Md. Abdur Rouf

The study reported here aimed to examine the classroom language proficiency (CLP) of secondary school (SS) English language (EL) teachers in Bangladesh. It is obvious that the EL teachers in a non-native English-speaking context like Bangladesh need to have a very good oral proficiency in the target language (TL) as part of their content knowledge so that learners can take them as models and classroom teaching-learning is effective. Following a multiple case study approach, data were collected from six SS EL teachers as primary informants and four head teachers (HTs), three teacher trainers (TTs), and one curriculum expert (CE) as secondary informants through classroom observations and face-to-face interviews. The collected data were analyzed with the qualitative data analysis software NVivo 11 Pro using thematic analysis as advocated by Braun and Clarke (2006). The key findings indicate EL teachers’ poor CLP as they demonstrated: (1) limited grammatical structures and lexical range...

The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL teaching-learning. Following the constructivist research paradigm and a multiple case study approach, qualitative data were collected through direct non-participant classroom observations and face-to-face interviews with six EL teachers and other secondary informants. The collected data were analysed by a qualitative data analysis software, NVivo 11 Pro, using thematic analysis. The main findings of the study substantiated that the participating EL teachers had poor pedagogical skills in classroom management, ignored the four skills, built no rapport with learners, failed to retain learners' attention, encouraged memorization, could not motivate the learners, assigned ritualistic homework, taught grammar and vocabulary without contextualization, used teaching aids insufficiently and ineffectively, and exhibited poor planning and preparation for classroom teaching. The paper also discusses the implications of the key findings and proposes some recommendations for the EL teachers and other stakeholders concerned.

Resumen El estudio se llevó a cabo para explorar las habilidades pedagógicas de los profesores de inglés (EL) de nivel secundario en Bangladesh. La enseñanza en el aula es un trabajo desafiante, y más aún para los maestros de inglés (EL), ya que el inglés es una materia basada en habilidades. Los maestros deben demostrar las habilidades pedagógicas requeridas para la enseñanza-aprendizaje eficaz de EL en el aula. Siguiendo el paradigma de investigación constructivista y un enfoque de estudio de casos múltiples, se recopilaron datos cualitativos a través de observaciones no-participativas directas en el aula y entrevistas cara a cara con seis maestros EL y otros informantes secundarios. Los datos recolectados fueron analizados por un software de análisis de datos cualitativos, NVivo 11 Pro, utilizando análisis temático. Los principales hallazgos del estudio corroboraron que los maestros EL participantes tenían habilidades pedagógicas deficientes en el manejo del aula, ignoraban las cuatro habilidades, no establecían una relación con los alumnos, no lograban retener la atención de los alumnos, alentaban la memorización, no podían motivar a los alumnos, asignaban tareas irrelevantes, enseñaban gramática y vocabulario sin contextualización, usaban ayudas didácticas de manera insuficiente e ineficaz, y exhibían una planificación y preparación deficientes para la enseñanza en el aula. El documento también analiza las implicaciones de los hallazgos clave y propone algunas recomendaciones para los maestros EL y otras partes interesadas.

The study reported in this paper was carried out to examine the emerging challenges of online education faced by the tertiary level learners during the COVID-19 pandemic in Bangladesh and strategies they used to adapt to it. Like all other aspects of life, the education sector in Bangladesh has been severely affected by the COVID-19 pandemic. So, Higher Education Institutions (HEIs)in Bangladesh shifted to online education, and tertiary level learners are having a unique experience of online learning. Following the qualitative paradigm, a multiple case study approach was used to collect in-depth data on the examined issues from ten tertiary level learners through face-to-face and Zoom interviews. Collected data were then analysed using the Thematic Analysis (TA) framework as advocated by Braun and Clarke (2006). The key findings show that financial hardship, substandard devices, expensive internet packages, unstable internet connection, less interaction with teachers, distractions, poor comprehension of contents, no hands-on tasks, increased workload, no or mismanaged online assessment, negative psychological and physical effects, and lack of interest were the key challenges for the learners. They used different strategies to adapt to the unfolding realities. The findings imply that the transition to online education during the COVID-19 pandemic in Bangladesh has not been a smooth and effective one.

