\tabcellsep 100\%\\ 7. Has enough technological skill for using\tabcellsep 23\tabcellsep 17\tabcellsep 3\tabcellsep 3\tabcellsep 46\\ internet for professional development\tabcellsep 50\%\tabcellsep 36.95\%\tabcellsep 6.52\%\tabcellsep 6.52\%\tabcellsep 100\%\\ 8. Received pre-service training on use of internet\tabcellsep 7\tabcellsep 35\tabcellsep 4\tabcellsep 0\tabcellsep 46\\ for professional development\tabcellsep 15.22\%\tabcellsep 76.09\%\tabcellsep 8.70\%\tabcellsep 0\%\tabcellsep 100\%\\ 9. Received in-service training on use of internet\tabcellsep 4\tabcellsep 39\tabcellsep 3\tabcellsep 0\tabcellsep 46\\ for professional development\tabcellsep 8.70\%\tabcellsep 84.78\%\tabcellsep 6.52\%\tabcellsep 0\%\tabcellsep 100\%\\ 10. Thinks that training on effective use of internet\tabcellsep 28\tabcellsep 16\tabcellsep 2\tabcellsep 0\tabcellsep 46\\ for professional development is needed\tabcellsep 60.87\%\tabcellsep 34.78\%\tabcellsep 4.35\%\tabcellsep 0\%\tabcellsep 100\%\end{longtable} \par \caption{\label{tab_4}Table 3 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{P{0.060008305647840536\textwidth}P{0.7899916943521594\textwidth}} Year 2014\tabcellsep d) Lack of technological skill for using internet for professional development As for technological skill, in table-3, 50\% of the\\ 2 6\tabcellsep subjects think they are skilled enough to use internet\\ \tabcellsep whereas 36.95\% participants think they don't have\\ Volume XIV Issue VIII Version I\tabcellsep enough skill to use internet for professional development. Rest 4.35\% thinks that they also have enough knowledge and 2.27\% participants think they need improvement. Therefore, a good portion of the subject still lacks technological skill to use internet for professional development. They are slowing down in the competitive world of continuous technological advancement. e) Lack of Training on the use of internet for professional development Another paramount problem for using internet for professional development found in table-3is lack of\\ ( G\tabcellsep training.76.09\% of the participants have not received any pre-service training on the use of internet for\\ -Global Journal of Human Social Science\tabcellsep professional development and 84.78\% participants have not received any in-service training for the same purpose.60.87\% participants think that they need training to use internet more effectively for their professional development.\end{longtable} \par \caption{\label{tab_5})}\end{figure} \begin{figure}[htbp] \noindent\textbf{} \par \begin{longtable}{} \end{longtable} \par \caption{\label{tab_6}}\end{figure} \footnote{© 2014 Global Journals Inc. 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