Masters thesis azam (1)

Master’s Thesis

FACTORS AFFECTING STUDENTS’ ENGLISH ACHIEVEMENT AT

SECONDARY LEVEL IN BANGLADESH: THE COMPARATIVE

STUDY OF NARAYANGANJ AND BHOLA SADAR UPAZILLA　

M102291

AZAM MD. GOLAM

Graduate School for International Development and Cooperation

Hiroshima University

September 2012

Title of the

Master’s Thesis

FACTORS AFFECTING STUDENTS’ ENGLISH ACHIEVEMENT AT

SECONDARY LEVEL IN BANGLADESH: THE COMPARATIVE STUDY

OF NARAYANGANJ AND BHOLA SADAR UPAZILLA

Student ID Number M102291

Name of the Student Azam Md. Golam

Main Academic Advisor Assoc. Prof. Kusakabe Tatsuya

ABSTRACT

The objective of the study is to explore the factors affecting students’ English

achievement at the secondary level in Narayanganj and in Bhola of Bangladesh. To identify

these factors, data was collected from both primary and secondary sources; first-hand

evidence was assembled from the 10th grade secondary school students, English teachers,

principals, guardians, community members and Upazilla Education Officers in the

Southeastern part of country, Narayanganj Sadar Upazilla (sub-urban area) and Southern part

of the country, Bhola Sadar Upazilla (rural part), following different research instruments

such as observations, questionnaires and interviews. Eight secondary-level schools were

chosen purposefully for collecting the oral and documentary evidence from two regions.

Between the two areas, Narayanganj Sadar is one of the industrial areas in the country, near

the capital city of Dhaka. On the other hand, Bhola Sadar is one of the coastal areas of

Bangladesh. Also 75 % of the county’s population resides in Bhola. Secondary data was

collected by reviewing closely linked existing literatures as well as websites and other written

documents. A number of semi-structured interviews were conducted in the written as well as

recorded forms with every single stakeholder. Furthermore, a survey in the form of a

questionnaire was conducted in a total of 8 schools, having distributed questionnaires on the

random basis only among the students, English teachers and school principals during the

study time, September-October, 2011. Inductive Thematic Analysis was employed to analyze

the numeric interview data. The major findings of the study indicated that: in the case of

English achievement, students in Bhola are weaker than the students in Narayanganj. In

Bhola, they need trained English teachers and in Narayanganj, teachers expect a lower student

to teacher ratio. It was revealed that 75% of English Teachers in Narayanganj also have more

than 10 classes every week of English lessons while 50% in Bhola conducted less than 10

classes per week. They do not have adequate teaching-learning materials and aids, standard

salary and social status, in particular. In Bhola, teachers factors and in Narayanganj school

factors affecting students’ English achievement. It was recommended that each school, public

and private, should appoint at least a couple of English teachers who are capable enough to

teach English to all secondary-level students meticulously; reasonable teacher-student ratio

should be 1:35. Tutors salaries and status should also be enhanced. Government and other

stakeholders should give emphasis to providing need based support in Bhola to increase the

English achievement of the secondary level.

Key words: English achievement, qualitative data, lack of trained teachers, large

student sizes. ii

Acknowledgement

Though it would be difficult to recognize all persons who have contributed to this study, the

author wishes to take this opportunity to express appreciation for , and acknowledge

assistance from many people whose time, efforts, and cooperation have made possible the

completion of this study within the allotted time.

　Professor Kusakabe Tatsuya, major advisor, has rendered invaluable assistance, guidance

and encouragement throughout the entire line up.

　Professor Yoshida Kazuhiro and Professor Baba Takuya, academic advisors have been

especially helpful for gathering scholastic guidance, need based information and have raised

important questions, and given encouragement throughout.

The author is indebted to Mr Sheikh Farid for his ceaseless cooperation and fueling ideas.

Appreciation is extended to Mr. Nazmul Ahsan and Mr. Masumur Rahman for assistance

with the research design and other aspects of the study. The author is grateful to the Deputy

Commissioner of Bhola and Narayanganj, school principals, English subject teachers in

various schools, guardians, community members, students and Upazilla Education Officers

from which the evidence was obtained.

　For proof-reading of the manuscript, recognition is extended to Mr. Julian N. Branch,

hailed from U.S and Mr. Omar Ejaz hailed from U.K.

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Dedication

To be honest, I would like to offer my piece of work to my beloved parents for their

patience, support, and encouragement; without their cooperation it would not have been

possible to complete the study.

There is no disbelief in my brain that without their ceaseless support and bonafide

attitude I could not have worked and finished this schoolwork. I am happy to present my

development by this application even though the reality that I have been living far away from

them.

I also confer this piece of work to my former colleagues in Bangladesh, without whose

hold up, responsiveness and regard, it would not have been up-and-coming to stay in Japan

for two years and achieve the target.

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Table of Contents

Contents…………………………………………………………………………………. .page

Abstract …………………………………………………………………………………...i

Acknowledgement………………………………………………………………….…… iii

Dedication............................................................................................................................iv

Table of Contents………………………………………………………………………… v

List of Tables……………………………………………………………………………vii

List of Figures…………………………………………………………………..………viii

List of Acronyms………………………………………………………………….xiii

Chapter One: Introduction ………………………………………………………….1

1.1 Background of the Study ………………………………………………………......1

1.2 Problem Statement…………….…………………………………………………….3

1.3 Objective of the Study …… …..………………………………………………….....4

1.4 Significance of the Study……..…...………………………………………………4

1.5 Research Questions ………………...………………………………………………..5

1.6 Conceptual frame work……………………………………………………………...6

1.7 Research Method…………………………………………………………………..…6

1.8 Limitations…………..……….……….…………………………………..…………..7

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1.9 Organization of the thesis………..…….………………………………...8

Chapter Two: Literature review …………………………………………. 9

2.1Review of relevant literature .......................................................................9

2.2. Education system of Bangladesh………………………………………...12

2.3 Education for All ( EFA)………………………………………………….13

2.4 The state and status of English in Bangladesh ……………………..15

2.5 Lesson content of English subject text book for grade ix and x….16

2.6 Curriculum analysis of English …………………………………………..18

Chapter Three: Methodology……………………………………………………………20

3.1 Research design……………………………………………………………. 20

3.1.1 Study site………………………………………………………………… 20

3.2 The study sampling and instrumentations………………………………… .22

3.2.3 Implementation…………………………………………………………….23

3.3 Description about Bhola and Narayanganj sadar upazilla…………………...24

Chapter Four: Data Analysis and Interpretation………………………………………25

4.1 Aggregate analysis of the students’ opinion………………………………….25

4.2 English teachers opinion…………………………………………………… .54

4.3 School Principals opinion……………………………………………………..81

4.4 Guardians’ opinion……………………………………………………………106

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4.5 Community members’ opinions ……………………………………………………. .129

4.6 Upazilla education officer’s opinion…………………………………………………...150

4.7 Questionnaires: Information about English teachers…………………………………....164

4.7.7 Questionnaires: Information about Students……………………………………….....167

4.7.14 Questionnaires: Information about School principals……………………………….172

4.8 Class observation………………………………………………………………………..174

Chapter Five Discussion and Policy recommendations……………………………………179

5.1 Discussion ……………………………………………………………………………..179

5.2 Conclusion……………………………………………………………………………..186

5.3 Policy recommendations ……………………………………………………………….189

5.4 Further Study …………………………………………………………………………...191

References ……………………………………………………………………………….192

Appendices ………………………………………………………………………………193

Appendix 1 : Interview Questions for stakeholders ……………………………………….194

Appendix 2 : Questionnaires for Students………………………………………………..…196

Appendix 3: Questionnaires for English teachers ……………..............................................196

Appendix 4 : Questionnaires for school principals …………...............................................197

vii

List of Tables

Table 2.3.1 Number of Secondary Schools, Teachers and Enrolment 1995-2009……….14

Table-2.5.1 Lesson content of English subject text book for Grade ix and x…...................17

Table 3.2.1 Description of the sample and instrumentation……………………………….22

Table 4.1.21 Comparison (students)………………………………………………………46

Table 4.2.21 Comparison (English teachers) ……………………………………………..74

Table 4.3.21 Comparison (school principals)……………………………………………..96

Table 4.4.21 Comparison (guardians) .……………………………………………………121

Table 4.5.21 Comparison (community member)……………………………………………144

Table 4.6.21 Comparison (education officer)………………………………………………160

Table- 4.8.1 Classroom environment of the schools……………………………………….174

Table- 4.8.2 Teaching method followed by the English teacher in the schools…………….176

Table-4.8.3 practicing four incorporated skills in the classroom……………………………177

Table-4.8.4Teaching aids and teaching materials……………………………………...……177

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List of Figures

Figure 1.6 Conceptual framework…………………………………………………………….6

Figure 2.3.1 Education expenditure in total budget of Bangladesh………………………......15

Figure : 3.1.2 Map of the People’s Republic of Bangladesh screening location of two research

areas ……………………………………………………………….. ………………………..21

Figure4.1.1 Factors for low English achievement( students)　…………………………… ..26

Figure 4.1.2 Motivation ……………………………………………………………………...27

Figure 4.1.3 Opinion about present course …………………………………………………..29

Figure 4.1.4 Contribution of modern technology ……………………………………………30

Figure 4.1.5 Recommendations to boost up English learning………………………………..31

Figure 4.1.6 Government assistance………………………………………………………….33

Figure 4.1.7 Skills for English teacher……………………………………………………..…34

Figure 4.1.8 Importance’s of English skill among all subjects……………………………….36

Figure 4.1.9 Environmental contribution …………………………………………………….38

Figure 4.1.10 Indication on English subject comparing to other subject…………………….39

Figure 4.1.11 Study hour on English subject…………………………………………………41

Figure 4.1.12 Number of English books ……………………………………………………..42

Figure 4.1.13 Helping hand…………………………………………………………………..43

Figure 4.1.14 Future plan …………………………………………………………………….44

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Figure 4.1.15 Participatory method …………………………………………………………45

Figure 4.2.1 Factors for low English achievement (English teacher)……………………....54

Figure 4.2.2 Motivation ……………………………………………………………………...55

Figure 4.2.3 Present courses ………………………………………………………………....57

Figure 4.2.4 Contribution of modern technology………………………………………….…58

Figure 4.2.5 Recommendation to boost English learning…………………………………….59

Figure 4.2.6 Government assistance………………………………………………………….61

Figure 4.2.7 Required English skill for English teacher……………………………………...63

Figure 4.2.8 Importance of English skill among all subject………………………………….65

Figure 4.2.9 English education environment ………………………………………………...66

Figure 4.2.10 Teaching plan ………………………………………………………………….68

Figure 4.2.11 Teachers’ strategy…………………………………………………………...69

Figure 4.2.12 Class room leadership…… ………………………………………………….71

Figure 4.2.13Assistance from principal ……………………………………………………..71

Figure 4.2.14 English language club………………………………………………………....73

Figure 4.2.15 Pair work ……………………………………………………………………...74

Figure 4.3.1 Factors for low English achievement (school principal)……………………..81

Figure 4.3.2 Motivation……………………………………………………………………..82

Figure 4.3.3 Present courses ……………………….……………………………………… 83

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Figure 4.3.4 Contribution of modern technology …………………………………………...84

Figure 4.3.5 Recommendation to boost English learning……………………………….…..85

Figure 4.3.6 Government assistance………………………………………………………....87

Figure 4.3.7 Required of English skill for English teacher………………………………….88

Figure 4.3.8 Importance of English skill among all subject ………………………………..90

Figure 4.3.9 English education environment …………………………………………….....91

Figure 4.3.10 Supervision of English class by Head teacher………………………………..93

Figure 4.3.11 Parental education and income……………………………………………….93

Figure 4.3.12 Criteria to evaluate English subject teacher………………………………….94

Figure 4.3.13 In service training to English teachers……………………………………….95

Figure 4.3.14 Effect of location of school…………………………………………………..95

Figure 4.3.15 Strategy to improve English learning………………………………………...96

Figure 4.4.1Factors for low English achievement (Guardians)…………………………....106


Figure 4.4.3 Present course………………………………………………………………….108

Figure 4.4.4 Contribution of modern technology …………………………………………..109

Figure 4.4.5 Recommendation to boost English learning…………………………………...110

Figure 4.4.6 Government assistance………………………………………………………...111

Figure 4.4.7 Required English skill for English teacher…………………………………….113

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Figure 4.4.8 English skill among all subject………………………………………………...114

Figure 4.4.9 Environmental contribution…………………………………………………..115

Figure 4.4.10 Approach to learn English…………………………………………………....116

Figure 4.4.11 English class supervision…………………………………………………..…117

Figure 4.4.12 Extra class and home work…………………………………………………...118

Figure 4.4.13 Participation of school meeting …….……………………………………......119

Figure 4.4.14 English teacher use teaching material………………………………………..120

Figure 4.4.15 Family education and income………………………………………………121

Figure 4.5.1 Factors for low English achievement (Community member) ……………..129

Figure 4.5.2 Motivation………………………………………………………………….…130

Figure 4.5.3 Offered course………………………………………………………………...131

Figure 4.5.4 Contribution of modern technology ………………………………………….132

Figure 4.5.5 Recommendation ……………………………………………………… …133

Figure 4.5.6 Government assistance………………………………………………………134

Figure 4.5.7 English skill for English teacher …………………………………………..135

Figure 4.5.8 English skill among all subject ………………………………………………137

Figure 4.5.9 Environmental contribution……….…………………………………………138

Figure 4.5.10 Contribution of political promise…………………………………………….139

Figure 4.5.11 Class room management role………………………………………………...140

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Figure 4.5.12 School supervision……………………………………………………………141

Figure 4.5.13 Involvement as volunteer…………………………………………………….142

Figure 4.5.14 Interaction with English teacher……………………………………………..143

Figure 4.5.15 Teachers’ salary ………………………………………………………………144

Figure 4.6.1 Factors for low English achievement ( Education officer )…………………....150


Figure 4.6.3 Offered course………………………………………………………………..152

Figure 4.6.4 Contribution of modern technology………………………………………….152

Figure 4.6.5 Recommendation to boost up English learning………………………………153

Figure 4.6.6 Government assistance……………………………………………………….153

Figure 4.6.7 Skill for English teacher………………………………………………………154

Figure 4.6.8 Importance among all subjects……………………………………………….155

Figure 4.6.9 Environmental contribution………………………………………………….156

Figure 4.6.10 Possible change of English syllabus…………………………………………156

Figure 4.6.11 School Supervision…………………………………………………………...157

Figure 4.6.12 Local need of English………………………………………………………...158

Figure 4.6.13 Teachers’ dissatisfaction……………………………………………………...158

Figure 4.6.14 English learning beyond class……………………………………………….159

Figure 4.6.15 Purpose of English learning………………………………………………….160

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Figure 4.7.1Academic qualification of English teachers………………………… ……….164

Figure 4.7.2 Number of English class conducted by English teachers per week…………..165

Figure 4.7.3 In-service training received by English teacher………………………………165

Figure 4.7.4 Number of English teacher……………………………………………………166

Figure 4.7.5 Gender wise English teachers…………………………………………. …….166

Figure 4.7.6 Age composition of English teachers………………………………….. …….167

Figure 4.7.7 Size of family members……………………………………………………….168

Figure 4.7.8 Students’ English achievement in the 10 th grade in both regions……………..168

Figure 4.7.9 Students’ favorite subject……………………………………………………...169

Figure 4.7.10 Findings from both regions…………………………………………………..170

Figure 4.7.12 Use of modern technology …………………………………………………171

Figure 4.7.13 Library facilities in schools…………………………………………………171

Figure 4.7.14 Principal as English teacher…………………………………………...…..172

Figure 4.7.15 School type………………………………………………………………..172

Figure 4.7.16 Status of schools ………………………………………………………….173

xiv

List of Acronyms

BANBEIS: Bangladesh Bureau of Educational Information and Statistics

BD: Bangladesh

DEO: District Education Officer

EFA: Education for all

MOE: Ministry of Education

UNESCO: United Nations Educational Scientific and Cultural Organization

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Chapter One

Introduction　　

1.1 Background of the study :

The present structure of the formal education in Bangladesh can be divided into six

stages: the primary school is 5 years, junior secondary school is 3 years, secondary school is 2

years, higher secondary school is 2 years, undergraduate school is 4 years and graduate school

is 1 year. Generally, the medium of instruction in the educational institutions in Bangladesh is

Bangla for all subjects except English. This study has aimed to identify the possible factors

that have impacts on the English achievement of students at the secondary level in

Bangladesh.

It is generally agreed that the ability of our learners in English classes, especially at

the secondary level, is not satisfactory, due to some underlying factors. On this issue, Das

(1998:02) remarks the state of learning and teaching English in Bangladesh is quite miserable.

Furthermore, Hasan (2005) discovers that the syllabus and curriculum are examination

oriented, and prevent students from acquiring language competency.

It is heartening to note that English has a case of historical relevance in Bangladesh.

Before 1947, people had more reason to use it as a means of communication. For practical

reasons, it was also largely used as a medium of instruction in education. After 1947, the

underlying factors to use and learn the language remained almost the same. Since 1971, the

state and status of English became more dependent on the constitution (Part 1) and language

1

policies. In this regard, the language gains no constitutional recognition. There is a

disagreement between what curriculum should be used in the secondary level. Zillur Rahman

Siddiqui , former advisor of the caretaker government and Vice-Chancellor of a public

university ( Jahangirnagor University ) of Bangladesh (2003) regrets that ‘we lack a definite

national policy on language, based on consensus of the people, and that is the main reason of

the apparent downfall of the overall standard of both English and Bangla’. This provides an

adequate ‘background to the policy decisions and the current status of English’ (Banu &

Sussex, 2001). In Bangladesh, resource allocation for education in general, and English

teaching in particular, has been one of the lowest in the world ( Hamid, Sussex and Khan

2009 ).Consequently, quality English teaching, particularly in rural schools, is far from

adequate.

English, here, is introduced as a compulsory subject from the 1 st grade and continues

with the same position up to class/grade 15. When the secondary level is measured, English is

taught as an obligatory subject consisting of two papers each carrying one hundred marks.

The 1st paper of English includes a reading, vocabulary, writing , paragraphing and

composition writing test. The 2nd paper encompasses grammar, filling an application form,

dialogue writing, summarizing, and story writing. In this study, the secondary level is

preferred as at this level students are presumed to receive essential knowledge and proficiency

necessary for their later lives. In this study, two areas were chosen as research fields, because

2

there needs to be a large sample size to understand the students’ English achievement at the

secondary level in Bangladesh.

Therefore, it is significant to take into account, contain factors observed by the

researcher against the low achievement in English skill of the secondary-level students having

focus on the two contrasting geographical locations. The suburban part Naraynganj sadar

upazilla, an industrial area which is situated near the capital city Dhaka and also a remote

neighborhood called Bhola sadar upazilla in Bangladesh.

1.2 Problem Statement

Bangladesh　has a single unified educational system. However, it has diversity in the

local areas in terms of religion, culture, socio-economic conditions etc. As Bangla is spoken

by 99 % of the people, the practical use of English, especially in the rural areas, has become

extremely limited. Bangladesh has had a long period of academic attachment to English to the

acquisition of English as a second language. Against such a background, however, it is

generally agreed that the standard of competency of our learners in English is not satisfactory

in comparison to the time they expend in learning the language. Huq (1986:02) in this regard

observes, despite the considerable amount of time devoted to English instruction, the general

proficiency and achievement of the majority of the students graduating from high schools is

unsatisfactory and disproportionately low. Since the inception of Bangladesh, it has been

noticed that the national mean of English in the two public examinations S.S.C ( Secondary

School Certificate ) and H.S.C ( Higher Secondary School Certificate) have been amongest

3

the lowest score compared with other fundamental subjects. Among the failures, about 90%

fail the English section (Bangladesh Education Statistical Book, 1995).

1.3 Overall Objectives of the Study

1. To identify the differences of the English Education achievement between

Narayanganj and Bhola area of Bangladesh;

2. To find out issues of development of English education in secondary schools of

Narayanganj Sadar and Bhola Sadar Upazilla in Bangladesh; and

3. To find out the teachers’ demand to the government for improving the students’

English achievement at the secondary level.

1.4 Significance of the Study

The knowledge of English is more critical as well as important in the context of the

global marketplace, the knowledge of society and in the age of digital information technology.

Dr. Mohamamad Farashuddin (2011), former Governor of Bangladesh Bank, and founder

Vice-Chancellor of East West University Bangladesh said , ‘‘proficiency in English is a must

for the nation to abolish poverty, hunger, disease, illiteracy and indignity.’’ This research is

aimed at making contributions towards the quality improvements of English education in

secondary schools in Bangladesh. By clarifying the factors that influence students’ English

achievement, this study attempts to suggest a way of how to improve achievement and

effective policy input.

The results of this study can be used for a variety of purposes. Principally, it will help

4

teacher-trainers, educational administrators, policy makers, researchers and teachers in

Bangladesh to identify the factors likely to increase students’ English achievement. Here, this

study will try to point out some areas where steps may be taken to promote English teaching

and learning conditions in Bangladesh, encompassing the secondary-level students, rural as

well as suburban .

1.5 Research Questions :

1. What are the factors affecting students’ English achievement at the secondary levels

of Bhola Sadar and Naraynganj Sadar Upazilla in Bangladesh?

2. What is the actual situation of students’ English achievement at the secondary level

in both rural and urban settings?

3. Which policy inputs are useful in improving students’ English achievement?

1.6. Conceptual framework

5

1.7 Research Method

In order to get broad information from two territorial jurisdictions; in Bhola and in

Narayanganj on Students’ English achievement at the secondary level, the author primarily

relied on first hand evidence, sourced stakeholders voices, 328 secondary level students, 32

English subject teachers, 8 school principals, 80 guardians, 40 community members, 2

upazilla education officers as well as other documentary evidence. To get to know the actual

picture of English achievement at the secondary level, 4 secondary-level schools ( 2

government and 2 non government) from Narayanganj and 4 secondary-level schools( 2

government and 2 non government) from Bhola areas were selected . All over Bangladesh,

schools follow unique educational systems, identical curriculums, similar textbooks and so

6

English

Achievement

Bhola

Lack of trained teachers

Ineffectivecourse

Lack of gooddeal of content

Weakbase

Narayangonj

Large student size

Lack of studetns' active

participation

Lack of practice and exercise

Ineffectivecourse

on. Moreover, students are sitting the same public examinations nationwide. Furthermore,

academic instructional time and academic year are alike across the territorial jurisdiction of

the country. Thus, the study carried out in these two regions can be generalized to all other

regions to a certain extent. Among 2/3 sections in each school, the author chose one section

from each school in Bhola and in Narayanganj. One section of grade ten was intentionally

chosen, and not to interrupt the other subject of studies. The average student number in the

model classes was ranging from 36 to 46, and there was a total of 328 students. The author

conducted observation meticulously in the classrooms and distributed questionnaires to the

stakeholders: students, English teachers and school principals. Most of the oral evidence was

recorded and noted immediately on the spot. Inductive Thematic Analysis was employed to

analyze the numeric interview data.