The study reported here aimed to examine the classroom language proficiency (CLP) of secondary school (SS) English language (EL) teachers in Bangladesh. It is obvious that the EL teachers in a non-native English-speaking context like Bangladesh need to have a very good oral proficiency in the target language (TL) as part of their content knowledge so that learners can take them as models and classroom teaching-learning is effective. Following a multiple case study approach, data were collected from six SS EL teachers as primary informants and four head teachers (HTs), three teacher trainers (TTs), and one curriculum expert (CE) as secondary informants through classroom observations and face-to-face interviews. The collected data were analyzed with the qualitative data analysis software NVivo 11 Pro using thematic analysis as advocated by Braun and Clarke (2006). The key findings indicate EL teachers' poor CLP as they demonstrated: (1) limited grammatical structures and lexical range of TL use; (2) TL inadequacy for interaction with learners; (3) nominal use of the TL for classroom instruction; and (4) overwhelming use of the L1 in the classrooms. Discussing the implications of the main findings, this paper proposes some recommendations for the stakeholders concerned.

The study explored the challenges faced by secondary and higher secondary English
language (EL) teachers in Bangladesh while teaching their learners online during the
COVID-19 pandemic. Like teachers in most countries across the world, Bangladeshi
EL teachers had to abruptly switch to online mode of teaching from in-person classes
without much preparation. Following the constructivist research paradigm and a
qualitative multiple case study approach, four secondary and four higher secondary EL
teachers were interviewed to gather in-depth data on the challenges they encountered.
The fi ndings showed that the main challenges for the teachers included: unavailability
of devices, falling interest, poor attendance of learners, less interaction in classes, lack
of technological skills and training, fi nancial hardship, unstable internet connections,
almost no practice of language skills, lack of online testing schemes, negative mental and
physical impacts, and the overall perceived ineffi cacy of online EL classes. The paper
also discusses the implications of the main fi ndings and proposes some recommendations
for the teachers and other stakeholders concerned.

This paper reports a qualitative study that was carried out to examine the conspicuous gaps
between the policy directions in the national education policy (NEP-2010) of Bangladesh and
their implementations. Data were collected through document analysis, classroom
observations, and interviews and thematically analysed with the qualitative data analysis
software NVivo 11 Proto uncover the major gaps. The key findings showed that different gaps
exist as far as the policy directions in the NEP-2010 and their implementations are concerned,
especially in the areas of structural changes in primary and secondary education, educational
administration restructuring, quality education, teachers‟ professional development, dignity of
teachers, and classroom teaching practices. The paper also highlights the implications of these
gaps for the education sector in Bangladesh.

The study reported here was carried out to explore the curricula directions and classroom
scenario in Bangladesh as far as English language (EL) teaching and teachers are
concerned with a focus on secondary schools (SS). Two documents- the National
Curriculum (NC)-2012, and the English Curriculum (EC) were analyzed to uncover how
these policy documents position pedagogical aspects for classroom EL teaching-learning
and teachers‟ skills. Following multiple case study approach four EL teachers from four
SS were then selected for classroom observations, and one-to-one interviews. Data was
analyzed using the Thematic Analysis (Braun and Clarke 77-101) with the help of
qualitative data analysis software NVivo 11 Pro. The findings show that classroom
teaching-learning practices very often do not align with the curricula directions.

This paper reports a case study that was carried out to evaluate usages of
modern technology (MT) in learning English by the tertiary level learners
in Bangladesh. The study used case study approach, and data were
collected applying three methods- questionnaire, observation, and face-toface interview. The sample consisted of current students of English
department of a public university. The study found that technology usages
of learners in English language (EL) learning were not effective enough
though their attitudes towards technology-based language learning
(TBLL) were positive. The key implication is that the tertiary level learners
in Bangladesh need to use MTs in more effective ways to learn the EL

The present article reports a qualitative case study that targeted to investigate the secondary schools (SS) English language (EL) teachers' technological skills in Bangladesh. Educational technology has become an indispensable part of teaching-learning. Technologies for Language Learning and Teaching (TLLT) can provide language learners with exposure to authentic and intelligible language usage. EL teachers, consequently, need to have a good command over TLLT and their effective use. Following a multiple case study approach data were collected from ten EL teachers of five SS through classroom observations, face-to-face interviews, and a structured questionnaire. The findings showed that most teachers had basic technology skills but they made ineffective pedagogic use of technology. They need to use technology more often in classroom and develop pedagogical understanding of technology use for teaching English.

