This paper intends to depict the mental health of English Language Teaching (ELT) teachers and English as Foreign Language (EFL) learners at a tertiary level during the COVID-19 pandemic. The educational boards across the globe have been forced to transition to smart classrooms, digital platforms, and effective teacher training programs in online delivery methods. In Bangladesh, the networking system and the management system are being run with care to ensure online classes at tertiary levels. This study showed how ELT teachers and EFL learners experience diverse and innumerable inconveniences due to geographical locations, finance and other systematic online education problems during the pandemic. The study found results which showed what makes them susceptible to anxiety, frustration, depression, which injure their mental health. Getting habituated to new study techniques, cooperating with the lack of laboratories and other required study materials, network connectivity problems, and the harshness of COVID-19 make their living challenging and unneeded mental stress. Quantitative data has been collected through Google questionnaire, and qualitative data has been collected through semi-structured interviews over telephone and online messaging. The results showed that despite continually searching for a way to overcome various troubles, teachers and students get drown into worsening mental health. This research will help future researchers research teachers' mental and psychical health from other fields and the observant and elaborate steps and suggestions.

This study intended to evaluate the English as Foreign Language (EFL) learner responses to online classes during the covid-19 pandemic. It focused on the learner's insights rather than the teachers' views because the purpose is how the large population deals with technology during this pandemic. Though teachers are the real fighters, they are in a vacuum without the students' engagement. Therefore, this study showed EFL learners' readiness of using technology in attending online classes and what barriers they face during assessment and classes. It examined whether students can participate in group discussions, pair work, online assessment, respond to class, build their rapport, and get proper feedback or not. Data were collected randomly using a google form questionnaire having five elementary questions, fifteen Likert-type questions from 92 students of five private universities in Bangladesh. Besides, five questions were finally added to have an overview of multiple response analyses. Some imperative variables of flexibility, reliability, availability, and integrity regarding online classes were brought into light with descriptive analysis. Finally, the data were analysed in a qualitative approach. It shows that learners attending online courses and assessments are diverse regarding the availability of required facilities, and the students are having difficulties participating in online examinations. The result further implicates ensuring an intelligent learning environment in the 'new normal period' with more efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

  The present study investigated the probable sustainability and effectiveness of e-learning in English language teaching (ELT) to learners in an English as a foreign language (EFL) classroom. Since the beginning of technology, it has always influenced our lives, thinking, and learning areas. One significant model in today's world in education is E-Learning. Today, one aspect of technology that has a considerable impact on our livelihood is English language learning in the EFL context. Data were collected using a Google form questionnaire with 20 close-ended questions with a 5-point Likert scale and analyzed in percentage. Ninety-two undergraduate EFL learners randomly participated in the survey. The quantitative method has been used to analyze the data. The results showed that integrating e-learning is a blessing to language learners though students face some challenges entirely using it. Learners have found educational technology effective in developing their fours language skills, including vocabulary problem-solving skills, performance improvement, etc. The study finally recommended increasing e-learning practices alongside the traditional approach in the EFL context of Bangladesh along with secured and controlled techniques.