1.8 Limitations of the Study

The researcher visited two territorial jurisdictions, interviewed the stakeholders, handed

questionnaires and observed the classrooms, related to the research. Most of the field work

consisted of making tape recordings but did not focus on religious as well as political affairs

in these areas. Moreover, as the study was conducted within some chosen schools, the results

of the research cannot describe the entire picture of the secondary English education in those

two regions.

Also, there were 32 teacher samples for this research. This number could be increased to

make the findings of the study more dependable about the factors affecting student's English

7

achievement at the secondary level in Bangladesh.

1.9 Organization of the Chapters

This thesis consists of five chapters. Chapter one includes background of the study,

purpose of the lessons significant to the study, method of study, conceptual framework

and limitation of the schoolwork. Chapter two depicts review of relevant literature across

the country and beyond the territory, on the issue, factors affecting student's secondary

level English achievement in suburban as well as rural areas. Chapter three explains the

methodology applied to this study, sample area, sample school, duration, and procedure of

the data collection and analysis. Chapter four focuses on analysis of the result and

interpretation of the data. Chapter five includes findings and policy recommendation and

some suggestions for future study.

　

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Chapter Two

Literature Review

2.1 Review of the Relevant Literature

The author has tried to make an intensive review of related literature about the factors

which are affecting students’ English achievement at the secondary level across the country

and beyond. Several researches on this topic were conducted in developing as well as

developed countries. In developing countries some researcher ｓ showed that school factors

were more important for students’ English achievement than family factors. Regarding

Bangladesh, there is no specific study on the issue. Therefore; further investigation is needed

to determine which factors influence students’ English achievement at the secondary level of

Bangladesh.

Hasan (2005) conducts a linguistic study on the ‘‘English Language Curriculum at the

Secondary Level in Bangladesh’’ He discovers 82% of rural and urban secondary school

students complain that English is not sufficiently used in the class; with an average 68% of

teachers admiting that they do not arrange the practice of the four skills (reading, writing,

listening and speaking) of English language in the classroom.

Another survey shows that the trained teachers are more efficient than non-trained

teachers at the secondary level of the English language in Ukraine ( Johnson 2001 ).

Moreover, Stephen Krashen (2002) hypothesizes the ‘affective filter’ that consists of various

psychological factors, such as anxiety, motivation, and self-confidence which can strongly

9

enhance or inhibit second language acquisition.

Snow (1994) advocates that students of any age, and in any culture will differ from one

another in various intellectual and psychometric abilities. This is noticed in both general and

specialized prior knowledge, in interest and motives and in personal styles of thought and

work during learning. Furthermore, these differences often relate directly to differences in

students learning progress.

Malaka (2001) has explored the motivational problems in teaching-learning English as a

secondary language at high school level with a particular reference at 9th,10th,11th standards in

Brazil.

Rashid (2005) carries out research on the strategies to overcome communication

difficulties in the target language situation of Bangladeshis in New Zealand. He found that

some distinctive new features have emerged as to the difficulties and the possible use of

strategies in the communication of target language. The majority of the interviewees (85%)

admitted that a great deal of anxiety; hesitation and inhibition, play a negative role among

those who are not relatively fluent in English conversation.

Wilkins (1994) points out that a teacher is an important variable in foreign language

situations, and teacher’s skill, and personalities are instrumental in creating the conditions for

learning a language.

Gardner (1985) proposes that second language acquisition is ‘truly a socio-psychological

phenomenon. It is concerned with the development of communication skills between an

10

individual and members of another cultural community.

Krashen (1982) contends that learners with high motivation, self-confidence, self-

efficacy, a good self-image, and a low level of anxiety are well equipped for success in second

language acquisition. .

Gardner and Lambert (1972) have emphasized the significance of studying each language-

learning setting in its own right, and thereby suggested that the configuration of variables

obtained from one setting will not be necessarily valid in another setting. For example, the

South Asian learners learn English for historical, political, social and cultural reasons, which

are radically different from those of South-East Asian or African learners.

Jayanthi (1982) observes the classroom interaction of the higher secondary students in.

Punjab. Her study reveals that the factors like smartness of the students, shyness, evaluative

capacity, commitment, psychological conditions, observation of world knowledge, time

factors, interactional awareness, interaction with text, etc., play a very important role over the

effective and efficient interactions of the students.

The role of English in Bangladesh is characterized by a multipurpose functionality. For

instance, English has been used for years and for different purposes, i.e. medium of

instruction in the higher educational institutions, mode of communication beyond the country,

Supreme Court language, and gradually it is becoming part of the socio-cultural system. As

the use of English is increasing day by day in different forms, there is significant evidence of

the use of English along with Bangla as code-mixing and code-switching (Banu & Sussex,

11

2001).).

Walberg’s (1984 ) theory of educational productivity requires nine factors to increase

students’ achievement of cognitive and affective outcomes. These factors are (a) student

aptitude variables or prior achievement, (b) Age, (c) Motivation or self-concept as on learning

a task; the instructional variables of (d) Quality of instruction (e) Quality of instructional

experience (f) Home environment (g) Classroom or school environment ( h) Peer group

environment, and (I)Mass media ( especially Television)

There is no exclusive study on this specific issue (factors affecting students’ English

achievement at secondary level in rural and sub-urban area in Bangladesh) has thus so far

been conducted in Bangladesh by any researcher. Therefore, it is important to conduct

research in the two sub-districts, sub-urban and in the rural areas on the basis of reality of

students, English teachers’, school principals, guardians, community members and upazilla

education officers, at secondary level in Bangladesh.

2.2 Education system of Bangladesh

The education pyramid of Bangladesh consists mainly of the following levels:

( a ) Pre-primary, ( b) Primary, ( c) Secondary, ( d) Higher Secondary, ( e) Undergraduate

and ( f) Graduate. After completing two years of pre-primary education, the primary level

extends over a period of five years, grade 1-5 catering to children of 6-10 years of age . The

Secondary level is divided into two sub-levels. Junior Secondary consists of grades 6-8 and

Secondary consisting of grades 9 and 10. At the end of the 10 th grade, there is a public

12

examination known as the Secondary School Certificate ( SSC ) which is compulsory to pass

by all candidates seeking to attend two-year of Higher Secondary Level Schooling, grades11-

12. At the end of 12th grade, there is a further public examination leading to the Higher

Secondary Certificate ( HSC) , which is a prerequisite for admission to an undergraduate

program. This has two branches: One is the three years pass the course ( degree ) and the

other course is a 4 years undergraduate ( Honors ) course followed by graduation or a

Master’s degree extends over two years in the case of pass graduates and one year for Honors’

graduates. There are also some private institutions providing English medium education.

Bangladesh has a Madrasa system of education which emphasizes on Arabic medium Islam-

based education. This system is supervised by the Madrasa Board of the country.

2.3　Education for All ( EFA)

The supreme law of the land stimulates the obligation and commitments made in respect

of primary education in the international forums. The Government is determined to ensure

education for All within the shortest time period. Moreover, Bangladesh was a signatory to the

declaration at the World Conference on Education for All held in Jomtein, Thailand, 1990.

Success of Bangladesh in primary as well as secondary level across the country regarding

achieving gender parity is recognized globally. Moreover, the Government of Bangladesh is

committed to implementing education of All ( EFA) . It also mirrors in the national plan of

action for Education for All (2002-2015 ).

Table 2.3.1 Number of Secondary Schools, Teachers and Enrolment 1995-2009

13

Year N. of

School

Total

no.

teacher

Female

teacher

% of

Female

teacher

Total

enrolment

Girl

enrolment

% of Girls

1995 12012 140059 19436 13.88 5115461 2402784 46.91

1996 12978 145188 20198 13.91 5585806 2627073 47.03

1997 13778 157077 22334 14.22 6124325 2921560 47.70

1998 14518 165213 24106 14.59 6769078 3464742 51.18

1999 15460 173897 25867 14.87 7236939 3758823 51.94

2000 15720 174146 26290 15.10 7646885 4020237 52.57

2001 16166 183277 30196 16.48 7887010 4196097 53.20

2002 16562 186949 31311 16.75 8162134 4360778 53.43

2003 17386 206557 39580 19.16 8126362 4322568 53.19

2004 18267 214673 47255 22.01 7503247 3925110 52.31

2005 18500 238158 48290 20.28 7398552 3868014 52.28

2006 18700 239431 48615 20.30 7419179 3876914 52.26

2008 18756 209496 46788 22.33 6819748 3661457 53.69

14

2009 19083 213482 53363 25.00 7356793 3796538 51.61

Source : BANBEIS-2010

Figure 2.3.1 Education expenditure in total budget of Bangladesh.

1976

1978

1980

1982

1984

1986

1988

1990

1992

1994

1996

1998

2000

2002

2004

2006

2008

2010

0

20000

40000

60000

80000

100000

120000

Education Other

Source: Ministry of Finance and Bangladesh Bureau of Statistics-2010

2.4　The State and Status of English in Bangladesh

In the constitution of Bangladesh, Bangla is declared as a state language and there is no

mention as to the status of English. Alongside Bangla, the constitution is, however, written in

English as the clause 2 ( two) of the Article 153 states,'' There shall be an authentic text of this

constitution in Bengali, and an authentic text of an authorized version in English both of

which shall be certified as such by the Speaker of the Constitutional Assembly’’.

English is a case of historical becoming in Bangladesh. During the period before 1947,

under the British, people had more reason to use it as a means of communication. For

practical reasons, it was also largely used as a medium of instruction in education. After,

1947, during the Pakistan period, since 1974 to until 1971, the underlying factors to use and

15

learn the language remained almost the same. In Bangladesh period, since 1971 ,on the other

hand, English is set in a monolingual situation where its state and status become more

dependent on the constitution and language policy.

2.5 Lesson contents of English subject text book for Grade ix and x :

English is a compulsory subject in Bangladesh at the secondary level as part of a foreign

language requirement. Its aim is to develop cognitive skills of the pupils, to understand

different cultures, languages as well as to develop communicative skills. The new curriculum

is encompassing a communicative approach to teaching and learning English in Bangladesh.

Textbooks provide learners with a variety of materials such as reading texts, dialogues,

pictures, diagrams, are tasks and other activities etc. These materials have been designed and

developed to practice the four basic language skills (reading, writing, listening and speaking).

The lesson content, mentioned in the textbook of grade ix and x can be seen in the table

below:

Table-2.5.1 Lesson content of English subject text book for Grade ix and x

Unit Lesson / Topic

1 Hello and welcome!

2 Home is where the heart is

16

3 Schools of the world

4 Different skies

5 On the move

6 Eat well

7 What’s on ?

8 Opening the windows

9 Lives and jobs

10 Different strokes

11 Day in day out

12 Sparkling stars

13 Believe it or not

14 Buildings and monuments

15 Getting organized

16 Let’s enjoy poetry

17 Different lives

18 Days to remember

19 Holidays

17

20 Myths and fables

21 Let’s write

22 Mother earth

2.6 Curriculum analysis of English

Bangladesh has a single and unified education system. The NCTB introduced the

curriculum for the secondary level across the country, but the syllabus was not introduced to

the teachers and the textbook writers through any orientation. For instance government did

not arrange any proper training for the English teachers encompassing the new curriculum

and textbooks.

In order to implement change successfully, it is essential to understand that English is not

like most of the other subjects specified in the curriculum. For instance, unlike them, English

is not a content-based subject, but a skill-based subject. It is not about any particular topic,

but, rather, it is about practicing something on 4 skills.

The NCTB curriculum suggested an evaluation system that would assess the students’

progress by means of continuous assessment, and attainment by means of an end term

examination in line with their ability to use English in communication. However, it was

observed that out of eight schools, a few schools only developed evaluation tools in the light

of curriculum guidelines. The general-education boards and the schools affiliated under these

18

boards adopted an examination format that matches the one provided in the NCTB curriculum

guidelines. However, examination questions were mostly set from the set textbooks. So,

students always had a chance to memorize the answers of the questions. As a result, these

examinations failed to evaluate students’ ability or achievement to use English in

communication.

Chapter Three

Methodology

This chapter depicts the research setting, practical issues, along with research

participations, instruments, procedures of data collection, data analysis and et cetera. This

study was designed to recognize the potential factors that might have impacts on students’

English achievement at secondary-level schools in the rural areas, Bhola and the Sub-urban

regions, Narayanganj.

3.1 Research Design:

19

In this study, the qualitative research design is used to describe the stakeholders in their

natural settings.

3.1.1 Study site:

The study took place in Bangladesh in a rural area, Bhola, which is one of the largest

islands of Bangladesh and also an administrative district in the south-western part of the

country. And sub-urban region, Narayanganj, which is an industrial area, especially the jute

trade and processing plants and textile sector of the country. Bangladesh is highly diversified

in terms of socio-economic aspects. Urban area usually enjoys the comparative advantages, in

terms of education, communication, health care etc compared to rural communities. Thus, the

selection of a rural area, Bhola and an urban area, Narayanganj as a study field is very

meaningful to conduct a comparative study. Narayanganj sadar was selected as a

representative of a typical urban area as it is situated at the arm length of Dhaka, the capital

city of Bangladesh, and as it is endowed with some facilities available for the standard urban

life in Bangladesh. On the other hand, Bhola sadar was selected as a Representative of a

distinctive rural area of Bangladesh and the standard urban facilities are hardly found in this

area.

Figure : 3.1.2 Map of the People’s Republic of Bangladesh screening location of two

research areas

20

3.2 The study sampling and instrumentations

Table 3.2.1 Description of the sample and instrumentations

Methodology School Total no.

Bhola (rural) Narayanganj ( sub-urban)

4 Schools 4 Schools 8 Schools

21

Questionnaire

and interview

164 Students

Grade 10

164 students

Grade 10

328 students

Questionnaire

and interview

16 English subject

teachers

16 English subject

teachers

32 English subject

teachers

Questionnaire

and interview

4 School principals 4 School principals 8 School principals

Interview 40 Guardians 40 Guardians 80 Guardians

Interview 20 Community

members

20 Community members 40 Community

members

Interview 2 Upazilla Education

Officers

2 Upazilla Education

Officers

4 Upazilla

Education

Officers

In order to get a broader information from Narayanganj and Bhola on students’ English

achievement at the secondary level, the author primarily relied on first hand evidence, sourced

stake holders voice and another documentary evidence.

The interviews were conducted, and the following groups were interviewed:

Students, English teachers, principals, guardians, community members, upazilla Education

Officers. The interviews allowed the privilege of asking follow-up questions and opinions and

views. The interviews were conducted in a recorded form in a separate room in the institution.

22

Questionnaires were distributed to English teachers, principals, and students from the

10th grade.

Class observations were conducted in Bhola and in Narayangnaj to conceive an idea

over the research period. Furthermore, most of the oral evidence was recorded, penciled and

image was taken. To get to know the natural picture of English teaching-learning at secondary

level, 4 schools from sub-urban and 4 schools from rural areas were chosen.

3.2.2 Data analysis:

Inductive Thematic Analysis was employed to analyze the numeric interview data.

3.2.3 Implementation:

The study was conducted in September 2011 and October 2011

3.3 Bhola and Narayanganj Sadar Upazilla

Bhola: Bhola as a remote area is having one of the largest islands in Bangladesh. It is

also an administrative district in south-western Bangladesh, placed in Barisal Division, with

an area of 3,737.21 km². It is bounded by Lakshmipur and Barisal Districts to the north, the

Bay of Bengal is to the south, by Lakshmipur and Noakhali districts, the (lower) Meghna

river and Shahbazpur Channel to the east, and by Patuakhali District and the Tentulia river to

the west.The town has a population of 39,964; male 52.39%, female 47.61%. The literacy rate

among the towns (City Corporation) people is 63.9%.It has a lower population densely and

has special livelihood groups’ i.e. marine fishers, salt farmers and so on. Also, it has special

disadvantaged groups, erosion victims, and island dwellers; It faces the extreme impact of

23

climate change or multi natural disaster. Transport services between remote islands and

mainland are poor, primitive and risky. It has 258 schools with 2428 teachers.

(Source: BANBEIS－2010,House hold surveys -2010 and the internet)

Narayanganj : Narayanganj is located twenty kilometers southeast from Dhaka. It

became a district headquarters in February 1984. The prominent river port of Bangladesh is

on the Shitalakshya River which divides the town into two parts, namely the Narayanganj

Municipal Area and Kadam Rasul Municipal Area. Narayanganj town is the center of business

and industry center, especially the jute trade and processing plants and the textile sector of the

country. The area of the town is 18.7 sq km with a population of 230,294. Among them male

are 53.51%, female 46.49%. The density of the population in on 12,315 per sq km and the

literacy rate among the towns people is 60.2%.It has 187 schools and 2,669 teachers.　

(Source :　BANBEIS-2010,House hold surveys -2010 and the internet)

　

Chapter Four

Data Analysis and Interpretation

As the author mentioned in Chapter 3, the evidence was collected from students, English

subject teachers, principals, guardians, community members and upazilla education officers in

Bhola and Narayanganj respectively. Inductive Thematic Analysis was employed to analyze

the numerical interview data. In this chapter, the author would like to describe the aggregated

analysis in the above-mentioned stakeholders in order named earlier:

24

4.1　Aggregate analysis of the students’ opinion:

The author has adopted a semi-structured interview for collecting the qualitative

evidence to craft information from individuals. During this field work, the author interviewed

164 students from Bhola and the same number of students from Narayanganj .

Factors: The students in the 10th grade were asked to identify the main factors responsible

for creating barriers to learn English. On the issue, one of the students (S1) of Bhola said, ‘‘

our education system, ways of teaching are liable for low English achievement’’ .S2

mentioned, ‘‘our environment was not favorable to learn English S3''. Advocated, ‘‘we are

many, but teachers are few’’.

Figure: 4.1.1 Factors for low English achievement

44％

29%

10% 9% 8%

49%

19% 17%

9% 6%

　　　　　　　　　　　　

S4 said, ‘‘teachers are teaching in traditional method, a lagging behind from the source where

students can meet with English world, and we need ideal contents of English’’ S5 told the

author, ‘‘ during our school hour, we were not getting chance to borrow a book from the

25

Bhola (Rural)Narayanganj (Suburban)

library’’. In Narayanganj, students were asked in order to get information on the factors. One

of the respondents (S1) said, ‘‘ English achievement can be gained properly by practicing

English more and more and also reading; hearing can help us S2''. Replied, ‘‘I think, lack of

English subject teachers, and lack of environment is liable for low English achievement’’.

S3 mentioned, ‘‘our environment is not helpful to learn English and sometimes we do not get

sufficient teachers S4''. Said, ‘‘we cannot understand the contents, teaching method is not

appropriate to learn English. S5 said, ‘‘as a student, I am not getting the advantages to go to

a library, which I desire’’.

The identified factors can be categorized as five main groups namely – (1) lack of practice 44

% and 49 % (2) lack of English teacher 29 % and 19 % (3) teaching methods 10 % and 9 %

(4) lack of a conducive environment 9 % and 17 % ) lack of library facilities 8 % and 6 % at

Bhola and Narayanganj respectively. The result showed the lack of practice was the main

barrier to succeed in English.

Figure 4.1.2 Motivation

In-stru-

mental76%

Integra-tive24%

In-stru-

mental40%

Inte-grative

60%

26

Motivation: The motivation to learn English are summarized as instrumental and

integrative aspects. Learners sometimes want to affiliate with a different language community.

Such learners wish to join in with the minority or majority language’s cultural activities, find

their roots, or form friendships. This is termed integrative motivation which is learning a

language for the useful purpose. The second reason is utilitarian in nature. Learners may

acquire a second language to obtain employment or a promotion, or help their children’s

education. This can be termed instrumental motivation. Students hailed from Bhola and

Narayanganj were asked on ‘‘what sorts of motivation are required to learn English?’’

One of the respondents (S1 ) from Bhola said, ‘‘ students should be motivated to get a better

job in the future by learning English.’’ S2 told , ‘‘students should be motivated to be a full

man’’. In Narayanganj , students were asked the same question. Among them, one of the

interviewees (S1) said, ‘‘ students should be motivated to be a doctor’’. S2 asserted, ‘‘

students should be motivated positively to learn English to serve the nation’’.

The result showed that 76 % of the students were motivated to learn English for instrumental

aspects in Bhola while only 40 % in Narayanganj were motivated. On the other hand, the

integrative aspects as a source of motivation accounted for 24 % and 60 % in Bhola and in

Narayanganj respectively.

Present course: Students were asked in Bhola on how much you think the offered course

27


meet social demand. One of the students (S1) said, ‘‘ I think the offered course is not enough

to meet the social demand. It is not effective, is shaped only for passing in an exam. It cannot

satisfy our thirst for learning English ’’. S2 mentioned, ‘‘it is very effective to meet the social

demand, as we can get a job after passing the exam ’’. S3 said, ‘‘the offered course is helpful

we can bank on it to lead our daily life ’’.

Figure 4.1.3 Opinion about present course

Not Ef-fective63%

Very Ef-fective25%

Effec-tive12%

Not Ef-fective62%

Effec-tive22%

Very Effec-tive16%

In Narayanganj pupils were questioned on the same issue to get an idea from them. One of

the respondents (S1) said, ‘‘the offered course is not sufficient to meet the social demand in

prevailing circumstances; I believe’’. S2 told, ‘‘The present course is helpful to get any scope

in a job market." S3 said, ‘‘Our present course is so useful to step further’’. An exclusive

interview was conducted in the respondents regarding the effectiveness of the existing English

curriculum in the 10th grade categorizing by ‘not effective’, ‘effective’ and ‘very effective’.

28


Most of the respondents of both regions identified the existing course as ‘not effective’ ( 63 %

and 62 % students in Bhola and Narayanganj). Few students identified the present syllabus as

‘very effective’ which was (25 % and 16 % ) and ‘ effective’ (12 % and 22 % ) in Bhola and

Narayanganj respectively .