The present paper reports a study that aimed to explore secondary school (SS) English language
(EL) teachers’ present practices of and perceived needs for continuing professional
development (CPD) in Bangladesh. In 21st century worldwide educational settings, ‘change’ is
the only constant trend. Consequently, EL teachers need to be continuously updated in their
professional knowledge base and skills. They must be engaged in effective CPDs to keep
abreast of innovations in language learning and teaching for their own career development
and better learning outcomes for learners. Using a semi-structured questionnaire qualitative
data was collected from 10 secondary EL teachers. The findings show that overall scenario of
SS EL teachers’ CPD is not encouraging. The paper also discusses some implications for
teachers’ professional learning.

The present article reports a case study that aimed to find out tertiary-level students' perceptions of feedback on L2 writing at a major public university in Bangladesh. The sample for this study consisted of sixty five (65) 4th year students of English Department. Writing is one core and essential skill for second language (L2) learners particularly for tertiary-level learners as the bulk of assessment at universities in Bangladesh is carried out through writing. Unfortunately, it has been observed that most of the tertiary-level learners have poor command over writing skill. Effective feedback on learners' writing can playa vital role to improve their proficiency in writing. For providing effective feedback on learners' writing, English language (EL) teachers need to know what learners themselves think about feedback on their writing.

Testing is an indispensable part in formal education to assess learners’ achievements. Communicative Language Teaching (CLT) advocates both formal and informal testings. Bangladeshi English language (L2) learners sit for two formal examinations- S.S.C & H.S.C. This paper targets to examine whether these two tests reflect the ‘integrative approach’ as recommended in CLT for formal testing. It would point out level of validity of these tests focusing on S.S.C & H.S.C L2 curricula, syllabuses, question papers,  and propose modifications if required.

Writing is one core skill for second language learners. Unfortunately, quality of students' writing is falling dramatically in Bangladesh in spite of all ELT goods, services, and institutional efforts. Writing courses at tertiary level are having little or no effect on writing skill improvement. These courses have become almost ‘syllabus requirement’ for classes consisting of sometimes one hundred plus learners. Hopefully, effective feedback can play a vital role in improving standard of student writing. However, it is really a daunting task to provide effective feedback on student writing in such large classes as many problems arise. In this context, Information and Communications Technology (ICT) can play a big role. ICT has become an effective educational technology which promotes some dramatic changes in teaching and learning processes. Providing feedback on student writing using ICT in a large class may provide us with some valuable insights to reflect on. This paper targets to point out  the major problems with providing feedback on students' writing in large L2 classes, and discuss how ICT can be used to address some of these problems effectively.

CLT is a student-centered approach for language teaching/learning. However, it emphasizes the role of a teacher in various dimensions i.e. as a guide, as a facilitator, as a researcher, as a learner, as an independent participant, as an assessor, as a counselor, as a manager, and as a resource person in a class who manages the class, prepares the lesson plan, selects appropriate materials, monitors progress of learners, provides feedback, motivates students, encourages learners for self-correction etc. This study targets to find out gaps, if any, between the teacher roles as advocated in CLT theory and as practised by teachers in the higher secondary classrooms in Bangladesh while teaching English language following CLT.

This paper deals with switching of MOI (Bengali to English) at the tertiary level at private universities in Bangladesh. It aims to find out the problems students face with the four skills, and the way out. Data collected with questionnaire and from interviews have been analysed quantitatively and qualitatively respectively to conduct the study. The findings show that students encounter many problems with the four skills as the MOI unexpectedly changes at the tertiary level at private universities in Bangladesh. Some suggestions for overcoming these problems are also presented here. The implications of this study are manifold; but in particular it will help make the language learning experience a better one at the tertiary level.

This study deals with linguistic transition (Bengali to English) at tertiary level at private universities in
Bangladesh. It highlights the effects of this linguistic transition on the freshers. Data collected using
questionnaires have been quantitatively analysed to conduct the study. The data show that linguistic transition
has some effects, in most cases negative, on the beginners at the private universities in Bangladesh. The
implications of this study are manifold; but in particular it will help make this transition smooth.

Communicative Language Teaching (CLT) is a learner-centered approach for language teaching and
learning. In the CLT context, learner’s role changes from that of a passive receiver to an active
participant engaging in diverse classroom activities that promote communicative competence. Again,
L2 learners are supposed to learn the language by using it for different tasks, and taking part in pair
work, group work, role play, and discussion inside classrooms. This study aims to find out gaps, if
any, between learner roles as advocated in CLT theory and as practiced by learners in the higher
secondary classrooms in Bangladesh while teaching/learning English following this approach, and its
relation to poor ‘learning outcomes’.