Figure 4.1.4 Contribution of modern technology

Very Essential

Essential

Others

0 20 40 60 80 100

120

140

73%

20%

7%

Very Essen-tial

Essential

Others

57%

30%

13%

　　　　　　　　　　　　　　

Technology: Students in both the regions were asked to answer on the contribution of

modern technology for their English achievement. One of the pupils (S1) in Bhola

articulated, ‘‘ I think modern technology is very essential because students can learn more

about English by modern machines like, T.V, computer, etc. " S2 said, ‘‘ It is essential, as

modern technology help us to improve English, develop our mind’’. S3 told, ‘‘Teacher cannot

use it; I think’’. On the issue, one of the respondents (S1) from Narayanganj area advocated,

‘‘If we would like to develop ourselves and our country, we should make the best use of

modern technology. It is very much essential for us now and future’’. S2 mentioned, ‘‘It is

29


essential, as we can learn about the world, and we can easily learn english’’. S3 said, ‘‘ I

cannot use it; we have no computer room’’.

The contribution of modern technology was found ‘very essential’ by 73 % and 57 % ,

‘essential’ 20% and 30 % , ‘ not essential’ 7% and 13 % students in Bhola and Narayanganj

area.

Figure 4.1.5 Recommendations to increase English achievement

01020304050607080

49%

23% 23%

3% 2%

0

10

20

30

40

50

60

70

80

9049%

26%

16%

5% 4%

　　　　　　　　　　　　　

Recommendations: Students from both the regions were asked to recommend how to

increase the English achievement. One of the participants (S1) in Bhola said, ‘‘ I have many

recommendations and most important is that trained and educated teacher should be given

for us’’. S2 said, ‘‘Students should practice English enormously’’. S3 told, ‘‘ I had some

recommendation on it. They are- students should practice speaking English, write 1-2 page in

English on the daily experience, read English story books, text books and use leading-edge

technology''. S4 mentioned, ‘‘ we should have proper opportunity a fluent, easy English

30


syllabus’’. S5 said, ‘‘ we need good environment, and debating club ’’. In Narayanganj,

students were asked on the same issue. One of the participants (S1) said, ‘‘ students should

read a dictionary so that they can learn more vocabulary; they should watch English news,

read English newspapers ’’. S2 said, ‘‘ we need teachers who can make the lesson interesting,

amazing and easy’’. S3 mentioned, ‘‘ we are not getting the chance to use cutting-edge

technology to develop our English skill, and we need a computer lab’’. S4 said, ‘‘ Our

curriculum is not up to the mark; it has no scope to fuel listening and speaking practice and

there is no viva-voce system in the examination’’. S5 spoke, ‘‘authority should take a step to

increase our class duration immediately’’. With a view to increase the quality of English

learning, in the secondary level, the respondents’ recommendations varied substantially across

the regions. The result showed that 48 % of the respondents in Bhola recommended ‘skilled

teachers, 23 % on ‘ practice’ 23 % on ‘ use of modern technology 3 % on ‘curriculum’. From

the respondents 2 % did not recommend anyone of the above-mentioned factors. On the other

hand, the result showed a different scenario in Narayanganj where most of the respondents

recommended the necessity of ‘practice’ as an influential factor (49%) of increasing English

skills. The use of ‘modern technology’ , provision of ‘skilled teacher’ , ‘appropriate

curriculum’ were recommended by 17%, 26 % and 5 % of the respondents respectively. None

of the above-mentioned factors were recommended by only 3 % of the respondents. Thus, the

most influential factor for increasing the skill of English was ‘practice’ in Narayanganj and ‘

skilled teacher’ in Bhola.

31

Figure 4.1.6 Government assistance

App

oint

Skille

d Te

a...

Mod

ern

Class

room

Goo

d En

vt

Size

of C

lass

Oth

ers

0

20

40

60

80

100 50%

24%12% 9% 5%

0

10

20

30

40

50

60

37% 35%

13% 10%5%

　　　　　　　　　　　　　　　

Government assistance: Respondents were asked to respond on government assistance to

improve their English ability in both the jurisdictions. One of the respondents (S1) in Bhola

said, ‘‘ Government should appoint experienced English teachers for our betterment’’. S2

said, ‘‘ System of English teaching is to be changed, to be made digitalized’’. S3 told, ‘‘we

should be given the conducive environment, as the present environment is chaotic ’’. S4 told, ‘‘

We cannot listen from our teacher, as there are many students in the class". S5 said , ‘‘

Government should change the education system’’.

Regarding this issue, one of the respondents ( S1) in Narayanganj said, ‘‘ According to our

government declaration, we should be given modern classroom’’. S2 said, ‘‘Government

should let the teachers know how to make the students interest in English’’. S3 said, ‘‘ Our

environment is not suitable for learning English, as it is not proper to listen and express

32


ourselves fully’’. S4 said, ‘‘ Our class size is very big, should be reduced to fuel English

learning’’. S5 said, ‘‘ we have no interval between the classes ’’.

The areas of the government jurisdiction of assistance for improving students’ skill were

divided into five categories, which were (1) appointment of skilled teachers (2) building

modern class room (3) providing good environment (4) optimizing the size of class and (5)

others.

Figure 4.1.7 Skills for English teacher

Prob

lem

of c

onte

nt

Tech

ing

by te

chno

logy

Creat

ivity

Frie

ndly

Atti

tude

Prop

er kno

wle

dge

32%

7%10%

24%27%

　

41%

11%10%8%

30%

　　　　　　　　　　　　　　　　　

English teachers’ skill: Students in Bhola and in Narayanganj were questioned about the

33


required skills for the English teachers to increase students’ English achievement. One of the

participants (S1) in Bhola said, ‘‘English teachers should know the proper English of teaching

method and to teach an ideal content for the students’’. S2 said, ‘‘Teachers should know four

skills of English. Without it, they cannot teach us properly.’’. S3 told, ‘‘ Fluency on speaking

English, writing, reading and listening capacity can make students curious about learning

English and become friendly’. S4 described, ‘‘They should possess creativity and create a

favorable environment to learn English in a classroom’’. S5 said, ‘‘Teachers should have

perfect knowledge to use cutting-edge technology and teaching by technology’’. By contrast,

students in Narayanganj are asked question about the skills of English teacher. Among them,

one of the participants (S1) said, ‘‘the teacher should have the skill to make the students

understand and to change the content ’’. S2 said, ‘‘To increase students’ English ability,

teacher should be skilled more in grammar and enrich their knowledge of English''. S3

mentioned, ‘‘ In the present period, teachers could have the keen idea how to use the cutting-

edge technology ’’. S4 told, ‘‘They should have creativity and understand the demand of the

students’’. S5 said, ‘‘The English teacher should be active and friendly attitude to increase

students’ English achievement’’.

The effectiveness of appropriate skills required for English teachers was examined by

dividing into five broad categories, which were (1) Problem of content (2) proper knowledge

of the teachers (3) friendly attitude (4) creativity and (5) teaching by technology. It is found

that the skill of teachers to ‘change content', and the ‘proper knowledge’ of the teachers which

34

was supported by 32 % and 27 % in Bhola and by 41 % and 30 % of the students in

Narayanganj respectively.

Figure 4.1.8 Importance’s of English skill among all subjects

Higher Edu-

cation47%

Inter-na-

tional Lan-

guage20%

Re-lated

to others sub-ject13%

To ac-

cess in-ter-net13%

Others7%

Higher Educa-

tion33%

Related to oth-

ers subject

19%

Others18%

Inter-na-

tional Lan-

guage16%

To ac-

cess inter-net14%

Importance’s of English skill: Students in both areas were asked question about the

importance’s of English skills among all subjects. Among them, one of the students in Bhola

said, ‘‘English skill helps us to learn more deeply from the books ’’. S2 said, ‘‘ It is an

international language. It is important because we can communicate all over the world by

using of it’’. S3 mentioned, ‘‘When we want to know the other countries and read the famous

books, we have to consume ability of English .Also it is associated with all other important

subjects''. S4 said, ‘‘Books for higher study and internet resource is available in English''. S5

said, ‘‘ It helps to read many English books’’. Nevertheless, in Narayanganj students were

asked the same piece of question. One of the students (S1) in Narayanganj said, ‘‘ At higher

35


levels, every subject is taught in English. Except Bangla..Most of the books are written in

English. So, in order to complete higher study, we must have to learn English well ’’. S2 said,

‘‘ Among all subjects, the importance of English skill bears much importance because it helps

us to understand them quite easily ’’. S3 mentioned, ‘‘ It helps to understand the science

subjects, i.e. Physics, Mathematics’’. S4 told, ‘‘ It is an international language, and we are

living in a global village’’. S5 said, ‘‘ If we know English well, we can search the internet in

this modern period’’

The importance of English among all subjects was assessed by students based on the

usefulness of English for different purposes, which were broadly divided into five categories

such as (1) higher education (2) relation to other subjects (3) use as international language (4)

need to access the internet and (5) others. It was found that there was a substantial variation

in assessing the importance of English within the different kinds of needs in Bhola and in

Narayanganj (33%-14%). However, there was a common tendency of giving higher weight on

‘higher education’ in both of the areas (47% in Bhola and 33 % in Narayanganj).

Figure 4.1.9 Environnemental contribution

36

High con-tribution

63%

Medium contribu-

tion26%

Less con-tribution

11%

High con-tribution

48%

Medium contribu-

tion35%

Less con-tribution

16%

　　　　　　　　　

Environment : How much environment contributes fueling to achieve English was asked

question to get respondents in Bhola and in Narayanganj. One of the students in Bhola said, ‘‘

I think free adn fair environment is essential for teaching and learning English. It has lofty

contribution’’. S2 said, ‘‘ It is important and can play an important role to fuel English. If we

spend most of the time with the English-speaking people and communicate with them, our

English learning or skill will be developed’’. S3 told, ‘‘ It helps us to learn easily, it has to

some extend contribution’’. It follows that students in Narayanganj were asked question on

the same issue. One of the respondents (S1) in Narayanganj said, ‘‘Environment is an

instrumental for learning English. We need such an environment, which will help us to

understand the lecture of teacher ’’. S2 said, ‘‘Environment is a good contributor to fueling

English, so we need good environment. S3 told, ‘‘Every success depends on perfect

environment. So, environment is useful and can contributes to fueling English’’.

37


Environmental aspects can play an important role in fueling English. A majority of the

respondents in Bhola and in Narayanganj ( 63 % in Bhola and 48 % in Narayanganj) agreed

that the English-friendly environment was the highest contributor to learning English.

Figure 4.1.10 Indication on English subject comparing to other subject

Dif-fi-

cult37%

Necessary23%

Easy21%

Inter-esting20%

Dif-fi-

cult24%

Neces-sary18%

Easy31%

In-ter-est-ing

27%

　　　　　　　　　　　　

English subject: The eleventh question asked for an indication of English subject,

comparing to other school subjects. One of the students in Bhola said, ‘‘ I cannot understand

the subject easily , it is difficult. I cannot catch the lesson in the school. The subject is not

interesting to me at all’’. S2 said, ‘‘ English is very basic subject in our day to day life, but I

am not good in this subject’’. S3 said, ‘‘ I think; it is an international language; I feel very

interest to learn it, and it is easy to me’’. Conversely, one of the pupils in Narayanganj said, ‘‘

In my view, it is easy to get access and implement to do anything’. S2 said, ‘‘ English is a

38


global language, for our higher study, it is second to none. As it is an essential subject, I feel

interest in this subject’’. S3 said, ‘‘It is very tough subject; I cannot conceive this subject by

myself". The areas of interest of English subject were divided into four categories, which were

(1) Difficult (2) Necessary (3) Easy and (4) Interesting.

The results revealed that a significant number of students (37%) in Bhola identified

English subjects as ‘difficult’. Very few students ( 21 % ) acknowledged as ‘easy’. However, a

mentionable number of (31 % ) pupils from the Narayanganj recognized it as ‘ easy’ and some

students identified it as ‘difficult’. It was found that a good number of students in Bhola

thought that English is a difficult subject.

Study hour: The question asked for an indication of whether the students allocate time to

study. One of the interviewees in Bhola said, ‘‘ I spend one and a half hour every day for

English study purpose’’. S2 mentioned, ‘‘ I spent a couple of hours on study English’’. S3

said, ‘‘ During my study time my parents help me, and I spend more than three hours every

day for English study purpose except a holiday''.

Figure 4.1.11 Study hour on English subject

39

Less than or

equal 1

38%

Equal or less than 2

32%

Equal or

less than 318%

More than 3

12%

Less than or equal 137%

Equal or

less than 2 46%

Equal or

less than 39%

More than 3

7%

Nonetheless, one of the students in Narayanganj said, ‘‘Every day, I spend one hour for

English study in the morning time’’. S2 asserted, ‘‘ Around three hours, I make myself busy

with studying my English lesson with my sibling’’. S3 mentioned, ‘‘ I would like to be a

teacher like my father, so, I am devoting time for learning English more than three hours’’.

This study found that the highest number of students ( 68%) spent time for study equal or less

than 2 hours in Bhola . However, the highest number of ( 71 % ) students devoted more than

three hours for studying English subject. In fact, students in Bhola allocates less time for

studying English regularly.

Figure 4.1.12 Number of English books

40

Bhola (Rural) Narayanganj (Sub-urban)

0

20

40

60

8050%

24%

15%

5% 6%

　

Less than or

equal 5


More than 15

No Books


0

10

20

30

40

50

60

70

35%

25%21%

4%

15%

　　　　　　　　　　　　　

Number of English books: The question asked to the students for an indication whether they

are having enough English related books. One of the respondents from the Bhola said, ‘‘ I

have three English-related books and one dictionary’’ .S2 mentioned, ‘‘ I have no English-

related book, but during examination, I borrow books from the library’’. S3 said, ‘‘ I have

around ten books, and my brother has five books’’. Even so, one of the students from the

Narayanganj said, ‘‘ I have five English books’’. S2 mentioned, ‘‘ I love to collect English

books. I have unlimited detective, historical novels and some story books’’. S3 said, ‘‘ I have

no book at present. I lend books from my friends’’.

The result indicated that the greater portion of students ( 62 % ) in Bhola thought that they

had less than or equal to 5 books while the minority of students ( 36% ) from the

Narayanganj advocated that they had in their ownership more than ten books. It showed that

students hailed from the Narayanganj grew an understanding about the importance of the

41


English. Accordingly, they kept collecting and studying more English book than their

counterpart in the Bhola.

Figure 4.1.13 Helping hand

Teacher

52%

Parents32%

Brothers12%

Friends4%

Teacher

55%

Parents38%

Brothers6%

Friends1%

　　　　　　　　　　　　　

Helping hand : The next question was asked for an indication about the potential assisting

person of the students. One of the participants from the Bhola said, ‘‘ My parents help me a

lot. They are well educated’’. S2 told, ‘‘ I get help from my teacher every day from lesson to

leisure’’. It follows that one of the respondents from the Narayanganj said to the author, ‘‘ I

try to find help from my parents, whenever I feel ’’. S2 said, ‘‘My parents are government

employee. They are busy with their job. I expect help from my teacher to prepare my lesson ’’.

It was found that quite a high portion of interviewees of both areas agreed that their teachers

helped them, and corrected their mistakes while doing other studies . It was observed that

42


teachers were their first helping hand in both the zones.

Figure 4.1.14 Future plan

Doctor Engineer Teacher Others

40%

23% 23%

14%

Doctor Engineer Teacher Others

34%

12%

27% 27%

　　　　　　　　　　　

Future plan: The next question was asked for an indication of whether the students have any

future plans. One of the students from the Bhola said, ‘‘My father is a doctor. I would like to

be a doctor in a future''. S2 told, ‘‘my aim is to be an engineer’’. Yet, one of the respondents

from the Narayanganj said, ‘‘my plan is to be a teacher like my mother ’’. S2 said , ‘‘ I would

like to serve the society. I believe, a philanthropist or a doctor can go door to door to serve the

society’’. The study observed that there was a common tendency in both the regions to be a

doctor in their future life, which claimed 40% in Bhola and 34% in Narayanganj.

Figure 4.1.15 Participatory method

43


27%

73%

No Yes

　

8%

92%

No Yes

　

　　　　　　　　　　　　

Participatory method: The next question asked for an indication of whether a participatory

method has an advantageous effect to learn English. One of the students from the Bhola said,

‘‘ I think, more participation, more knowledge. I believe on the issue of step’’. S2 said, ‘‘ I do

not believe it. It consumes time and makes gossiping’’ However, One of the participants from

the Narayanganj said, ‘‘It is very natural and popular to achieve the target’’. S2 said,

‘‘Participatory method is good, I like it ’’.

The results showed that a majority ( 67 % ) of respondents from the Bhola as well as a

majority ( 89% )of the interviewees from the Narayanganj agreed to the point that their

teachers should put more emphasis on workable participatory method rather than individual

work to cultivate the best results on English. It’s indicated that the participatory way of

learning is the potential and popular one among the students in both the regions.

44


　Table 4.1.21 Comparison (Students opinion)

Issues/ Factors Bhola Narayanganj

Factors Lack of Practice

And lack of english teacher44

% and 23 %

Lack of Practice and lack of

english teacher 49 % and 19

%　

Motivation Instrumental (76%)

Integrative (24%)

Instrumental 40%

Integrative ( 60 %)

Course Not effective 63 %

Very effective (25%)

Effective (12%)

Not effective 62 %

Very effective (16% )

Effective (22%)

Modern technology Very essential 73 %

Essential (20%)

Very essential 57 %

Essential (30%)

Recommendation Skilled teacher 48%

Practice (23%)

Practice 49 %

Skilled teacher (26%)

Govt. assistance Appoint skilled teacher 50%

Modern classroom (24%)

Appoint skilled teacher (35%)

Modern class room 37 %

Required english

skill 　 is required

for English teacher

To teach easy way 32 %

Proper knowledge (27%)


Proper knowledge (31%)

45

Importance Higher study 47%

International language (20%)

Higher study 33 %

Related to other subject

( 19%)

Environmental

contribution

High 63 %

Medium (26%),Less (11%)

High 48 %

Medium 35%, Less (17%)

Study of English

comparing with

other subjects

Difficult 37 %

Necessary 23%

Easy 31 %

Interesting 27%

Learning hour More than 3 hours 12% More than 3 hours 7 %

English books Less than or equal 5 (50 %)

Equal or less than 10 (24%)


Less than or equal 5 (35 %)



Helping hand Teacher (52 %)

Parents (12%), Brothers

(12%)

Teacher (55 %)

Parents (38%), Brothers (6%)

Future plan Doctor (40 %), Engineer

(23%)

Doctor (34 %), Teacher

(28%)

Participatory gain Yes (67 %),No (33%) Yes (89 %),No (11%)

Wrap-up:

Research results showed that lack of practice with English is the dominant in both areas.

46

Yet, it is more severe in Narayanganj. Because the size of the class was found comparatively

bigger in Narayanganj, on average 55 students were found to be taught in a section in

Narayanganj. This means; the students of the Narayanganj got relatively less opportunity to

continue their English education with their teachers. However, students have the opportunity

to learn English among themselves because of the large class sizes.

By contrast, lack of English teachers were found as a less significant factor of learning

English in both areas but it was relatively more significant in Bhola. The main reasons of this

is schools in Bhola suffer from the supplies of qualified English teachers due to lack of

teaching materials and teaching aids. The study revealed that in Bhola , 75% schools had less

than 5 teachers within these schools. Though, 75% of schools had more than 5 teachers in

Narayanganj.

The differences of the motivational aspects of learning English between rural and sub-

urban areas can be explained by the differences in the socio economic background of students’

families. It is found that most of the families in Bhola are characterized by large family size.

Most people in Bhola are engaged in blue -collar jobs. Nonetheless, most of the people in

Narayanganj are engaged in white collar-jobs. Besides, the family sizes in Narayanganj are

smaller compared to Bhola.

These factors are mainly responsible for creating differential between instrumental and

integrative motivation. For example, the instrumental motivation for learning English is

47

higher in Bhola because the students are motivated to learn English for getting the job to meet

their immediate basic needs. Similarly, the integrative motivation for learning English is

higher in Narayanganj because most of their families are not suffering from the requirements

of basic needs. As a result, the students of this area want to learn English not only for getting

a job but for other purposes, and to also have their sustainable future.

Most of the students in these areas identified their English course as ‘not effective’. One

of the reasons may be the common course system. The merit and absorptive capacity of the

students are not the same across the rural and urban areas. As a result, the common course is

expected to be comparatively easy for the sub-urban students, and difficult for the rural

students. As a result, students in both areas think that the course is not effective to provide

required English knowledge to the students. This implies that there should be a regional need

based English curriculum. Students in Narayanganj can have advance English class, but in

Bhola, they cannot go into an advance English class. For example, 37% of respondent in

Bhola mentioned the English is very difficult comparing to other subjects while 31% of the

respondents in Narayanganj identified it as an easy subject.

It is found that the demand for modern technology is very high in both areas. But, it is

highest in the rural area. This can be explained from two grounds. First, this suggests that the

use of modern technology in the education system in Bangladesh is very rare. As a result,

students have high a demand to access modern technology for learning English. However, the

48

schools in the sub-urban area have relatively better access to need based cutting-edge

technology, for example, use of computer, the internet, etc. This is why; the demand for

modern technology is comparatively lower in Narayanganj.

Recommendations of the students are consistent with their identification of factors liable

for low English achievement. That students in Bhola recommended to appoint the skilled

teachers dominantly. Nonetheless, the students in Narayanganj recommended creating the

facilities for practicing English. Similarly, the requirements of the students to the government

to appoint the skilled teachers are higher in Bhola and construction of modern classrooms is

in higher demand with students in Narayanganj. These findings are also consistent with the

responses given by the students in both areas of the earlier questions.

A significant number of students in both areas revealed that their preferences for

acquiring English skills for their English teacher to change the content i.e. teachers are using

difficult content. This means the teaching method in both areas is complex.

Students in both areas dominantly want to learn English to increase their English fluency.

These suggest that there are no sufficient books, journals, and documentary evidence etc in

their mother language for pursuing under graduation or graduation . As a result, a result,

English becomes the most important factors when students want to pursue graduation in

Bangladesh.

A conducive environment for learning English is degraded in Bhola compared to

49

Narayanganj. As a result, the demand for an improved English environment is very high in

Bhola . Walberg (1984) Theory of Educational Productivity requires nine factors to increase

students’ achievement of cognitive and affective outcomes. Classroom or school environment

is one of them.

If we compare the study of English with other subjects, we find it is difficult in Bhola

while it is easy in Narayanganj. It means; the existing curriculum of English is not suitable in

both areas. This may be the probable cause of identifying the existing curriculum as less

effective by most of the respondents in both areas.

Students in Bhola are found to devote more study hours in learning English compare to

the Narayanganj. Remarkably, 12% of the students spent more than 3 hours for studying

English in Bhola, while this ratio is only 7% in Narayanganj. Despite the English achievement

in Narayanganj is still better than Bhola. This finding is also consistent with other findings.

English, achievement is determined not only by the study hours but also by other factors.

They are students’ family background, conducive environment etc which is relatively better in

Narayanganj.

Finding on the English books along with text book and assistance of the students

learning English also supports the other findings. It is found that a significant number of

students in Narayangannj read more than 15 English books along with their English textbook

while only 6% in Bhola . In the same way, students in Narayanganj are comparatively more

50

supported by their teacher and parents.

This indicates that students in Narayanganj have better access to all favorable

components of learning English.

Results also found that students in both areas are motivated to learn English for selecting

a prestigious job in the future. A significant number of respondents in both areas want to be

doctor, engineer and teacher in the future.

Finally, the participatory method of learning English can be very effective on the basis of

the students’ opinion in both areas.

　

51

4 .2 English Teachers ’ opinions:

The author interviewed 32 English teachers from both the regions.

Figure 4.2.1 Factors for low English achievement

Non English Subject Teacher

13%Social Un-con-

sciousness19%

Lack of

Train-ing

19%

Lack of

Quali-fied

Teacher

25%

Large Stu-dent Size25%

Non English Sub-ject Teacher

6%

Social Un-con-

sciousness13%

Lack of Train-

ing19%

Lack of Qualified Teacher

19%

Large Student

Size44%

Factors: The English subject teachers at the secondary level of the study were asked to

identify the main factors liable for creating barriers to achieve English by the students.

Teachers in Bhola were asked question to answer on factors for students’ low English

achievement. One of the English teachers (T1) in Bhola said, ‘‘There are many factors for low

English achievement, like, students are many in the class; we are not expecting it’’. T2 said, ‘‘

Most of the factors are family illiteracy and lack of efficient English subject teacher as well as

lack of proper environment’’. T3 said, ‘‘ It’s rooted cause is ignorance, families most of them

are illiterate. English subjective teachers are not sufficient’’. T4 mentioned, ‘‘Teachers do not

52


have enough training from home and abroad; their quality is low’’. It follows that, teachers

were asked question to get an answer on the same issue in Narayanganj. One of the

interviewees said, ‘‘The factors that are liable for students low English achievements are

namely; 1. Students are many, they are not practicing English in classroom 2. Teachers are

not active and sincere and 3. Teachers are not fond of using four skills (reading, writing,

listening and speaking)’’. T2 said, ‘‘We need good environment, qualified and trained

teachers’’. T3 told, ‘‘Students do not get favorable environment in the class room . They

ignore it as it is a foreign language. They do not feel interest in it for not having guidance and

teachers’’. T4 said, ‘‘lack of trained English subject teacher and guardian are not conscious

enough to lead their children properly’’. The identified factors can be categorized as five main

groups such as – (1) Large student size 25 % and 44 % (2) Lack of qualified teacher 25 % and

19 % (3) Lack of training 19 % and 19 % (4) Social unconsciousness 19 % and 12 % (5 ) Non

English subject teacher 12 % and 6 % in Bhola and Narayanganj respectively. The result

showed that a large student size and lack of qualified teacher was the main barrier to succeed

in good English.


53

Integrative38%

Instrumen-tal

63%

Integrative63%

Instrumen-tal

38%

Motivation: The motivation to learn English is summarized as instrumental and integrative

aspect. Teachers in Bhola were asked question to answer on what kind of motivation is

required for students to learn English. One of the teachers (T1) in Bhola answered, ‘‘ English

is an international language; It is called the lingua-franca. To get a lucrative and prestigious

job both in a local and global market English is a must’’. T2 said, ‘‘Students are motivated to

learn English in different ways such as; he or she is convinced that English is an international

language, and it is an essential in every spare of life both for higher education and

communication’’. T3 said, ‘‘ They should be encouraged being obsessed to learn English for

implementing a commitment to country people’’. Nonetheless, One of the teachers in

Narayanganj said, ‘‘ They should be encouraged and motivated through praise or prize-

giving’’. T2 mentioned, ‘‘Students should be motivated to be able to secure a higher position’’.

T3 said, ‘‘ They should be motivated to be a full man ’’.

The result was very consistent with the findings from the students’ responses. It was

54

Bhola (Rural)Narayanganj (Sub-urban)

found that 76 % of the students were motivated to learn English for instrumental aspects in

Bhola while the same was only 40 % in Narayanganj. However, the integrative aspects as a

source of motivation accounted for 24 % and 60 % in Bhola and Narayanganj respectively.

Here, it revealed that 37 % of the respondent identified motivation as an integrative factor in

Bhola while this ratio was 62 % in Narayanganj.An opposite result found in case of the

instrumental factors were 63 % of the respondent in Bhola identified the motion for learning

English by the student as an instrumental phenomenon. It was only 38 % in Narayangann.

　Figure 4.2.3 Present courses

Very Ef-fec-tive25%

Ef-fec-tive31%

Not Ef-fec-tive44%

Very Effec-tive19%

Effec-tive25%

Not Effec-tive56%

Present course: Teachers were asked to give an answer about the existing course in both of

the areas. Among them, one of the teachers in Bhola said, ‘I think present course is not

effective. Because, the offered courses are not taught properly and perfectly everywhere in our

country.If this is possible to change, the result might be changed’’. T2 told, ‘‘ The offered

55


course is supported if the system is visited by the learned visitor from the central authority’’.

T3 mentioned, ‘‘I think the offered course will meet the social demand of English learning in

prevalent society’’. Nonetheless, one of the teachers in Narayanganj said, ‘‘ The offered

courses' namely communicative approaches are sufficient to meet the social demand of

English learning. But their application is rare in grass root level’’. T2 said, ‘‘ I think it can

meet the domestic demand to some extent. But, it needs to reform to cope with the standard of

an international arena’’. T3 also said, ‘‘ I do not think the courses meet the entire demand of

English learning in prevalent society. It inspires students to memorize elaborately’’.

An exclusive interview was conducted to the English regarding the effectiveness of the

existing English curriculum in the 10th grade, categorizing by ‘not effective’, ‘effective’ and

‘very effective’. Most of the respondents in both regions identified the existing course as ‘not

effective’ (44 % and 56 % in Bhola and Narayanganj). Few teachers identified the present

syllabus as ‘effective’ which was (31 % and 25 % ) and ‘ very effective’ (25 % and 19 % ) .


Others13%

Essan-tial

25%

Very Essan-

tial63%

Others13%

Essan-tial

38%

Very Essan-

tial50%

56

Modern technology : Teachers hailed from Bhola were asked about the contribution of

modern technology. One of the respondents (T1) said, ‘‘ I think modern technology can

contribute much for learning English. So, it is very essential’’. T2 mentioned, ‘‘It plays a vital

role for increasing English skill, and it works many ways. So, I think, modern technology is

essential for English achievement’’. T3 mentioned, ‘‘We can implement ICT system, such as

computer, projector, internet system’’. More importantly, teachers in Narayanganj replied on

the same issue. One of them said, ‘‘ I think modern technology is very essential for English

achievement. It can help us a lot’’. T2 said, ‘‘ Modern technology is essential for English

achievement. We cannot make our movement properly without it’’. T3 thought, ‘‘we cannot

use it in our school’’. The demand for providing modern technology by the government was

almost same in both areas. The contribution of modern technology was found ‘ very essential’

by 63 % and 50 % , ‘ essential’ by 25 % and 38 % , ‘ others’ by 12 % and 12 % in Bhola

and Narayanganj .

Figure 4.2.5 Recommendation to increase English learning

57


Intruduce Speak in Exam

13%

Stop Private

Tutoring13%

Change the

Curricu-lum19%

Use Modern Tech19%

Enhance Class

Duration19%

Skilled Teacher

19%

Intruduce Speak in Exam

13%Use Modern

Tech13%

Skilled Teach

er13%

Enhance Class Duration

19%

Stop private tutor-

ing19%

Change the cur-ricu-lam25%

Recommendations: Teachers from Bhola were asked about the recommendation to increase

English achievement. One of the participants (T1) said, ‘‘ they should be taught by trained

teachers; teachers should be selected through demonstration class.’’ T2 mentioned, ‘‘ All

sorts of modern facilities should be ensured for them’’. T3 depicted, ‘‘ class duration is not

sufficient to teach them all the lessons’’. T4 said, ‘‘ offered curriculum must be changed

because there are some short-coming in this course’’. T5 depicted, ‘‘ Conversational English

must be included in examination, and private tutoring must be stopped’’. However, one of the

teachers from Narayanganj said, ‘‘ English is a skilled-based subject. To increase the English

skill of secondary-level, students should try to develop their skills gradually’’ . T2 said, ‘‘ My

recommendations are 1.The training which the teachers are receiving from the TQI and other

courses should be implemented strictly and immediately 2. Government should engage more

58


English teachers in teaching English.’’ T3 told, ‘‘We expect technological support from the

government’’ T4 said, ‘‘ Courses should be reshaped. Proper concentration should be given

on achieving 4 skills. Courses should be selected considering their practical use’’. T5 said,

‘‘Class tenure is limited, should be enhanced and after school or pre school tutoring should

be abolished’’. With a view to enhance the quality of English skill , in the secondary level, the

respondents’ recommendations varied substantially across the regions. The result showed that

19 % of the respondents in Bhola recommended ‘skilled teachers, 19 % , on ‘ enhance class

duration’ 19 % on ‘ use of modern technology 19 % on ‘change the curriculum’ 12 % ‘ To

stop private tutoring’ and the rest of 12 % ‘ to introduce spoken English in an exam on the

above-mentioned issues. Nonetheless, the result showed a different scenario in Narayanganj

where most of the respondents recommended the necessity of ‘the change of existing

curriculum’ as an influential factor ( 25 % ) to increase English skill. ‘ Enhance class duration’

,‘ Stop private tutoring’, Skilled teacher’ ‘ Use modern technology’ and Introduce spoken

English in examination’ were recommended by 19%, 19 % , 13 % , 12 % and 12 % of

respondents respectively. Thus, the most influential factors to enhance the skill of English

were ‘skilled teacher’, ‘ enhance class duration’ , ‘Use modern technology’ and ‘ Change the

curriculum’ rural and ‘ Change the curriculum’ in Narayanganj.

4.2.6 Government assistance

59

Provide Modern

Technology13%

Teach-ers'

Social Status19%

Lack 0f Hand-some Salary19%

Skilled Teache

r25%

Reduce Student

Size25%

Provide Modern

Technology13%

Skilled Teacher

13%

Reduce Student

Size19%

Lack of handsome

salary25%

Teachers' social status31%

Government assistance: English teachers in both areas were asked to reply about different

kinds of assistance from the government. Teachers in Bhola were asked to reply to the

questions. One of the teachers (T1) from Bhola said, ‘‘ Fair appointment of skilled English

teacher, and making arrangement of effective training for them’’. T2 mentioned, ‘‘ Concerned

authority of government should keep an eye about an overall matter, should reduce student

size especially’’ . T3 said, ‘‘ We need to improve students’ English achievement. So, we need

government assistance namely 1. Every secondary school should be equipped with modern

facilities and provide modern technology for teaching English. 2. An English language lab

should be set up in secondary school’’. T4 said, ‘‘ Teacher's social status is very low, should

be enhanced’’. T5 said, ‘‘ Teacher's salary is very low should be increased immediately ’’. Yet,

teachers from Narayanganj were asked the same question, and one of the interviewees (T1)

60


said, ‘‘teachers need foreign training to be skilled and to change their mental condition and

supplying teaching materials." T2 said, ‘‘ Government should provide modern technology to

improve students English achievement’’. T3 mentioned, ‘‘ Government could take an

appropriate step to reduce the students size especially in the secondary level’’. T4 told, ‘‘

Teachers cannot keep maintaining their family by the salary they get from the government; it

should be modified’’. T5 said, ‘‘ Teachers’ social statuses are very low, need to be provided

based on present position of the other service’’. Government assistance is needed to improve

English skills were divided into five broad categories, which were (1) Reduce students size

(2) Provide modern technology (3) To enhance teacher's social status (4) Lack of handsome

salary (5) Skilled teachers. The study result revealed that the most important areas for

government assistance were to reduce student size and provide skilled teachers in Bhola

which was supported by 25 % each. Nevertheless, the most important area for government

intervention or assistance in Narayanganj is to raise the teacher's social status (supported by

31 % ) . Only 19 % in Bhola also agreed. The demand for higher salary was observed mostly

in Narayanganj where 25 % of the respondents recommended to enhance their higher salary.

This ratio was only 19 % in Bhola. The requirement for the skilled teachers was observed

very high in Bhola compared to Narayanganj. This ratio was 25 % in Bhola and 13 % in

Narayanganj.

61

Figure 4.2.7 Required skill for English teacher

Depending on Technology

6%

Mas-tered

on Four Skill13%

To change the con-tent25%

Proper Knowledge

25%

Friendly At-titude31%

Depending on Tech-nology

6%

To change the con-tent19%

Proper

Knowledge19%

Mastered on four skills

25%

Friendly At-titude31%

Skills for English teacher: English teachers were asked about the required skills to increase

students’ English achievement in both areas. One of the teachers in Bhola said, ‘‘ Good

command in English language, subject based training and well behavior is needed for an

English teacher’’. T2 told, ‘‘ A teacher must be strategic so that he/she can make English

class amazing and interesting to the students’’. T3 mentioned, ‘‘ An English teacher should be

mastered in his subject. He should be very clever and have the ability to understand his

pupil’’. T4 said, ‘‘ Teacher should possess technological knowledge’’. Teachers from

Narayanganj also asked the same question. One of them said, ‘‘ The first and foremost thing is

to be positive. The English teachers should have the four skills. The skill of making lessons

content students friendly entailing well -behaved’’. T2 mentioned, ‘‘ teaching is a noble

62


profession. So dedicated teachers will have the skills of motivating students, understanding

the problems of the students, giving the assistance in solving the problems. As we have very

few opportunities in our country, we should work considering the limit ’’. T3 said, ‘‘

Proficiency, sound professional training in home and abroad is a vital thing for teacher’’.T4

said, ‘‘Skills of motivating, detecting the problems of the students and giving them solutions. ’’

. The effectiveness of appropriate skills required for the English teachers was examined by

dividing the skills into five broad categories, which were (1) Friendly attitude (2) Proper

knowledge of the teachers (3) To change the content (4) Mastered on four skill and (5)

teaching by technology. It was found that the skill of teachers ‘ Friendly attitude’, ‘Change of

content’ and the ‘Proper knowledge’ of the teachers mastered on the four skills were the most

significant factors in Bhola which gained the support of the teachers by 31 % , 25 % , 25 %

and 13 % in Bhola. However, ‘ Friendly attitude’ , ‘ Mastered on four skill’ , ‘ Proper

knowledge’ and ‘To change the content’ supported by 31 % , 25 % , 19 % and 19% in

Naraynganj .

Other attributes on skills of a English teachers was not remarkably important but the

‘Teaching by technology’ supported by 6 % of the respondents of each area. Thus, it implies

that English teachers should emphasize more on mastering ‘the friendly attitude’ than

depending on technology.

Importance of English : Teachers were asked in both areas about the importance’s of

English among all subjects. One of the respondents from Bhola said, ‘‘English is important

63

for learning another subject''. T2 said, ‘‘ All most all the books in higher education are

written in English. So, if one has minimum knowledge in English, he may get the advantage

from it when he goes for study’’. T3 mentioned, ‘‘ As English is an international language, so

it is very essential for all to bring out the theme among the world’s people’’ . T4 said, ‘‘ To

access the internet it is a vital across the country and beyond the country’’ . T5 said, ‘‘ It helps

to read many English books’’.

Figure 4.2.8 Importance of English skill among all subject

0

1

2

3

4

5

6

6%13%

19%25%

37%

012345678

6%12% 12%

19%

51%

More importantly, teachers were asked on the same issue in Narayanganj . One of the teachers

(T1) said, ‘‘ English is important to all as it is the global language’’. T2 said, ‘‘ As an

international language, it bears a great importance to understand the content of all other

subjects ’’. T3 said, ‘‘ I can experience the references in various foreign books, enjoy the topic

64


on web, movies and English stories and get help from network. And also I can solve many

mathematical and scientific problems and equations’’. T4 said, ‘‘ As English is an

international language, there is no way to avoid it. Higher degrees in any subject are not

possible without it. For example, a student of social science must know English to search for

information on Google, search engine, concerning his subject’’. T5 said, ‘‘ It helps us to

improve our lexical resource’’. The importance of English among all subjects was assessed by

the teachers based on the usefulness of English for different purposes, which were broadly

divided into five categories such as (1) Higher education (2) International language (3)

Related to other subject (4) Need to access the internet and (5) others. It was found that there

was a substantial variation in assessing the importance of English within different kinds of

needs regarding Bhola ( 38 % - 6 % ) and in Narayanganj ( 50 %- 6 %). However, there was a

common tendency of giving higher weight on ‘higher education’ in both areas ( 38 % in

Bhola and 50 % in Narayanganj) followed by international language ( 25 % in Bhola and 18

% in Narayanganj ).

4.2.9 English education environment

less Contribu-tion13%

Medium Contribu-

tion38%

High Con-tribution

50%

less Contribu-tion13%

High Con-tribution

38%

Medium Contribu-

tion50%

65

Environment : Environmental aspect as mentioned earlier play an important role in fueling

English . Teachers were asked in both areas to answer about the contribution of environment

to fuel students’ learning. One of the teachers (T1) from Bhola mentioned, ‘‘ Yes, environment

has absolute contribution fueling English''. T2 said, ‘‘ Learning completely depends on

environment ’’. T3 said, ‘‘ To learn English, family environment is useful. We know that well

began half done.’’. It is clear that, teachers from Narayanganj were asked the same inquiry.

One of the teachers said, ‘‘ Environment contributes a lot fueling English because without

making environment of English-speaking and using zone none can be well versed in English’’.

T2 said, ‘‘Environment is probably important factor, for English learning’’. T3 said, ‘‘

Environment plays a role to speed up English skill’’. Unlike the finding found in student

interview section, the study revealed a mixed result from the teachers' respondents which

where 50 % of the respondents from Bhola identified the friendly environment as a highly

contributing were the same ratios in Narayanganj identified the environment as a ‘ medium

contributing factor’. Equal proportion 12 % of the respondent identified the environmental

aspect as a less contributing factor for fueling English. The result also revealed that the

contribution of the environmental factor perceived as high by the 38 % of the respondents in

Narayanganj. The same ration of the respondent identified environment as a medium

contribution in Bhola.

66


Teaching plan : The English teachers in the study area were asked about teaching plans as an

English teacher. One of the teachers (T1) from Bhola said, ‘‘ My plan is to improve my own

English at first, then I will make a lesson plan for all my English class, and lastly; I will

practice English everywhere.’’

Figure 4.2.10 Teaching plan

12% 12%

19%

26%

31%

14%

18% 18%

25% 25%

T2 said, ‘‘I always do my activities as per plan. I always try to make my classes enjoyable.

I have a plan to teach the students in the fullest sense’’. T3 said, ‘‘ As an English teacher, I

shall teach my students with sound mind. So that the students may realize the topic’’. T4 said,

I would like to learn more vocabulary; I give them tips to write freely, and sometimes I ask the

questions and answer it accordingly.’’. However, teachers from Narayanganj were asked the

same question and one of them said, ‘‘ I would like to apply the modern method of teaching. I

67


study more and prepare before conducting any class’’. T2 mentioned, ‘‘ At first, I study the

related lessons according to a lesson plan, then I prepare lesson notes, arrange teaching aids,

and conduct the class accordingly’’. T3 said, ‘‘ To develop all the four skills, I follow some

effective measures, like, asked them question, teach them vocabulary, learn them how to write

free hand writing and communicate with them in English’’. T4 said , ‘‘ My target is to remove

fearless of English from the mind of the students. Secondly, to develop the capacity of listing

and speaking among the students. Finally, I want to fulfill the aims and objectives of the

courses’’. The teaching plan can be categorized as five main groups such as – (1) To ask and

answering question 31 % and 25 % (2) To make classes enjoyable 25 % and 19 % (3)

Practice English everywhere 19 % and 25 % (4) To practice free writing 12.5 % and 19 %

(5 ) Increasing vocabulary 12.5 % and 12 % in Bhola and Narayanganj respectively. The

result showed that to ask and answering question was the main teaching plan in both areas.

Figure 4.2.11 Teachers’ strategy

Group work19%

Com-mu-nica-tive

method

25%

Practice56%

Group work25%

Com-mu-

nicative method

38%

Practice38%

68

Strategy: Teachers were asked about their strategy on pupils to improve their English skill

in both regions. From Bhola, one of the teachers (T1) said, ‘‘ At first I suggest them to get by

heart rules of grammar with vocabulary, preposition, group verb, phrase and idioms. Then I

suggest them to practice and write freely anything’’. T2 said, ‘‘ I would like to take an exam

every week for class ten. I also divide the students into two groups. One group captain asks

questions to another group and deliver the answer accordingly’’. T3 said, ‘‘ We should follow

a communicative method, because the method involves both the teacher and the students’’.

Nonetheless, teachers from Narayanganj were asked the same question. One of the teachers

said, ‘‘To improve English skill, I arrange debate and discussion of different topics’’. T2

mentioned, ‘‘ I am providing unseen topics for developing writing skil,arranging debate and

presentation for developing speaking skill, practicing on seen comprehension for developing

reading skill’’. T3 told, ‘‘By establishing an environment, I help them to increase their

interaction in English’’ An exclusive interview was conducted to the respondents regarding

the strategies to improve students’ English skills in the 10th grade categorizing by ‘Practice ’,

‘Communicative method’ and ‘Group work ’. Most of the respondents in both regions

depicted ‘Practice’ (56 % and 38 % in Bhola and Narayanganj).Only a few teachers

mentioned ‘Communicative method’ which was (25 % and 37 % ) and ‘ Group work ’ (19 %

and 25 % ) .

69


Class room leadership: Class room leadership roles to improve students’ English skills

divided into five broad categories, which were (1) Conducive environment (2) Problem

solving (3) Encouragement (4) Proper leading (5) Group work. The study result revealed

that the most important area for classroom leadership was to ensure a ‘conducive

environment’ which were 37.5 % for Bhola and 31.25 % for Narayanganj. Problem solving,

encouragement and proper leading were supported by 25 % , 19 % , 12.5 % in Bhola . Group

work was only supported by 6 % of respondents in Bhola .

Figure 4.2.12 Classroom leadership

7%12%

19%

25%

37%

12%

19% 19% 19%

31%

However, ‘Problem solving’, ‘ Proper leading’ and ‘ Group work’ were recognized by 18.75

% in Narayanganj. It was only 12.5 % which was supported by teachers in Narayanganj

‘Encouragement’‘.

Figure 4.2.13 Assistance from principal

70


　

Supervision13%

Ar-range weekly de-bate13%

Teaching

aids & facili-ties19%

Impartial attitude

25%

En-courage-

ment31%

Supervision6%

Ar-range weekly de-bate13%

En-courage-

ment25%

Impartial attitude

25%

Teach-ing aids and

facili-ties31%

　　　　　　　　　　　　　　

Assistance from principal :Teachers in Bhola were asked about different kinds of

assistance from the school principal to improve their teaching skills. One of the respondents

said, ‘‘ School principal can encourage the teachers and students to fuel English in this

school’’. T2 said, ‘‘ We expect impartial attitude from our principal ''. T3 mentioned, ‘‘I need

some assistance from principal to improve students’ English skill’’. T4 said, ‘‘ Head teacher

can help me through supervision the classroom . Principal can arrange the debate weekly in

the school’’. It follows that teachers were asked on the same issue to depict their answer. One

of the participants hailed from Narayanganj said to author, ‘‘ We need some assistance from

principal; teaching aid and other facilities. Also, impartial attitude’’. T2 mentioned,

‘‘Incentive, encouragement from our head of the institution to increase students and teachers

English skill ’’. T3 said, ‘‘ Head teacher should arrange English debate for the students in

71


school,’’. T4 told, ‘‘ Principal could supervise the pupils and teachers during lesson and

beyond’’.

The responses to the question of assistance provided by the School Principal to improve

students English achievement has been categories into 5 broad groups such as encouragement,

supervision, arranging a debate, teaching aid facilities and impartial attitude. The result

showed that 31% of the respondents in Bhola felt ‘encouragement’ to be the main assistance

while the result shared 25 % in Narayanganj. The respondents from Narayanganj area

identified ‘ teaching aid and facilities to be the principal type of assistance supported by the

31 % of the respondents while only 19 % in Bhola. Other categories of assistance such as

supervision, and English debates is not strongly significant in both areas 12 % and 13 % in

Bhola and 6 % and 13 % in Narayanganj respectively. The result also showed an interesting

finding, that the equal level of respondents ( 25 % ) in both areas expect impartial attitude

from the School Principal which is very significant.

Figure 4.2.14 English language club

Better per-for-

mance19%

Au-thentic

pro-nunci-ation 31%

Listen-ing,

speak-ing

power50%

　

Au-thentifc

pro-nuncia-

tion25%

Better per-formance

38%

Listen-ing,

speak-ing

power38%

　

72

　　　　　　　　　　　　　　　　

English language club : An exclusive interview was conducted at the respondents regarding

the effectiveness of the English club in the 10th grade, categorizing by ‘Enhance listening,

speaking power’ Authentic pronunciation ’, and ‘Better performance ’ . Most of the

respondents in both areas identified the role of an English club as a tool of increasing

‘Listening and speaking power ’ (50 % and 38 % in Bhola and Narayanganj). Few teachers

endorsed ‘Authentic pronunciation’ which was (31 % and 25 % ) and a means of ‘ Better

performance’ (19 % and 37 % ) in Bhola and Narayanganj.

Pair work: Students working in pairs were found ‘ Better and effective’ 50 % and 38 % ,

‘Inspiration’ 25 % and 12 % , ‘ Problem solving ’ 25 % and 50 % in Bhola and Narayanganj

through an interview with teachers.

Figure 4.2.15 Pair work

Problem Solving

25%

Inspiration25%

Better & Ef-fective50%

Inspiration13%

Better & Ef-fective38%

Problem solv-ing

50%

73


　　　　　　　　　　　　　　　　

Table 4.2.21 Comparison (English teachers’ opinion)


Factors Large student size And lack

of qualified teacher 25 %

and 25 %

Large student size

And lack of qualified

teacher 44 % and 19 %


Integrative (37%)

Instrumental (38%)

Integrative ( 62 %)

Course Not effective 44 %, Effective

31% and Very effective 25%

Not effective 56 %,Effective

25% and Very effective 19%

Modern technology Very essential 63 %

Essential 25%　

Very essential 50 %

Essential 38%

Recommendations Change　curriculum 19 %

Enhance class duration 19%,

Skilled teacher 19%　

Use modern technology 19%

Curriculum change 25 %

Enhance class duration 19%

Stop private tutoring 19%

Govt. assistance Skilled teacher 25%

Reduce student size 25%

Teachers ‘Social status31 %

Increase salary 25%


Required english skill Friendly attitude 31 % Friendly attitude 31 %

74


Proper knowledge 25%

To teach easy way 25%



Expert of four skills 25%


International language 25%

Higher study 50%


Environmental contribution High 50 %

Medium 38% and Less 12%

High 38%

Medium 50 %and less 12%

Teaching plan To ask and answering

question 31%, To make

classes enjoyable 25%

To ask and answering

question 25%, Practice

English everywhere 25%,To

make classes enjoyable 19%

Strategy Practice 56

%,Communicative method

25%,Group work 19%

Practice 38 %

Communicative method

37%,Group work 25%

Class room leadership Conducive

environment38%,Problem

solving 25%,Encouragement

19%

Conducive environment

31%,Problem solving 19%

Assistance from Principal Encouragement 31 %

Impartial attitude 25% and

Teaching aids and facilities

Teaching aids and facilities

31 %, Impartial attitude 25%

Encouragement 25%

75

19%

English language club Fueling listening and

speaking 50 %,Authentic

pronunciation 31%

Fueling listening and

speaking 38 %,Better

performance 37%

Working in pairs Better and effective 50

%,Inspiration 25%, Problem

solving 25%

Problem solving 50 %

Better and effective 38%

Inspiration 12%

Wrap-up:

According to English teachers’ opinion, a large student size is a dominant problem in

Narayanganj, while lack of qualified English teachers is the main problem in Bhola. This

finding is consistent with the student opinion as most of the students in the urban area

mentioned that lack of practice was their main problem for learning English due to large

classroom size. Conversely, the students in Bhola mentioned that their main problem for

learning English was the lack of English teachers.

The opinion of the teachers regarding the motivational aspect of learning English is

nearly similar to the opinion of students. That is the students from Bhola should be motivated

by the instrumental factor while the students from Narayanganj should be motivated by an

integrative factor.

According to the English teachers’ opinion, the offered course is not effective to meet the

social demand irrespective of the areas. This opinion also supports the students’ view

76

regarding this issue.

The use of modern technology as an effective tool to learning English is also supported

by the teachers’ like the students in both areas. This implies that the use of modern technology

for fueling English skill is indeed as an essential factor in both areas.

To add to English achievement for the secondary-level students, the recommendations of

teachers substantially differ from the recommendation of the students. Unlike the students'

opinion, the teachers in both areas mostly recommended changing the curriculum for

increasing English skill, while the main proposal of the students in Bhola was to appoint more

skilled teachers and the suggestion of the students in Narayanganj was to improve the

environment of practicing four English skills, reading and writing in particular .

The English teachers in Bhola recommended to appoint skilled teachers and reduce

classroom to the government while the request from English teachers in Narayanganj was to

increase the social status , and to increase their salary. This suggest that the English teachers

in Narayanganj are relatively more efficient. Thus, they are very sensitive to their social status

and salary. So, there should be a differentiation in determining salaries based on location. For

example, teachers in Narayanganj should have some additional financial incentive to meet

their relatively higher living cost.

Teachers’ in both areas thought that a friendly attitude from teachers is a very effective

for learning English while the students in both areas requested to have less challenging

77

content to achieve English skill. This opinion implies that the students in both areas were

sufferings from a friendly attitude with their teacher. Proper in–service training, long term

fundamental training at home and abroad and motivation can make a positive change in the

teachers' attitude.

The teachers’ opinion regarding the importance of learning English is also consistent

with the opinion of the students. This implies that the students in Bangladesh mainly give

priority of English for pursuing graduation and /or graduation.

Like the students' opinion, the conducive environment can contribute highly for learning

English in both areas as per the teachers’ opinion. So, learning English in a friendly

environment is very essential for achieving higher leads of English in both areas.

The interview results for English teachers revealed some similarities and dissimilarities

in the role of their teachings. It was found that the teachers in Bhloa tended to say their

teaching plan encompassing asking and answering questions, mostly.

Teachers in Bhola also depended on the strategy of practice for improving the instruction

of English in the 10th grade. They wanted to ensure a conducive environment as a leader of the

English class and required encouragement as a form of assistance from the principal.

Moreover, they thought that the English club can contribute to learning English by providing

the facilities with listing and speaking. Finally, they evaluated students working in pairs as

very effective. By contrast, the teachers in Narayanganj wanted to set their curriculum based

78

teaching plan based on asking and answering questions and practicing English everywhere.

They used this strategy of practicing English for increasing the English proficiency in the 10 th

grade. Like the teachers in Bhola the teachers in Narayanganj also wanted to establish a

conducive environment as a class leader, and they demanded teaching aids and facilities and

an impartial attitude from the principal as a form of assistance. The teachers’ also thought that

the role of the English club for fueling English could be very effective for providing listening

and speaking facilities to the students. This club could also help the students to have better

performance in their academic English. Finally, working in pairs could be meaningful for

problem solving; braining storming, sharing ideas and peach building. It is indeed better and

effective.

　

4. 3 　 School principal s’ opinions


Lack of

practice25%

Lack of

Condu-sive Envt25%

Lack of

Eng-lish

teacher

50%

Lack of

Condu-sive Envt25%

Lack of

Eng-lish

teacher

25%

Lack of

practice50%

79

Factors: The School principals at the secondary level were asked to identify the main

factors responsible for creating barriers for learning English. One of the school principals

( P1) from Bhola said, ‘‘ There are many factors for low english achievement. One of the main

factors is lack of skilled teachers ’’. P2 said, ‘‘Students are not practicing English in the class

room and beyond the class, also environment is not supporting them fully ’’. Getting beyond

the obvious, one of the principals from Narayanganj said, ‘‘Many factors are liable for low

english achievement. Such as non-trained teachers, not having english friendly environment,

lack of modern teaching and technology’’.P2 mentioned, ‘‘ Lack of proper environment and

practice is liable for students’ low english ability’’ The identified factors which were

supported by school principals can be categorized as three main groups such as – (1) Lack of

English teacher 50 % and 25 % (2) Lack of conducive environment 25 % and 25 % (3) Lack

of practice 25 % and 50 % in Bhola and Narayanganj . The result showed that lack of English

teachers in Bhola, and lack of practice in Narayanganj was the main barrier to succeed in

English.


80


In-stru

men-tal

75%

In-tegrative

25%

In-stru

men-tal

25%

In-tegrative

75%

　

Motivation: School principals in both regions were asked to answer question about

motivation of students to learn english. Among them, one of the school principals from Bhola

said, ‘‘ They should learn english to serve the society . They are the future of the nation’’ .P2

said, ‘‘They should get a better job to support their family and relatives’’. Is spite of all this,

one of the principals from Narayanganj said, ‘‘English is an international language. It will be

the only language in tertiary level education. It has priority in having a job and running it

well’’.P2 said, ‘‘To build up their sustained future, it is essential to learn and to communicate

the world. ’’. The motivation to learn English are summarized as instrumental and integrative

aspects. The result showed that 75 % of the students were motivated to learn English for

instrumental aspects in Bhola while only 25 % in Narayanganj. Nevertheless, the integrative

aspects as a source of motivation accounted for 25 % and 75 % in Bhola and Narayanganj .

　Figure 4.3.3 Present course

81


Effec-tive25%

Verry Effec-tive25%

Not Effec-tive50%

Effec-tive25%

Verry Effec-tive25%

Not Ef-fective50%

Present course : Head teachers were asked about the effectiveness of the existing course .

One of the interviewees from Bhola said, ‘‘ I think the offered course is not effective , should

be enriched’’. P2 mentioned, ‘‘ I think, the courses do not play an important role to teach

English. Students have to depend on teachers’’. P3 depicted, ‘‘ The offered course can meet

the social demand in the existing society, ’’. Nonetheless, one of the head teachers from

Narayanganj said, ‘‘ It is ok, but more attention should be needed both in listening and

speaking skills’’. P2 described, ‘‘ I think, there are so many lacking of English curriculum to

fulfill the social demand and learning English’’. P3 said, ‘‘ It should be enriched. P4 said , ‘‘ I

think , the offered course is appropriate to meet the social demand ofEnglish learning in

prevalent society’’. An exclusive interview was conducted to the respondents regarding the

effectiveness of the existing English curriculum in the 10th grade categorizing by ‘not

82


effective’, ‘effective’ and ‘very effective’. Half of the respondents ( 50 % ) in both regions

identified the existing course as ‘not effective’ . One -fourth of the principals in the each area

identified the present syllabus as ‘very effective’ which was 25 % and rest of the respondents

depicted as‘ effective’ which was 25 % every zone .


Essen-tial

25%

Verry Essential

75%

Verry Essen-

tial25%

Essential75%

Modern technology : School principals in both areas were asked about the contribution of

modern technology for English achievement. From Bhola, one of the participants said, ‘‘ I

think, the contribution of modern technology for English achievement is good. But

circumstances are not favorable’’. P2 asserted, ‘‘ I think, modern technology can play a vital

role in developing English learning’’. P3 explained, ‘‘Technology is one of the greatest

wonder of our modern life . We can achieve English knowledge thoroughly from home and

83


abroad at a low cost by technology. As an example, I can buy English learning program of

BBC named Khola Jalana’’. However, school principals were asked the same question in

Narayanganj. One of the school principals from Narayanganj said, I think, modern technology

can help the students to understand any topic easily and help the students to achieve the

language’’.P2 mentioned, ‘‘ I believe, the contribution of modern technology for enhancing

English achievement is very essential. Without ICT there is no way for English achievement

’’.P3 advocated, ‘‘I think, modern technology is very much essential’’. P4 described, ‘‘ The

contribution of modern technology has no alternative’’. The contribution of modern

technology was found ‘very essential’ which was supported by 75 % and 25 % , ‘essential’

25% and 75 % , in Bhola and Narayanganj .

Figure 4.3.5 Recommendation to increase English learning

Skilled Teacher75%

Prac-tice25%

Skilled Teach

er25%

Practice75%

Recommendation: Head teachers were asked about the recommendation to increase the

84


English achievement of the secondary students in both jurisdictions. One of the interviewees

from Bhola said, ‘‘Listening, reading, speaking and writing should be practiced more and

more’’. P2 described, ‘‘ The education sector of our country is low esteemed. The pay scale

for the teachers’ is miserable. For this region, brilliant student does not come to this sector

and the students are being deprived from this service’’. P3 assumed, ‘‘At first, meritorious

students should be engaged in schools. Appointment system should be strict to get skilled

teacher’’. Conversely, one of the school principals from Narayanganj assumed, ‘‘Creating

positive environment in the class room, speaking practicing of English in the class room and

using the latest teaching aids will help the students to achieve English’’. P2 believed, ‘‘ To

increase English learning of secondary level, we should emphasis on the four basic skills of

the languages’’.P3 depicted, ‘‘Government should appoint expert and meritorious teacher, to

arrange regular training , to provide teaching aid and environment for the students’ English

achievement’’ . P4 mentioned, ‘‘The recommendation for the English learning of secondary

level students are given below: 1.Grammar based learning 2. To increase the vocabulary of

the students .3. Phonetics 4. To give an environment to learn English and 5. To open a

language club every secondary school’’.With a view to increase English achievement, in the

secondary level, the respondents’ recommendations varied substantially across the regions.

The result showed that 75 % of the respondents in Bhola recommended ‘skilled teachers’, 25

% , on ‘ practice’ . It followed that , the result showed a different scenario in Narayanganj

where most of the respondents recommended the necessity of ‘practice’ as an influential

85

factors (75%) and skilled teacher only 25% for increasing English skill. Thus the most

influential factor for increasing the skill of English was ‘practice’ in Narayanganj and ‘

skilled teacher’ in Bhola.


Modern Classroom

Size of Class Appoint Skilled

Teacher

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

25% 25%

50%

Modern Classroom

Appoint Skilled

Teacher

Size of Class

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

25% 25%

50%

Government assistance: School principals were asked question about the government

assistance to improve students’ English achievement in both regions. One of the respondents

(P1) from Bhola asserted, ‘‘Government should give necessary equipment and teachers

training should be arranged’’.P2 said , ‘‘ To improve students’ English achievement, skilled

subjective teacher must be appointed’’.P3 mentioned, ‘‘Government should appoint learned

teachers to improve students’ English achievement and class size is to be reduced’’. Head

teachers were asked on the same issue and one of the respondents from Narayanganj said , ‘‘

86


It is essential to Provide computers, internet access, IT facilities and training at home and

abroad’’.P2 said, ‘‘ Modern facilities, environmental support, small classroom, more training

facilities, more skilled teachers and technological support are needed by the government’’. P3

said, ‘‘I think government should take initiative; 1. To develop the ICT sector 2. To Train up

the English teachers.’ The areas of the government assistance needed to improve the English

skill were divided into three categories which were (1) To appoint skilled teachers (2) To

reduce the class size and (5) To provide modern classroom. The study result revealed that the

most important areas for government assistance were to ‘appoint skilled teachers’ and to

ensure ‘moderate class size’ in Bhola and in Narayanganj which were supported by 50% of

the School principal in both areas. Also, ‘modern class room’ was reinforced by 25 % of Head

teachers in both regions. ‘The size of class’ was supported by 25 % of respondents in Bhola ,

the same number of respondents in Narayanganj recognized on ‘ appoint skilled teacher.

Figure 4.3.7 Skills for English teacher

Proper knowledge25%

Friendly Attitude

25%

To change the con-tent 50%

Proper knowledge25%

To change

the content

25%

Friendly Atti-tude50%

87

Skill for English teacher: School principals were asked question about the required English

skill to increase students’ English achievement. One of the participants (P1) from Bhola said ,

‘‘Teachers have to acquire latest knowledge and they have to know how to teach English

effectively’’. P2 mentioned, ‘‘Students friendly English skill for the English teacher is

essential ’’. P3 said , ‘‘ An English teacher must have to acquire technique about English

teaching, proper pronunciation is also important ’’. P4 asserted, ‘‘Teacher should have

capacity to teach smoothly with friendly attitude during the class and beyond’’. By contrast,

school principals from Narayanganj were asked the same question. One of the participants

from Narayanganj said, ‘‘The teachers should have the good command over the 4 basic

skills.’’ P2 said , ‘‘ 1. Teachers need to visualize in both language and linguistic 2.Teachers

must be experienced in teaching with modern ideas 3. Teachers will be under continuous

monitoring and training’’. P3 asserted, ‘‘Four skills in english learning, listening, speaking,

reading and writing are important to be achieved by the teachers. I think, as an English

teacher one should possess these skills’’. P4 stressed on friendly attitude and to make easy

content. The effectiveness of appropriate skills required for the English-teachers was

examined by dividing into three broad categories which were (1) To make easy content (2)

Friendly attitude ( 3) Proper knowledge of the teachers . It was found that the skill of teachers

88


to ‘make the content easy’ and the ‘friendly attitude’ of the teachers were the most significant

factors which were supported by 50 % of the school principals in both areas. 25 % in both

areas was supported ‘proper knowledge’ of the teachers.

Other attributes of the skill of the English teachers were not remarkably important but the

‘friendly attitude’ in Bhola which was supported by 25 % of the respondents and in

Narayanganj ‘to make easy content’.

Figure 4.3.8 Importance of English skill among all subjects

Interna-tional lan-

guage25%

To Ac-cess in-ternet25%

Higher Study50%

Interna-tional lan-

guage25%

To Ac-cess in-ternet25%

Higher Study50%

Importance of English: School principals were interviewed by the author in both areas on

the importance of English skill among all subjects. From Bhola, one of the participants (P1)

said, ‘‘ English is very important to take future step for education and to access internet’’.

P2 said , ‘‘ English is an international language and we are the member of a global village’’.

89


Most importantly, one of the interviewees from Narayanganj said, ‘‘there is so much

importance of English skill among all subjects, because English is the international language.

In graduate level, almost all books are written in English. So, we have to know English for

our betterment’’.P2 said, ‘‘It makes graduation easier and make international communication

easier through using internet’’. P3 said, ‘‘the importances are many. They can strengthen the

mental power of the learners to understand or master the other subjects and also help them to

share the international issues’’. P4 mentioned, ‘‘English skill is essential to build up the future

career among all the students’’. The importance of English among all subjects was assessed

by the principals on the basis of the usefulness of English language for different purposes

which were broadly divided into three categories such as (1) To complete graduation (2) To

access internet and (3) International language. It was found that there was a common tendency

in assessing the importance of English within the different kinds of needs in Bhola as

compared to Narayanganj, having given higher weight on ‘higher education’ in both areas (50

% in Bhola and in Narayanganj). ‘To access internet’ and ‘international language’ supported

by the same number of respondents (25 % of each area ) .

Figure 4.3.9 English education environment

90

0

0.5

1

1.5

2

2.5

25% 25%

50%

0

0.5

1

1.5

2

2.5

25% 25%

50%

Environment: Environmental aspects can play an important role to increase English

achievement. School principals were asked question about the contribution of English friendly

environment to increase English achievement in both areas. One of the participants (P1) from

Bhola said, ‘‘English achievement completely depends on environment’’. P2 mentioned, ‘‘To

learn english , environment is needed. If we can start English learning smoothly from our

childhood in the family environment, it can be a great foundation for our future learning’’. P3

said , ‘‘Environment plays an important role to learn english’’. P4 said , ‘‘Environment has

few contribution’’. Head teachers from Narayanganj were asked on the same issue, and one of

them said, ‘‘Without environment, English achievement is impossible’’. P2 said , ‘‘ English is

not our mother language. So, any language except our mother tongue is hard to be learned.’’.

P3 described, ‘‘Environment is not so important’’. P4 believed, ‘‘ It contributes greatly’’.

Majority of the respondents in Bhola which was supported by 50 % agreed that the English-

91


friendly environment was the highest contributor of learning English. But , ‘ Medium

contribution’ supported by 50 % school principals in Narayanganj. A few number of

participants ( 25 % ) mentioned as less contribution in both areas . One-fourth of the

respondents supported environment as ‘ high contribution’ to increase English in Narayanganj

.

Supervision of class by principal: An exclusive interview was conducted to the respondents

regarding the necessary to supervise of English class by the school principal. The supervision

of English class is required to see how much English the students learn and use in their real

life situation. The supervision of English class in the 10th grade, having categorized by

‘Often’, ‘Every day’ and ‘some times’. Half of the respondents ( 50 % ) in both regions

endorsed as ‘Often ‘and ‘ Every day’ in Bhola and in Narayanganj .

Figure 4.3.10 Supervision of English class by school principal

Some times25%

Ev-ery-day25%

Often50%

Some times25%

Often25%

Ev-ery-day50%

92

One -fourth of the principals of the each area depicted as ‘Some times’ which was supported

by 25 % and rest of the respondents portrayed as‘ Every day’ and ‘ Often’ which were 25 %

every zone .

Figure 4.3.11 Parental education and income

Essen-tial

25%

Verry essen-

tial75%

Essen-tial

75%

Verry essen-

tial25%

Parents’ education and income: Parents’ education and income can provide leading edge

facilities and conducive environment for the students to achieve English, play an important

role. The result disclosed that 75 % of the respondents mentioned parents’ education and

income are ‘very essential’ to learn English in Bhola while the same was only 25 % in

93



Narayanganj. However, on the same issue of parental education and income for students

English achievements, supported as ‘Essential’ which were accounted for 25 % and 75 % in

Bhola and Narayanganj.

Figure 4.3.12 Criteria to evaluate English subject teacher

Inter-active

with the students

50%

Art of teaching and skill

50%

Inter-active

with the stu-

dents25%

Art of teaching and skill

75%

English teachers’ evaluation: The criteria to evaluate English teachers was examined by

dividing into two broad categories which were (1) Art of teaching and skill (2) Interactive

with the students. It was found that the art of teaching and skill of teachers was the most

significant aspects supported by 50 % and 75 % of the school principals in Bhola and in

Narayanganj. Another category, ‘interactive with the students’ was supported by 50 % and 25

% of the respondents in Bhola and Narayanganj .

In service training: Training is an indispensable for teachers to teach pupils at school.

94

Bhola (Rural)

Narayanganj (Sub-urban)

Regarding the existence of in-service training for the teachers, a significant number of

respondents , which were claimed ‘Yes’ by 50 % in Bhola and 75 % in Narayanganj.

Figure 4.3.13 In service training to English teachers

No50%

Yes50%

No25%

Yes

75%

Half of the respondents from Bhola and one-fourth from Narayanganj mentioned ‘No’ on the

same issue.

Figure 4.3.14 Effect of location of school

Es-sen-tial

25%Verry Essen-

tial75%

Verry Essen-

tial25%

Es-sen-tial

75%

95



Location of school: The location of school is an important, having its effect ; positive and

negative. The result showed that regarding the location,75 % of the respondents were

mentioned ‘ very essential’ to learn English in Bhola while the same was only 25 % in

Narayanganj . Nonetheless, location of school for students English achievement as ‘Essential’

which was accounted for 25 % and 75 % in Bhola and in Narayanganj .

Figure 4.3.15 Strategy to improve English learning

Commu-nicative Method

s25%

Pare Wor

k25%

Group

Work

50%

Commu-nica-tive

Methods25%

Group

Work

25%

Pare Wor

k50%

Strategy :An exclusive interview was conducted to the respondents regarding the strategies

to improve students’ English skill in the 10th grade, categorizing by ‘Group work ’, ‘Pare

work’ and ‘Communicative method ’. Most of the respondents ( 50 % ) in Bhola depicted

‘group work’ whereas same number of participants mentioned ‘ pare work’ in Narayanganj .

One-fourth of the respondents in both areas supported ‘Communicative method’. And rest of

96


the respondents (25% each area) supported ‘pare work’ and ‘Group work’.

Table 4.3.21 Comparison (School principals’ opinion)

Issues/ Factors Bhola　 Narayanganj

Factors Lack of English teacher 50 %,

Lack of conducive environment

25%, Lack of practice 25%　

Lack of English teacher 25%

Lack of conducive

environment 25% Lack of

practice 50 %

Motivation Instrumental (75%)　

Integrative 25%

Instrumental 25%

Integrative ( 75 %)

Course Not effective 50 %,

Very effective 25%,

Effective 25%

Not effective 50 %

Very effective 25% ,

Effective 25%

Modern technology Very essential 75%,

Essential 25 %

Very essential 25%

Essential 75 %,

Recommendation Skilled teacher 75%, Practice

25%

Skilled teacher 25%

Practice 75 %

Govt. assistance Appoint Skilled teacher 50%,

Reduce size of class 25% and

modern classroom 25%

Appoint skilled teacher 25%

Reduce size of class 50 %

and modern classroom 25%

Required skill To teach easy way 50 %

Friendly attitude 25%


Friendly attitude 50 %

97

Proper knowledge 25% Proper knowledge 25%



To access internet 25%

Higher study 50%


To access internet 25%

Environmental

contribution

High 50 %,

Medium 25% and less 25%

High 25%

Medium 50 %and less 25%

Supervision by

School principal

Every day 25%

Often 50 %

Some times 25%

Every day 50 %

Often 25% ,

Sometimes 25%

Parents education

and income

Very essential 75%

Essential 25%

Very essential 25%

Essential 75%

Criteria to evaluate

English teacher

Art of teaching 50 %

Interactive with students 50%

Art of teaching 75 %

Interactive with students 25%

In-service training Yes 50%,No 50% Yes 75%,No 25%

Effect of location Very essential 75%

Essential 25%

Very essential 25%

Essential 75%

Strategy Group work 50 %

Pare work 25% ,

Communicative method 25%

Group work 25%

Pair work 50 %

, Communicative method 25%

Wrap-up:

Research results revealed that lack of English teacher was the leading factor for low

English achievement in Bhola and lack of practice was in Narayanganj which partially

98

supported the opinion of the students because a significant number of the pupils in Bhola

depicted that their major problem for learning English was the lack of English teacher while

the majority of the students in Narayanganj identified the lack of practice as a dominant factor

for low achievement in English.

The motivation to learn English was summarized as instrumental and integrative aspects.

The view of the school principals concerning the motivational feature of learning English was

almost alike to the view of students and English teachers. The instrumental motivation for

learning English was higher in Bhola as the students of that part were motivated to be trained

English for getting need based work or job to meet their family demand. However, the

integrative motivation for learning English was higher in Narayanganj because most of their

families were not suffering from the obligation of fundamental needs.

Most of the school principals in Bhola as well as in Narayanganj recognized the present

course as ‘not effective’ .They said that the existing course had been introduced more than one

decade back which was not updated in the line with the students’ need .This view was also

supported by the students’ and teachers’ opinions.

The use of cutting edge technology as a useful instrument of English learning was

supported by the school principals in both regions. But it was highest in Bhola. The study

showed that 25% of school teachers in Bhola used the technology and the large number (75%)

of the teachers at those schools did not use any technology. However, majority of teachers in

99

Narayanganj found to use modern technology fairly. So, the demand for use of modern

technology was comparatively lower in Narayanganj. Unlike the opinions of students, and

teachers, the view of the school principals regarding the use of modern technology were very

essential for achieving English differs in Narayanganj where only 25% of the school

principals marked the use of technology as very essential means of learning English. It was

mentionable that the schools in Narayanganj have a relatively better access to the use of

modern technology than in Bhola. Despite, most of the school principals did not identify it as

the most essential factor. The probable reason for this may be that the schools in Bhola had

yet to experience the use of modern technology. This was why the principals in Bhola had

higher expectations for gaining more in English achievement by utilizing modern technology.

Nonetheless, the principals in Narayanganj have already experienced the use of modern

technology and assessed the effectiveness of it. Thus the assessments of the principals in

Narayanganj were expected to be more reliable. If this is so, there may exist many other

alternative options which can promote English achievement along with the use of modern

technology.

With a view to increase the quality of English learning, in the secondary level, the

respondents’ recommendations diverged on the issue across the regions. The principals in

Bhola recommended to appoint skilled teacher noticeable than other things. By contrast, the

school principals in Narayanganj endorsed on the facilities for practicing English. These

100

findings were also consistent with the responses given by the students in both areas.

The areas of the government assistance needed to improve the English skill of the

secondary level students were very similar across the regions. The school principals in both

areas proposed to the government to appoint skilled teacher, to reduce class size and to

modernize classroom for increasing English achievement. In Bangladesh, students of

secondary level are addressing unique education system, same curriculum, same academic

year, alike public examination provided by the government through Ministry of Education.

For this reason, this was very logical to have the provision of equally qualified and skilled

English teachers in every school irrespective of the areas. But this study showed that there

were no sufficient skilled teachers in Bhola. This means the students in Bhola were not getting

equal treatment from the government in terms of providing skilled English teacher, even if

they had to face the same curriculum and public examination system. This was why most of

the students in Bhola and a good number of the teachers in both areas expected to appoint

more skilled teachers.

The effectiveness of appropriate skills required for the English teachers to increase

students’ English achievement differed across the region. A good number of school principals

in Bhola thought that to change the contents was the most required skill for English teachers.

It was found that the change of contents was the most striking factor in Bhola. In spite of all

this, school principals in Narayanganj thought that friendly attitude of the English teachers

101

were very effective for students’ English learning. This opinion implied that students in Bhola

were suffering from lack of ideal contents of teaching and in Narayanganj friendly attitude of

their teachers. Thus it implied that the English teachers should lay emphasis on mastering the

arts of changing the contents, entailing friendly attitude.

The importance of English among all subjects was assessed by the school principals on

the merit of the usefulness of English language for different purposes. The opinion of the

school principals regarding the issue was also consistent with the opinion among the students

and English teachers. These results implied that the students of Bangladesh principally give

priority of visualize English for pursuing graduation.

Environmental aspects can play an important role for enhancing English of the secondary

level students. Like the English teachers’ opinion, the conducive environment could

contribute highly for English learning in both areas as per the school principals’ opinion. For

learning English, conducive environment was debased in Bhola compared to the counterpart

Narayanganj. So, English learning friendly environment was very essential for achieving

English in both regions, Bhola in particular.

The supervision of English class was required by the school principals to assess how

much English the students learned and used in their real life situation, encompassing the

existing class room environment. Half of the respondents in Bhola endorsed as ‘often’ while

the same portion of interviewees from Narayanganj viewed as ‘everyday’. It implied that the

102

school principals in Narayanganj played an important supervising role comparing to the

Bhola.

As per the opinions of the school principals, the Parents’ education and income level was

very essential in Bhola compared to the Narayanganj .This meant that the educational

institutions were not strong enough to teach English in Bhola. This was why the

complementary supports from the families were highly required in Bhola in increasing

English skill compared to the Narayanganj areas, as schools in Narayanganj were relatively

well-equipped than schools in Bhola.

The results revealed that the art of teaching and skill of teachers was the most momentous

aspects to evaluate English teachers performance, which were supported by 50% and 75% of

the school principals respectively in Bhola and Narayanganj. It implied that the English

teachers should emphasize more on mastering the arts of teaching of English. The arts of

teaching included teaching through changing the contents, friendly attitude, and more

interaction among the students. However, the English teachers should first acquire proper

English knowledge before applying these arts of teaching.

In-service training can play an essential role for teachers to teach students effectively at

secondary level. Regarding the existence of in-service training, a significant number of

respondents in both areas were claimed as ‘yes’. But the training of the English teachers was

varied. Data showed that 50% of the teachers in Bhola had completed in-service training

103

while this ratio was 75% in Narayanganj .The varying ratios of getting in-service trainings in

both areas might be one of the sources of creating inequality in the quality of the English

teachers between the regions. Thus there should have special intervention in Bhola to promote

sufficient in-service training for all newly recruited English teachers.

The geographical setting of school is an important, having its effect; positive and negative.

The results showed that the location was very essential, which was supported by most of the

school principals in Bhola while in Narayanganj mentioned as essential. In fact the schools in

Bhola were often deprived from the modern facilities prevailing in Narayanganj due to

disadvantages of location. By contrast, schools in Narayanganj had relatively better access to

all of the required modern facilities. Thus the school principals in Bhola could realize the

importance of the geographical position of the school by depriving of need-based modern

facilities. This was why; the principals in Bhola viewed the effect of location as very essential

for English achievement.

The school principals in Bhola banked on the strategy of group work for improving the

English skill the students in the 10th grade .In addition, they evaluated students working in

pairs. Also, school principals in Narayanganj used the strategy of pair group work for

increasing the English skill of the students. Few school principals stressed on communicative

method as part of their strategies in both areas. This implied that the schools in Bhola suffered

from lack of qualified students. As a result, group work was relatively better within the

104

limited number of meritorious students. Nonetheless, schools in Narayanganj were

characterized by sufficient numbers of meritorious students. Thus pair work was very

effective in Narayanganj.

4. 4 　 Guardians ’ opinions

Guardians were interviewed both in both regions about the factors affecting students’

English achievement at secondary level.


105

De-pend

on text book25%

Hardly use grammar

book50%

Lack of

teach-ing

man-ual

25%

Depend on text book20%

Hardly use

grammar book38%

Lack of teach-

ing manual

43%

Factors : The first question was asked for an indication to identify the main factors

responsible for creating barriers to achieve English. One of the guardians (G1) from Bhola

said, ‘‘There are many factors for low english achievement. One is teachers are hardly

following any grammar book and largely depend on text book for teaching English ’’. G2

said, ‘‘Teachers are conducting the English class every day without following any teaching

manual ’’. By contrast , one of the guardians from Narayanganj said, ‘‘ Many factors are

liable for low english achievement . Lack of teaching manual and any specific grammar

book.’’.G2 mentioned, ‘‘Teachers are most of the time chartering the text book, beyond the

book, they have limited jurisdiction of knowledge’’ The identified factors are supported by

guardians can be categorized as three main groups such as – (1) Lack of teaching manual 25

106


% and 43 % (2) Depend on text book 25 % and 20 % (3) Hardly use grammar book 50 % and

37 % in Bhola and Narayanganj . The result showed that Teachers hardly use particular

grammar book in Bhola and lack of teaching manual in Narayanganj was the main barrier to

succeed in English.


In-stru

men-tal

75%

In-tegrative

25%

In-strumental

25%

In-tegrative75%

Motivation: The second question was asked for an indication to answer about motivation

of students to learn English. Among them, one of the guardians (G2) from Bhola said, ‘‘ They

should learn english to lead the society and the nation, in particular . They are the future of

the nation’’.G2 said, ‘‘ They should get a better position in the service to lead their family and

relatives’’. However, one of the guardians from Narayanganj said, ‘‘ They should be

motivated to get a first-class job in the service’’.G2 said , ‘‘ Students should be motivated to

build up their future career and sustainable future. Also, English is an international

107


language’’. The motivation to learn English are summarized as instrumental and integrative

aspects. The result showed that 75 % of the students were motivated to learn English for

instrumental aspects in Bhola while the same was only 25 % in Narayanganj . Nonetheless,

the integrative aspects as a source of motivation accounted for 25 % and 75 % in Bhola and

Narayanganj .

Figure 4.4.3 Present course

Not ef-fective

50%Effec-tive50%

Not ef-fective75%

Effec-tive25%

Offered course: The third question was asked for an indication of whether the offered

courses could meet the social demand. One of the interviewees from rural area said, ‘‘ I think

the offered course is not effective , should be enriched’’. G2 mentioned, ‘‘ I think, the present

course is not standard one, should be amended and replaced by the need based new one’’ .G3

said , ‘‘ The course is enough to address the current demand is largely effective’’ Nonetheless,

one of the guardians said, ‘‘ The present course is typical, students are not getting the chance

to practice listening and speaking English through this course, so, it should be modified and

108


modernized ’’. G2 described, ‘‘ I think , the offered course is proper to meet the social

demand in customary society’’ .The findings indicate that half of the respondents ( 50 % ) in

both regions identified the existing course as ‘not effective’ . One -fourth of the guardians

from Narayanganj identified the present syllabus as ‘ effective’ which was 25 % and 50 % of

the respondents from Bhola depicted as‘ effective’ .In fact, majority of the respondents

endorsed the course as not effective.


Very essen-

tial75%

Essen-tial

25%

Very es-sen-tial

75%

Es-sen-tial

25%

Modern technology: The fourth question was asked for an indication of whether the

modern technology has the contribution to English achievement.. From Bhola , one of the

participants said, ‘‘ I think, students can understand any topic easily and meticulously through

technology . So, it is very essential for the students across their life’’. G2 said , ‘‘ I think, it

can play an important role to learn English ’’. By contrast , guardians were asked the same

109


question in Narayanganj. One of guardians from Narayanganj said, I think, at present society,

technology can help the students to understand any topic easily and help the students to

achieve the language. It is pivotal’’.G2 mentioned, ‘‘I believe, modern technology can

contribute for all, pupil in particular to increase English learning’’. The contribution of

technology was found ‘very essential’ supported be 75 % and 75 % , ‘essential’ 25% and 25 %

, in Bhola and Narayanganj . The findings indicate that a large portion of the guardians in both

areas thought that technology is very significant to envision English for the secondary level

students.

Figure 4.4.5 Recommendation to boost English learning

Practice25%

Skilled teacher

50%

Tech and

curricu-lum25%

Practice25%

Skilled teach

er25%

Technol-ogy and cur-ricu-lum50%

Recommendation: The fifth question was asked for an indication to enhance the English

learning of the secondary level students both the jurisdictions. One of the interviewees from

Bhola said, ‘‘Students are not getting technological help, which is very essential for their

110


English learning. Moreover, the present curriculum is not effective to learn English

perfectly.’’. G2 described, ‘‘They should keep practicing every day on all skills alone or with

pairs. Also, they should proper cropping by the knowledge based teachers’’. Nonetheless, one

of the guardians from Narayanganj assumed, ‘‘ Authority should provide proper environment

in the campus to practice English round the clock. Students should be given appropriate

chance to use the technology every day. Their present curriculum is at a large defective, does

not permit to be mastered on four skills.’’G2 mentioned, ‘‘Most of the brilliant students after

graduation do not feel interest to join in this profession. For this reason, students are not

getting skilled teacher in this level of schooling.’’. With a view to increase the quality of

English learning, in the secondary level, the respondents’ recommendations varied

substantially across the regions. The result showed that 50 % of the respondents in Bhola

recommended ‘skilled teachers’, 25 % , on ‘ practice’ . However, the result showed a different

scenario in Narayanganj where most of the respondents recommended need based

‘technology and curriculum’ as an influential factors (50%) and skilled teacher only 25% for

increasing English learning. Thus the most influential factor for enhancing the skill of English

learning was ‘technology and curriculum’ in Narayanganj and ‘ skilled teacher’ in Bhola .


111

Modern class-room25%

Skilled teacher

25%

Good envi-ron

ment25%

Large Student

Size25%

Modern class room25%

Skilled teacher

25%

Good envi-ron

ment25%

Large Student

Size25%

Government assistance: The sixth question was asked for an indication of whether the

government assistance is looked-for improving students’ English acquisition. One of the

respondents from Bhola asserted, ‘‘ Government is the main actor to reduce the students size

and to provide the conducive environment’’.G2 depicted, ‘‘ To improve students’ english

achievement, skilled subjective teacher have to be appointed. Also, modern classroom can

play an important role to cultivate English in this stage’’. Guardians were asked on the same

issue in Narayanganj and one of the respondents from Narayanganj said , ‘‘ Given their

English achievement, students should be given proper environment and skilled teacher’’.G2

said, ‘‘ Modern facilities, and smaller class size are putting favorable position for the students

to get better score on fundamental subject English.’’. The areas of the government assistance

needed to be improved the English skill were divided into four categories which were (1)

112


Appointment of skilled teachers (2) Reduce the class size and (5) Provide modern classroom

and (4) Good environment. The study results revealed that four groups were given the same

weighted on the government assistance in both regions .

Skill for English teacher: The seventh question was asked for an indication of whether

English skill is required for the English teacher.

One of the participants from Bhola said, ‘‘Teachers of English subject in this stage, have to

acquire update knowledge and they must have to know how to teach English easily’’. G2

asserted, ‘‘Teacher should have the capacity of teaching efficiently with friendly attitude,

encompassing the pupils during the class and beyond’’. By contrast , guardians from

Narayanganj were asked the same question. One of the participants from Narayanganj said,

‘‘The English teachers should have the good command over the 4 basic skills, reading,

writing, listening and speaking.’’. P4 stressed on friendly attitude and to make the content

easy .

Figure 4.4.7 Required skill for English teacher

To teach easy way

25%

Proper knowledge25%

Friendly attitude

50%

To teach easy way

25%

Proper knowledge25%

Friendly attitude

50%

113

The effectiveness of appropriate skills required for the English-teachers was examined

by dividing into three broad categories which were (1) To make the content easy (2) Friendly

attitude ( 3) Proper knowledge of the teachers . It was found that the skill of teachers ,

‘friendly attitude ’ was the most significant factor supported by 50 % of the guardians in

both areas, followed by to make the content easy and proper knowledge supported by Bhola

and Narayanganj . Thus it implies that the English teachers should emphasize more on

mastering the arts of making the content easy with friendly attitude, acquiring the deep

knowledge in English than depending on other stuffs like creativity or teaching by technology.

Figure 4.4.8 Importance of English skill among all subject

Higher study and

inter-net25%

Related to other sub-

ject50%

Inter-na-

tional lan-

guage25%

Higher study and

inter-net50%

Related to other subjent

25%

Inter-na-

tional lan-

guage25%

114


English skill among all subject: The eighth question was asked for an indication of

importance of English skill among all subjects. From Bhola , one of the participants said, ‘‘

English is important in our present life to take future step for education and to access

internet’’. G2 said , ‘‘ English is an international language and English is having thick

relation with other academic subjects ’’. By contrast , one of the interviewees from

Narayanganjsaid, ‘‘ There are so many importance of english skill among all subjects,

because english is the global effective language. In higher study, all books are written in

English. So, students should have to know English for their betterment’’.G2 said , ‘‘It is easy

for the students to access internet by visualizing English . Also, many technical words are

written in English in the various subjects’’. The importance of English among all subjects was

assessed on the basis of the usefulness of English language for different purposes which were

broadly divided into three categories such as (1) Higher education and to access internet (2)

Related to other subject and (3) International language. It was found that there was a common

tendency in assessing the importance of English within the different kinds of needs in Bhola

as compared to Narayanganj , having given higher weight on ‘higher education’ in

Narayanganj and ‘related to other subject’ in Bhola ( 50 % in Bhola and Narayanganj).

‘International language’ supported by the same number of respondents ( 25 % in each area ) .

Figure 4.4.9 Environmental contribution

115


High con-tribu-tion50%

Less con-tribu-tion50%

High con-tribu-tion75%

Less con-tribu-tion25%

Environment: Environmental aspects can play an important role in achieving English.

The ninth question was asked for an indication about the contribution of English learning

environment to increase English in both areas. One of the participants from Bhola said,

‘‘Environment has high contribution to enhance English. Environment makes to know

language to life ’’. G2 mentioned, ‘‘to learn english in the school, environment is desirable’’.

Guardians from Narayanganj were asked on the same issue, and one of them from

Narayanganj said, ‘‘Without perfect environment , learning english is next to impossible’’. G2

described, ‘‘Environment is not so important’’. Majority of the respondents in Bhola and

Narayanganj which was supported by 75% and 50 % on the point that the English-friendly

environment was the highest contributor of learning English. A few number of participants

( 25 % ) mentioned as less contribution in Narayanganj , but half of the participants supported

environment as ‘ less contribution’ to increase English learning in Bhola .

Figure 4.4.10 Approach to learn English

116


Teaching byTech-nology25%

To Teach Easy Way

25%

Friendly Attitude & knowledge

50%

Teaching byTech-nology25%

To Teach Easy Way50%

Friendly Attitude

and knowledge

25%

Approach to learn English: The tenth question was asked for an indication of whether an

approach can contribute to learn English. One of the participants from Bhola said , ‘‘Teachers

of English subject in this step, should possess to handle the technology for teaching English,

have to acquire updated knowledge and they must have to know how to teach English through

making the content easy’’. G2 asserted, ‘‘Teacher should have enormous knowledge on

English subject with friendly attitude, surrounding the pupils during the class and beyond’’.

By contrast, guardians from Narayanganj were asked the same question. One of the

participants from Narayanganj said, ‘‘The English teachers should have the good control over

the 4 basic skills, reading, writing, listening and speaking. Also, to make the content easy with

the students friendly environment ’’. G2 stressed on using of technology and make the step for

the students to use the technology without fear and favor.’’ The effectiveness of appropriate

skills of approach required for the English-teachers was examined which were divided into

117


three broad categories namely; (1) To make the content easy (2) Friendly attitude and

knowledge ( 3) Teaching by technology . It was found that the skill of present approach of

teachers , ‘friendly attitude and knowledge ’ was the most significant factor supported by 50

% of the guardians in Bhola when ‘to make the content easy’ was supported by 50 % of

guardians from Narayanganj.

Figure 4.4.11 English class supervision by guardian

Every week day

Once in a

month

Twice in a

month

0

5

10

15

20

25%

50%

25%

Every week day

Once in a

month

Twice in a

month

0

5

10

15

20

50%

25% 25%

Supervision of English class: The eleventh question was asked for an indication of whether

guardian supervises the schools. From Bhola , one of the guardians said , ‘‘Once in a month , I

supervise the school performance of the pupils ’’. G2 mentioned, ‘‘every week day, I

supervise the activities of the pupils’’. G3 told, ‘‘Twice in a month’’. However, Guardian from

Narayanganj said, ‘‘I supervise the schools twice in a month, very closely and sincerely’’.G2

said, ‘‘Once in a month, I supervise the activities of the students’’. G3 said , ‘‘ Every weekday

I supervise their activities’’ The results indicate that they regularly supervising the institutions

118


to increase students’ regular performance in both areas are very important.

Figure 4.4.12 Extra class and home work for students

Very essen-tial

Essential

75%

25%

Very essen-

tialEssential

50% 50%

Extra class and Home work : The twelfth question was asked for an indication of whether

extra class and home work claiming better result for the students English achievement.

Guardian from Bhola said, ‘‘It is very essential for their better performance of English

subject. I totally agree with the concept, needs to be implemented ’’. G2 said, ‘‘ It is essential

to make their routine work smoothly’’. Nonetheless, one of the guardians from Narayanganj

said, ‘‘’It is instrumental to fit them to address the present challenges of English’’.G2 thought,

‘‘It is essential to make themselves regimental with the habit and action of English with

environment ’’.

The results show that a high portion of guardians in both areas agreed on the issue that

extra class and home work is pivotal for them to address their schooling activities, english in

119

Bhola (Rural)


particular.

Figure 4.4.13 Participation of school meeting

Regu-larly75%

Oc-ca-

sion-ally25%

Regu-larly50%

Oc-ca-

sion-ally50%

Participation of school meeting:

The thirteenth question was asked for an indication of whether the community and parents

are regularly participating the school meeting. From Bhola , one of the guardians said, ‘‘We

attend the school meeting regularly’’. G2 depicted, ‘‘Occasionally , we attending the

meeting’’. In Narayanganj, one of the guardians mentioned, ‘‘ Every meeting ,we are

attending ’’.G2 thought, ‘‘ We are not attending the school meeting regularly, as we are busy

with our household activities’’ It was found that quite a high portion in both jurisdictions,

agreed that they regularly participate in the school meeting.

Teaching materials: The fourteenth question was asked for an indication of whether the

120


English teacher uses teaching materials. One of the interviewees from Bhola said, ‘‘English

teacher use the teaching materials sometimes’’.

Figure 4.4.14 Teaching materials use by English teacher

Al-ways25%

Sometimes

75%

Al-ways75%

Sometimes

25%

G2 depicted, ‘‘English teachers always use the teaching materials’’. By contrast , one of the

guardians from Narayanganj said, ‘‘In this school, English teachers from time to time use the

important items of teaching materials’’. G2 denoted, ‘‘English teachers are habituated with

using the teaching materials’’. The results indicate that 25 % of teachers always use teaching

materials in Bhola while the same was 75 % in Narayanganj. It depicts that teachers in

Narayanganj are comparatively habituated to use technology than in Bhola.

Family income and education: The fifteenth question was asked for an indication whether

income and education of guardian contributes in developing English skill of their child.

Parents’ education and income can provide educational supports and conducive environment

121

Bhola (Rural)Narayanganj(Sub-urban)

for the students to achieve English, play an important role. One of the guardians from

Narayanganj said, ‘‘ It is too much important to provide the learning materials and others

essential items’’ . G2 mentioned, ‘‘ It has no contribution to lead the students’’.

Figure 4.4.15 Family education and income

Too much

Not at all

50% 50%

Too much Not at all

75%

25%

However, one of the guardians from Narayanganj said, ‘‘ It is second to none. Students are

entirely dependent on parents income and their educational link give them proper guidelines

’’. G2 mentioned, ‘‘ It is not important to get better score in the examination. And it does not

affect at all’’. The result disclosed that 50 % of the respondents mentioned parental education

and income does not contributes to learn English in Bhola while the same was only 25 % in

Narayanganj. However, on the same issue majority of the interviewees supported as ‘too

much’ in Bhola and Narayanganj.

122

Bhola (Rural)

Narayanganj (Suburban)

Table 4.4.21 Comparison (Guardians’ opinion)


Factors Hardly use grammar book 50 %,

Lack of teaching manual 25%,

Depend on text book 25%

Hardly use grammar book 37%

Lack of teaching manual 43 %

Depend on text book 20%


Integrative 25%

Instrumental 25%

Integrative ( 75 %)

Present Course Not effective 50 %

Effective 50%

Not effective 75 %

Effective 25%

Modern

technology

Very essential 75 %

Essential 25%

Very Essential 75 %

Essential 25%

Recommendati

on

To appoint skilled teacher 50%,

Technology and curriculum 25%,

Practice 25%

To appoint skilled teacher 25%

Technology and curriculum 50%

Practice 25%,

Govt.

assistance

Skilled teacher 25%


Good environment 25%

Modern classroom 25%

Skilled teacher 25%

Reduce student size 25 %

Good environment 25%


Required skill Friendly attitude 50 %,

To teach easy way 25%,


Friendly attitude 50 % ,



Importance of Related to other subject 50%, Related to other subject 25%

123

English among

all subject

Higher study and internet 25%

Global language 25%,

Higher study and internet 50%,

Global language 25% ,

Environmental

Contribution

High 50 %,

Less 50%

High 75 %,

Less 25%

Teaching

approach

Friendly attitude and knowledge 50 %


Teaching by technology 25%

Friendly attitude and knowledge 25%



Supervision by

Guardian

Once in a month 50 %

Twice in a month 25%

Every week day 25%

Once in a month 25%

Twice in a month 25%

Every week day 50 %

Extra class and

home work

Very essential 75%

Essential 25%

Very essential 50%

Essential 50 %

Participation

of school

meeting

Regularly 75 %

Occasionally 25%

Regularly 50 %　

Occasionally 50%

Teaching

materials use

by English

teacher

Sometimes 75 %,

Always 25%

Always 75 %,

Sometimes 25%

Parents

education and

Too much 50 %

Not at all 50%

Too much 75%

Not at all 25%

124

income

Wrap-up:

On the basis of the view of the guardians, lack of any specific English grammar book was a

major factor in Bhola while lack of teaching manual was the main problem in Narayanganj for

low English achievement of the students. It was revealed that teachers as well as students

were not following any particular grammar book though unified education system was

existing across the country. Also, teachers were not following teaching manual as the supply

of this item was not implemented properly and timely.

The opinion of the guardians about the motivational aspect of learning English was nearly

similar to the opinion of students, teachers and school principals. That is the students in Bhola

should be motivated by instrumental factor while the students in Narayanganj should be

motivated by integrative factor.

According to the guardians’ opinion, the present course was not effective to meet the social

demand in prevalent society supported in both regions. This opinion is also supported by other

stakeholders, students, teachers, school principals.

The use of technology as a helpful device of English learning was also sustained by the

guardians’ like the students, teachers and school principals in both areas. It entailed that

utilization of modern technology for English learning was really an instrumental phenomenon

in both regions.

Guardians in Bhola proposed to appoint skilled teacher in Bhola. By contrast , guardians in

125

Narayanganj urged to provide technology and need based curriculum to increase students’

English achievement. The guardians in both regions suggested ensuring the favorable

environment for practicing English by the students. The recommendations of guardians to a

large extent varied from the recommendation of students and teachers. It revealed that

guardians in Bhola felt enormously to appoint English teacher for the students’ better

achievement while the guardians in Narayanganj stressed on providing modern technology

and need based wide-ranging curriculum.

The guardians in both regions identified at least four areas such as: employing skill teacher,

reducing student size, providing good environment and modernizing the classrooms for

government interventions which are equally weighted in both regions. The guardians’

suggestions regarding the areas of government assistance support the suggestions of other

stakeholders. Thus government should consider these issues very carefully.

The guardians’ in both regions believed that friendly attitude of the English teachers was

very vital followed by to make the content easy for English learning. This assessment implied

that the students across the regions were deprived of their basic needs and pleasure of

learning. In-service and foundation training can promote the teachers to acquire these skills

very effectively.

The importance of English among all subjects was assessed by the guardians on the basis of

the usefulness of English language for different purposes .Guardians in Bhola dominantly

wanted to learn English by their children to do better in other subjects as English is

126

dominating in most of the basic subjects such as science, mathematics as a medium of

instructions beyond English subjects in Bangladesh. However, guardians thought that students

should learn English to pursue higher study. The guardians’ opinion regarding the importance

of learning English was also consistent with the opinion of the students. This implied that the

students of Bangladesh should basically give right of way English learning for deeper

understanding other subjects and pursuing their graduation.

Like the students and teachers opinion, the English learning environment could contribute

greatly for English wisdom in both areas as per the opinion of the guardians. Thus, conducive

environment is an obvious for students’ virtual achievement of English at secondary level in

both areas.

　　The interview results with guardians revealed that they expected friendly attitude and

deep knowledge of English regarding the approach to teach students’ English in Bhola .By

contrast , guardians in Narayanganj expected the students’ friendly contents from teachers

regarding the approach of teaching.

The opinion of the guardians varied across the regions on the supervision of English class by

them. Most of the guardians in Bhola endorsed once in a month while in Narayanganj

supported every weekdays. It implied that the intensity of supervisions by the guardians is

relatively higher in Narayanganj. This may be one of the most influential factors for the

higher achievement of English in Narayanganj than in Bhola.

Most of the guardians in both regions identified the extra class and home work for students’

127

English achievement was very essential. It implied that extra class and home work was pivotal

for students’ better results in English subject. Nevertheless, the efficacy of the extra-class and

homework is very strong in Bhola compared to the Narayanganj. This means the usual course

of the classes is not sufficient to meet up the required demand for effective learning of English

in Bhola. The probable reasons may be that the existing curriculum is relatively difficult for

Bhola and the educational institutions in Bhola are not well- endowed with the qualified

English teacher. As a result, the guardians in Bhola mostly marked the necessity of extra class

and homework as very essential.

The issue of participation in the school meeting by the guardians and community members

was assessed across the regions. Majority of the guardians in both areas stressed their physical

presence and contribution in the school meeting. It implied that the interviewees could add

some policy suggestions for the betterment of the students on the unlock agenda.

The opinion of the guardians about the use of teaching materials and teaching aids by the

English teachers varied across the regions. Majority of the respondents in Bhola mentioned

that teachers sometimes used teaching aids and material. But, in Narayangnaj ,most of the

guardians said that teachers always utilized need based teaching materials and aids. It was

found that majority of the schools in Bhola employed text book, black board, white board,

picture and poster as teaching –learning materials and aids. But, in Narayanganj, most of the

schools could use modern technology in addition of the mentioned teaching aids for

enhancing English of the students. It implied that students in Bhola had the high demand to

128

access into the modern teaching materials and aids for learning English. However, in

Narayanganj, they had less demand and comparatively better access to teaching materials and

aids.

Parents’ education and income can provide need based educational support ,teaching

materials and aids for the students to achieve English, play an important role round the clock.

The results revealed that 50% guardians in Bhola mentioned that parental education and

income can contribute ‘too much’ in developing English skill for their children. However,

75% guardians in Narayanganj supported on the same issue.It implied that both the areas felt

enormously parental education and income to increase English for their children.

　　

4. 5 　 Community members’ opinions

Community members were interviewed in both regions about English achievement of

their contiguous secondary school students.


129

0

1

2

3

4

5

6

7

8

9

15%

10%

45%

20%

10%

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

25%

15%

25%

20%

15%

　　　　　　　　　　　　

Factors : The first question was asked for an indication to identify the main factors

responsible for creating barriers to learn English. One of the community members (C1) from

Bhola said, ‘‘There are many factors for low english achievement. One is teachers are not

skilled on English. Also, students are weak from their inception ’’. C2 said, ‘‘Students are

attending their English class every day, but they are not always practicing ’’. Getting beyond

the obvious, one of the members from Narayanganj said, ‘‘ Many factors are liable for low

english achievement . Lack of efficient and experience English teacher is one of them’’.C2

mentioned, ‘‘ Teachers are teaching , but students are not practicing regularly and their basic

are not good to absorb it’’ The identified factors identified by the community members can be

categorized as three main groups such as – (1) Lack of English teacher 40 % and 25 % (2)

Weak base 50 % and 30 % (3) Lack of practice 10 % and 45 % in Bhola and

130


Narayanganj .The result showed that the most dominant factor was a weak base in Bhola and

lack of practice in Narayanganj are liable for students’ low English achievement.


Inte-grative

30%

In-stru-

mental70%

Inte-grative

70%

In-stru-

mental30%

Motivation: The second question was asked for an indication to answer was about the

motivation of students to learn English. Among them, one of the community members (C1)

from Bhola said, ‘‘ They should learn english to do good to the people and the country ’’.C2

said, ‘‘ They should be motivated to get a higher position in the service ’’. It follows that , one

of the community members from Narayanganj said, ‘‘ They should be motivated to get a cadre

service job through Bangladesh Civil Service ’’.C2 denoted, ‘‘ Students should be motivated

to build up their future step and make it sustainable’’. The motivation to learn English is

summarized as instrumental and an integrative aspect. The result showed that 70 % of the

students were motivated to learn English for instrumental aspects in Bhola while the same for

in Narayanganj was only 30 % . In spite of all this, the integrative aspects as a source of

131


motivation accounted for 30 % and 70 % in Bhola and Narayanganj .

Figure 4.5.3 Offered course

Effective40%

Not Effec-tive60%

Effective20%

Not Ef-fective80%

Offered course: The third question was asked for an indication was whether the offered

courses could meet the social demand. One of the interviewees (C1) from Bhola said, ‘‘ I

think the offered course is not effective, and it should be amended’’. C2 mentioned, ‘‘ I think,

the present course is not standard one, communicative English should be included in the

syllabus ’’ .It follows that , one of the community members said, ‘‘ The present course is

cliché, students are not getting the chance to practice listening and speaking English through

this course, so, it should be modified and modernized ’’. C2 described, ‘‘ I think , the offered

course is good to meet the social demand in this society’’ .These findings indicate that more

than half of the respondents ( 60 % in Bhola and 80 % in Narayangan ) in both regions

identified the existing course as ‘not effective’ .


132


Very Essential

Essential

0 2 4 6 8 10 12 14

60%

40%

Very Essential

Essential

0 2 4 6 8 10 12 14

60%

40%

Modern technology: The fourth question asked for an indication was whether the modern

technology has the contribution to English achievement. From Bhola , one of the participants

(C1) said, ‘‘ I think, students should be given the chance to use the cutting edge technology to

achieve of English knowledge’’. C2 asserted, ‘‘ I think, it can play an important role to learn

English ’’. It is clear that, members were asked the same question in Narayanganj. One of

members from Narayanganj said, I think, Student are not getting the chance to use the

technology. It is very essential.’’. C2 mentioned, ‘‘ I believe, modern technology can

contribute for all, pupil in particular to increase English learning’’. The contribution of

modern technology was found ‘very essential’ supported by 60 % and 60 % , ‘essential’ 40%

and 40 % of community member in Bhola and Narayanganj area. The findings indicate that a

large portion of the members both the areas believed that modern technology is very

significant to visualize English for secondary level students.

133


Figure 4.5.5 Recommendation

0

2

4

6

8

10

20% 20%

50%

10%

01234567

35%

30% 30%

5%

Recommendation: The fifth question was asked what is your recommendation to increase

the English skill of secondary level students? One of the interviewees (C1) from Bhola said,

‘‘Students are not getting technical help, which is very vital for their English learning.

Moreover, the present curriculum is not helpful to learn English flawlessly.’’. C2 described, ‘‘

They should keep practicing regularly during their class time and beyond . They also need

help from skilled teacher’’. More importantly, one of the members from Narayanganj

assumed, ‘‘ Authority should take appropriate step to appoint skilled teacher and curriculum

should be updated.’’C2 mentioned, ‘‘Students are not getting the chance to visit computer or

language lab and they are not practicing enormously’’. With a view to enhance the quality of

English skill, in the secondary level, the respondents’ recommended varied substantially

across the regions. The results showed that 50 % of the respondents in Bhola recommended

134


‘skilled teachers’, 20 % , on ‘ practice’ . Nonetheless, the result showed a different scenario in

Narayanganj where most of the respondents recommended need based ‘practice’ as an

influential factors (35%) and skilled teacher only by 30% of respondents to increase English

achievement. Thus the most influential factor to develop the skill of English was ‘practice’ in

Narayanganj and ‘ skilled teacher’ in Bhola.


0

1

2

3

4

5

6

7

8

40%

20% 20% 20%

0

1

2

3

4

5

625%

20%

25%

30%

Government assistance: The sixth question was asked what kinds of government

assistance are required to improve students’ English achievement?. One of the respondents

(C1) from Bhola asserted, ‘‘ Government should keep focusing appointment of skilled teacher

and the classroom should be digitalized ’’.C2 depicted, ‘‘ In the secondary level, students size

is larger, should a lower student to teacher ration’’. Community members were asked on the

same issue in Narayanganj and one of the respondents from Narayanganj believed, ‘‘ In the

government and non-government schools , we feel teacher shortage, English subject in

135


particular. Students are not getting expected learning friendly classroom to learn English

through technology’’.C2 said, ‘‘Modern facilities, and smaller student size are putting

constructive position for the students to get better score on basic subject English.’’ . The areas

of the government assistance needed to improve students English level were divided into four

categories which were (1) Appointment of skilled teachers (2) Optimizing the class size and

(5) Modern classroom and (4) A good classroom environment. The study results revealed that

the most important areas for government assistance were to appoint skilled teachers and to

ensure a smaller class size of students which were supported by 40 % and 30 % in Bhola and

Narayanganj .

Figure 4.5.7 Skill for English teacher

40%

20%

10%

20%

10%

30%

15%10%

35%

10%

Skill for English teacher: The seventh question was asked what kind of skill is required for

English teachers to increase students’ English achievement?

One of the participants (C1) from Bhola said, ‘‘Teachers of English subject in this level

136


should learn how to teach by technology encompassing friendly attitude and easy content ’’.

C2 said, ‘‘ English teacher should possess proper knowledge on English , including grammar

and creative thinking to make the students interest on English’’. Therefore, community

members from Narayanganj were asked the same question. One of the participants from

Narayanganj said, ‘‘The English teachers should have the good command over the 4

necessary skill.’’. C2 stressed on friendly attitude and to teach through modern technology

along with originality’’. There are five broad categories that determine the effectiveness of

English teachers which are (1) To make easy content (2) Friendly attitude ( 3) Proper

knowledge of teachers (4 ) Teaching with technology and (5) Creativity . It was found that

skills of the teachers , ‘friendly attitude ’ was the most significant factor supported by 35 %

of the members in Narayanganj, and ‘to make easy content ’ supported by 40 % of members

in Bhola . Thus it implies that the English teachers should emphasize more on mastering the

arts of easy way of teaching with a friendly attitude, acquiring the deep knowledge in English

than depending on other belongings like creativity or teaching by technology.

English skill among all subjects: The eighth question was is there an indication of an

importance of English among all subjects? From Bhola, one of the participants (C1) said, ‘‘

English is imperative to take step for graduation, and it is an international language’’. C2

said, ‘‘English is an essential to access to internet and many mechanical words in the text are

written in English ’’. By contrast, one of the interviewees from Narayanganj said, ‘‘ There are

so many importance of english skill among all subjects, because english is the universal

137

valuable language. In graduate level, almost all books are written in English.’’.C2 said, ‘‘It is

easy for the students to access internet and to get admission for graduation by encompassing

English ’’.

Figure 4.5.8 Importance of English skill among all subjects

Higher Education

40%

Related to others sub-

ject30%

Interna-tional

Language15%

To access internet

15%

Higher Education

50%

Related to others sub-

ject20%

Interna-tional

Language15%

To access internet

15%

English among all the subjects was assessed on the basis of usefulness in different purposes

which were broadly divided into four categories such as (1) Higher education (2) Related to

other subject and (3) International language and (4) To access internet. It was found that there

was a common tendency in assessing the importance of English within the different kinds of

needs in comparing the two regions with a higher weight on ‘higher education’ in both areas (

40 % in Bhola and 50 % in Narayanganj).

Environment: Environmental aspects can play an important role in fueling English. The

ninth question was asked how much environment contributes increasing English achievement.

138


One of the participants (C1) from Bhola said, ‘‘Environment has high contribution to fueling

English. Environment makes to know language across the life ’’. C2 mentioned, ‘‘To learn

english in the school, environment is desirable’’.


High contribu-tion60%

Less contribu-tion40%

High contribu-tion90%

Less contribu-tion10%

Community members from other parts were asked the same type of question, and one of

respondents from Narayanganj said, ‘‘Without ideal environment, education of English is

impossible’’. C2 described, ‘‘Environment is not so important, its contribution is not

mentionable’’. The Majority of the respondents in Bhola and Narayanganj agreed that the

classroom environment was the highest contributor to learning English, which was supported

by 60 % and 90 % of the interviewees.

Political promise: The tenth question was asked how much do you feel political promise can

contribute to learn English?. One of the participants (C1) from Bhola said to the author,

139


‘‘Political promise i.e.to implement enhancing the quality of English education can play an

important role’’. As through political commitment, government can make a policy later.’’ C2

said, ‘‘Government plan and policy is co-related. It is essential’. Also commitment is need

based assurance’’.

Figure 4.5.10 Contribution of political promise

Very essen-

tial55%

Essen-tial

45%

Very essen-

tial70%

Essen-tial

30%

However, community members from Narayanganj were asked the same question. One of the

participants from Narayanganj said, ‘‘Usually before national election, political party promise

to do some activities, and after forming the government, try to fulfill the obligation ’’. C2

stressed on responsibilities were adored by the political parties ,implement through

commitment .It is essential’’. The effectiveness of an appropriate political promise was

divided into two broad categories which were (1) Essential (2) Very essential. It was found

that a political promise is very essential which was supported by 55 % of the members in

140


Bhola and 70 % of in Narayanganj .Thus it implies that a political promise is very important

to implement the ambition into action through commitment.

Figure 4.5.11 Class room management role

Impor-tant60%

Im-proper40% Impor-

tant60%

Im-proper40%

Class room management: The eleventh question was asked what do you think about

classroom management role of an English teacher. From Bhola, one of the community

members (C1) depicted, ‘‘ It is important for the students’ English learning. Teachers can

easily and freely talk to them and make them understand very smoothly and effectively’ ’. C2

mentioned, ‘‘English teacher can make an environment to keep practicing English in class

and make them expert on particular skill. But most of the cases teachers’ are obsessed to

private tutoring, doing improper activities, far from responsibilities to their job ’’. However,

community member from Narayanganj said, ‘‘I think , teacher has the power to play

leadership role to make them into groups and get to know through participatory method’’.C2

said, ‘‘ Teacher is like a guiding star, can give them idea to follow the right direction, road to

141


the sustained destination by wonderful teaching .But they are not doing so’’ The results

indicate that a larger portions of members think that teachers can play a vital role in the class

room to increase students’ regular performance in both areas.

Figure 4.5.12 School supervision

Four times

Three times

Two times

Once 0

1

2

3

4

5

6

7

8

15%

35%

20%

30%

Four times

Three times

Two times

Once0

1

2

3

4

5

6

730%

20%

30%

20%

Supervision : The twelfth question was asked how often do you supervise the school each

month?. Neighborhood member from Bhola said, ‘‘ I come here three times in a month with

my child and supervise their activities to improve students’ English achievement’’ . C2

mentioned, ‘‘ I have a routine to supervise the school activities every week and meet the

teachers and principal ’’.However, community member in Narayanganj told, ‘‘ To improve

students English achievement , I come and supervise the function once in a month’’. C2

asserted, ‘‘ I come to this school every week and attend the school program to help the school

management and students ’’.

The results showed that a significant number of community member supervised the school

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activities more than three times in a month in both areas to improve students’ English

achievement.

Figure 4.5.13 Involvement as volunteer

Always Sometimes

40% 60%

Always Sometimes

60% 40%

Involvement as volunteer: The thirteenth question was asked To what extent are parents

and community members are involved as volunteer?. From Bhola, one of the members said,

‘‘We attend the school function regularly’’. C2 depicted, ‘‘occasionally, we are attending the

meeting .But we observe the functions focusing the student welfare’’. However, one of the

members in Narayanganj mentioned, ‘‘every meeting, we are attending and trying to give

input instantly ’’. Also another member said, ‘‘we are not attending the school meeting

regularly, as we are busy our job and other activities’’ It was found that quite a high portion

of members in both jurisdictions, agreed that they are regularly involve the school activities.

Interaction with English teacher: The fourteenth question was asked How often do you

interact with English teacher to improve students’ English skill? One of the interviewees (C1)

143


from Bhola said, ‘‘I am a local citizen, thinking about the welfare of the school and

interacting with the English teacher once in a month at least.’’. C2 said , ‘‘At least twice in a

month I come to this school and supervise the English class through interaction. ’’.

Figure 4.5.14 Interaction with English teacher

Once Twice

60%

40%

Once Twice

40%

60%

Nonetheless, one of the society members from Narayanganj said, ‘‘Every month, two times ,

at least I come to supervise their activities and talk to the English subject teachers and the

principal about students’ English achievement t.’’. C2 said, ‘‘English teachers are conducting

the class every day , but I cannot attend all the activities, .So , once in a month , I interact the

English subject teacher in this school. Sometimes, I invite them in my house ’’. The results

indicate that 60 % of society members agreed that they interact with English subject teachers

once in a month in Bhola . But the same amount of (60% ) neighbors mentioned that two

times a month they can interact with the teachers.

144


Teachers’ salary: The fifteenth question was asked do you think teachers’ salaries are

insufficient?. One of the participants (C1) from Bhola said, ‘‘Teachers are not getting enough

salary to meet their social needs and bear the expenses of their kids. Also, their position in

this society is low’’. C2 said, ‘‘Teachers are completely obsessed with private tutoring, so ,

they are getting money from that source’’.

Figure 4.5.15 Teachers’ salary

Not suf-ficient60%

Suf-fi-

cient40%

Not suf-fi-

cient70%

Suf-fi-

cient30%

The author asked the same question to the member of Narayanganj. One of the interviewees

mentioned, ‘‘their salary is not enough in this present context, comparing to other country,

like India or Pakistan’’.C2 said, ‘‘they are drawing salary to lead the moderate life, it’

enough’’. The results show that a good number of members agreed to the point that teachers’

salary is not sufficient, and should be increased immediately.

Table 4.5.21 Comparison (Community members’ opinion)

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Factors Lack of English teacher 45 % ,

Lack of conducive environment 20%

Lack of English teacher 25%

Lack of practice 25 %


Integrative 30%

Instrumental 30%

Integrative ( 70 %)

Course Not effective 60 %

Effective 40%

Not effective 80 %

Effective 20%

Modern

technology

Very essential 60 %,

Essential 40%

Very Essential 60 %

Essential 40%

Recommendations Skilled teacher 50 %,

Practice 20%

Use of modern technology 20%,

Skilled teacher 30%

Practice 35 %,

Use of modern technology 30%,

Govt. assistance To appoint skilled teacher 40%,

Reduce student size 20%,

To provide environment 20%

Modern classroom 20%,

To appoint skilled teacher 25%

Reduce size of class 30 %

, To provide environment 25%,


Required skill To teach easy way 40 %

Friendly attitude 20%

Teaching by technology 20%,


Friendly attitude 35 % , ,


Importance of

English skill

Higher study 40%

Related to other subject 30%

Higher study 50%

Related to other subject 20%

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among all subjects

Environmental

contribution

High 60 %,

Less 40%

High 90 %,

Less 10%　

Political promise Very essential 55 %

Essential 45%

Very essential 70 %

Essential 30%

Class room

management role

Important 60 %

Improper 40%

Important 60 %

Improper 40%

Supervise per

month

Three times 35 %,

Once 30% Twice 20%

Four times 30 %

Twice 30%, Thrice 20%

Volunteer

attachment

Sometimes 60 %,

Always 40%

Always 60 %

Sometimes 40%

Interact with

English teacher

Once 60 %, Twice 40% Twice 60 %, Once 40%

Teachers’ salary Not sufficient 60%

Sufficient 40%

Not sufficient 70 %

Sufficient 30%

Wrap-up:

　The opinions of the community members suggest that the lack of English teachers is the

reason for low English achievement in Bhola and in Narayanganj. Nonetheless, lack of

practice is another dominant factor in Narayanganj. This supports the opinion of school

principals and partially by the students’ and teachers’. Thus the lack of English teachers is

indeed liable for low English achievement in Bhola and in Narayanganj.

147

　　The motivational factors for learning English are completely similar in the opinion of

community members, students, teachers, and school principals. Students’ in Bhola are mostly

motivated by the instrumental factor while students in Narayanganj are mostly motivated by

integrative factor.

The opinions of students, teachers, school principals and guardians, say the existing course

are not capable of meeting the social demand as per the opinion of community member. This

result indicates that the English course should be designed by accommodating all social

demands in the curriculum.

The use of modern technology is also marked by the community member as essential in

both the regions like the opinions of other respondents. This is why it is very important that

the educational institutions in Bhola and Narayanganj should immediately introduce the use

of modern technology for enhancing the English teaching to the students.

The community members recommend employing skill teacher mostly in Bhola while the

community members in Narayanganj recommend encouraging practice of English among

them mostly. This view is supported by the students and guardians opinion in Bhola. Thus in

Bhola, to appoint English teachers is essential.

Government should provide assistance to employ more skilled teachers in Bhola as per the

opinion of the community members.

On the basis of community members’ opinion to adopt the ideal students’ friendly content

should be implemented required in Bhola while the friendly attitude of the teachers should be

148

in Narayanganj.

The importance of English among all subjects should be determined by the requirement of

graduation in both areas according to the community members’ opinion.

Environmental contribution for enhancing English achievement is also very high as per

community members’ opinion in Bhola and in Narayanganj.

The community members understand that political promises are a very essential in both

areas. But, it is relatively more important in Narayanganj than in Bhola.

Community members in both areas identify classroom management as an important factor

for learning English.

The concentration of supervision of schools, English classes in particular by the

community member is also very high in Narayanganj like the supervision of the guardians.

Thus the community members and the guardians in Bhola are very watchful about the

supervision of English classes.

Parents and the community members are involved as volunteers mostly in Narayanganj.

The result shows that 60% of the community members always volunteer for activities in

Narayanganj while this ratio is only 40% in Bhola. The more volunteers in Narayanganj may

contribute to attain the higher achievement in English subject in Narayanganj.

The interaction with English teachers by the community member is more in Narayanganj

than in Bhola. The results show that 60% of the community members interact with English

teachers twice in a month in Narayanganj. This ratio is only 40% in Bhola. Thus the

149

interaction with English teacher might have a positive impact on students’ English

achievement.

In response to the question of teachers’ salary, the community member in Narayanganj

mostly identified the existing salary structure as insufficient. This argument is logical in the

background of reality as the living cost is remarkably higher in Narayanganj compared to

Bhola.

4.6 Upazilla Education Officer s ’ opinions:

The author interviewed upazilla education officers from both regions.

Figure 4.6.1 Factors

Factors: The first question was is there an indication of whether the factors are liable for

students’ English achievement? Upazilla education officers from Bhola said, ‘‘There are many

factors for low English achievement, like, lack teachers .we are expecting it’’. Upazilla

education officer fromNarayanganj said, ‘‘ The factors that are liable for students low English

achievement are 1. There are many students in the class and they are not using English in

150

Lack of English

Teachers

Bhola

Large Number of Student

Narayanganj

classroom 2.Teachers are not active and sincere and 3. Students cannot keep attention on

lesson for overcrowded of the students ’’. The findings indicate that lacks of English teachers

are responsible for students’ low English achievement in Bhola followed by large student size

in Narayanganj.

Motivation : The motivation to learn English is summarized as instrumental and integrative

aspects. Upazilla education officer from Bhola was asked to answer on what sorts of

motivation are required for students’ to learn English. Education officer from Bhola

answered, ‘‘ English is a global language. To get a well-paid and high-status job both in local

and international market English is a must’’. Education officer fromNarayanganj said, ‘‘ They

should be encouraged being passionate to learn English for implementing promise to country

people’’.


The results indicate that upazilla education officer in Bhola advocated on instrumental

motivation. But, upazill education in Narayanganj visualized on integrative motivation for the

students to learn English at the secondary level.

151

Bhola

Instrumental

Narayanganj

Integrative

Offered course: The third question was is there an indication of whether the offered course

meets the social demand of English learning? Upazilla education officer in Bhola said, ‘I think

it is not effective because, the offered courses are not taught properly and perfectly’’. An

education officer from Narayanganj mentioned, ‘‘I think, the offered course is essential to

meet the social demand of English learning in prevalent society’’.

The findings indicate that the offered courses are not effective in the eyes of the upazilla

education officer in Bhola.　

　Figure 4.6.3 Offered course

However, it is effective in Narayanganj and endorsed by the upazilla education officer from

Narayanganj.


152

Bhola

Not Effectiv

e

Narayanganj

Effective

Contribution of modern technology: The fourth question was is there an indication of

whether the modern technology lends a hand for English achievement? Upazilla education

officer hailed in both areas said, ‘‘Modern technology for fueling English can give us much

contribution. The findings indicate that education officers in both areas agreed to the point

that the presence of modern technology is very essential.

Recommendations: The fifth question was is there an indication about the recommendation

to increase English skill?　

Figure 4.6.5 Recommendations to increase English achievement

Both the participants said, ‘‘they should be taught by trained teachers, teachers should be

selected through demonstration class. And also needs to create an environment of speaking

153

Bhola

Narayanganj

Very Essentia

l

Bhola

Narayanganj

Skilled Teacher

& Environm

ent

English in the classroom, houses, with parents and others’’. The findings indicate that both

the education officers agreed that skilled teacher and favorable environment which is students

friendly to achieve English is inevitable to enhance English achievement in the secondary

level.


Government Assistance: The sixth question was is there an indication of whether

government assistance is required to improve students’ English achievement? Upazilla

education officer in Bhola said, ‘‘ We need help from the government to provide some

fundamental things like teachers training and modern technology in order to improve

students’ English acquisition ’’. An education officer from Narayanganj mentioned, ‘‘ The

concerned authority of higher level should keep an eye about overall matter, should ensure

good environment and teachers should be given chance to take training across the country

and beyond.’’ Both the education officer stressed on teachers training, so it is primarily

required from the government. Another demand of adopting technology raised by Bhola and

also a good environment raised by Narayanganj to improve the english ability.

154

Teachers Training

Modern Technology

Bhola

Good Environment

Teachers Training

Narayanganj

Figure 4.6.7 Skill for English teacher

Skill for English teacher: The seventh question was is there an indication of whether english

skill is required for the english teachers to increase students’ English achievement? Education

officer in Bhola said, ‘‘To increase students’ English ability through teaching-learning

process in the classroom, teachers should possess proper knowledge on four skill i.e reading,

writing, reading and speaking round the clock’’. Education officer from Narayanganj told, ‘‘

To increase students’ English achievement students’ required to speak, read, listen and write

perfectly ’’.

The results showed that proper knowledge of English is required for teacher supported by the

education officer in Bhola and to visualize English through entailing easy content , one of the

main rudiments for English teacher sustained by the Narayangajanj.

Figure 4.6.8 Importance of English among all subjects

155

Bhola

Proper Knowledg

e

Narayanganj

To change the

content

Importance of English among all subjects: The eighth was is there an indication of whether

there is any importance of English skill among all subjects? An education officer from Bhola

said, ‘‘The importance of English among all subjects is inevitable. It is very much needed for

brushing graduation .Also to access internet in this global competition’’. However, the

education from Narayanganj stressed, ‘‘English is an international language and we have to

achieve the capacity to communicate with other nations’’.

The results show that officer in Bhola is agreed to the point that for keep going education

and to access the internet, English skill is important among all subjects. Whereas English is a

global language and for communication purpose is a vital and it was endorsed by the

education officer Narayanganj encompassing all subjects.

Environment: The ninth question was is there an indication of whether environment

contributes fueling English learning?. Environmental aspect as mentioned earlier can play an

important role in fueling English.


156

Higher Education

To Access Internet

Bhola

Global Language

Communication

Narayanganj

Education officer from in both areas mentioned, ‘‘Environ is having high contribution to

enhance English all the way in the secondary level ’’. The results indicate that both the

officers endorsed conducive environment is one of the high contributors for enhancing

English.

Figure 4.6.10 Possible change of English syllabus

Possible change of English syllabus: The tenth question was is there an indication of

157

High Contribution

Bhola Narayanganj

YES

NarayanganjBhola

whether they support any possible change of English syllabus.? Two officers from both parts

believed,‘‘ Present syllabus is not up to the mark to address the present challenges , is

ineffective needs to be changed for the betterment of the pupils ’’. The results indicate that

present syllabus is not effective because it cannot meet the social holistic demand.

Figure 4.6.11 School supervision per month

School supervision: The eleventh question was in there an indication of whether the

education officer supervises the schools per month. Education officer in Bhola depicted,

‘‘Once in a month, I supervise the school performance of the pupils ’’. However, education

officer from Narayanganj said, ‘‘I supervised the schools twice a month, very closely and

meticulously’’. The results indicate that they regularly supervising the institutions to fuel their

regular performance.

Local need of English : The twelfth question was is there an indication of whether English

skill is having the local needs. Education officer from Bhola said, ‘‘English is needed and has

a positive demand in the locality to get a good job’’.

However, education officer from Narayanganj said, ‘‘at present, English is required for

158

Once

Bhola

Twice

Narayanganj

various purposes Also to enlighten the society’’.　

Figurer 4.6.12 Local need of English

The results indicate that English is required for practical purpose supported by both areas

and it is pivotal to serve the nation , penned by the Narayanganj .

Figure 4.6.13 Teachers’ dissatisfaction

Teachers’ satisfaction: The thirteen questions were is there an indication of whether the

English teachers’ are satisfied about teaching of English? Education officer from Bhola said,

‘‘they are getting less salary from the government, cannot meet their social as well as family

demand and they are not satisfied as a whole.’’ By contrast, education officer from

159

To get a good Job

Bhola

To Enlighten the Society

Narayanganj

Less Salary

Bhola

Less Social status

Narayanganj

Narayanganj said, ‘‘they have less social position, compared to other job of the same

community and cohort ’’. It was found that teachers are frustrated with their salary and social

position, asserted by the both areas.

Figure 4.6.14 English learning beyond class

English learning beyond class: The fourteenth question was is there an indication of

whether the students can learn English beyond class.? Education officers from both the

jurisdictions said, ‘‘By cooperation with other students and using audio and computer , again

and again beyond the class, students can be skilled ’’. It was found that English learning is

possible beyond the class through cooperation and practice, supported by the officers

Purpose of learning English: The fifteenth question was is there an indication of learning

English. Both the areas education officers said, ‘‘the purpose of English learning is to become

expert on four skills, reading, writing, listening and speaking ’’. The results show that they

agreed that English should be learned for lifelong resources.

Figure 4.6.15 Purpose of English learning

160

Cooperation &

Practice

Bhola Narayanganj

Table 4.6.21 Comparison (Education Officers’ opinion)


Factors Lack of English teachers Large student size

Motivation Instrumental Integrative

Course Not effective　 Effective

Modern technology Very essential Very essential

Recommendations Skilled teacher and good

environment　

Skilled teacher and good

environment

Govt. assistance Teachers training and

technology

Good Environment and

teachers training

Required skills Proper knowledge To change the content

Importance Higher study and to access

internet　

Global language and

communication

Environmental

contribution

High High

Change of syllabus Yes Yes

161

To improve studetns' English ability

NarayanganjBhola

Supervision of school Once in a month Twice in a month

Local demand To get a job To enlighten society

Teachers’

dissatisfaction

Less salary Less social status

English beyond class Cooperation and practice Cooperation and practice

Purpose to learn

English

To improve students’

English ability

To improve students’ English

ability

Wrap-up: (Education officers’ opinion)

The education officer working in Bhola sadar upazilla thinks that lack of English teacher

is the main factor liable for low English achievement in his area. The opinions of the school

principals’ of this area are nearly the same regarding this issue. On the other hand, education

officer in Narayangonj sadar upazilla mentions that large class size is responsible for low

achievement in English in his area which is supported by the English teachers’ opinion on the

same issue of this area.

The education officer in Bhola also mentions the motivational factors of learning

English is instrumental, the offered course is not effective for meeting the social demand, and

the use of modern technology for English learning is very essential in his area. He

recommends to placing more skilled teacher and ensuring learning friendly environment to

increase the English achieving in the secondary level. As per his opinion, government should

provide sufficient training for the teacher and allocate required funds to the school for

162

improving the teaching technology.

The education officer in Narayongoj mentioned that motivational factors of learning

English is integrative, that the offered course is effective for meeting the social demand, and

the use of modern technology for English learning is very essential in his area. He

recommends for appointing more skilled teachers and ensuring conducive environment to

increase the English achievement in the secondary level as well. On the basis of his opinion,

government should ensure student friendly learning environment in the schools and provide

sufficient trainings for the teacher

The education officer in Bhola thinks that English teachers should have proper knowledge

of English language to increase student’s English ability. He also adds the importance of

English skill among all subjects is determined by the demand for English in pursuing higher

study and the necessity of English to access internet. As per his opinion, the contribution of

environment is very high for increasing the students’ English skills. However, the education

officer in Narayangonj thinks changing the content should be the important skill of English

teacher to increase student’s ability. He also adds the importance of English skills among all

subjects is determined by the demand for English as a global language. As per his opinion, the

contribution of environment is very high for increasing the students’ English skills.

It is noted that both of the education officers recommend changing the existing English

syllabus. The supervision of schools by the education officer is more intensive in

Narayongonj compared to Bhola. Local demand for English skill in Bhola occurs from the

163

necessity of getting job. Conversely, this demand is created in Narayongonj from the necessity

of serving the society by the students. According the opinion of education officers, English

teachers are dissatisfied in Bhola due to salary and in Narayongonj due to social status. Both

officers have the same opinion regarding off-class learning of English by the students. They

think that student in both of areas can learn English by practicing among them, selecting their

pairs beyond their English class. Finally the purpose of learning English is the same in both

areas which is improving students’ English ability. 　

4.7 Questionnaires

Three sets of questionnaires made by author were administered in English achievement

predictions. A questionnaires to students, English teachers and School principals.

Information about the English teachers

Figure 4.7.1Academic qualification of English teachers:

BA8%

MA8%BA with Bed

34%

MA with BEd34%

MA Eng-lish8%

M.A, M.ED8%

BA6%

MA6%

MA with BEd12%

MA English38%

B.A ( Hons),

M.A19%

M.A,M.ED

13%

M.A (ELT）6%

164


Based on the evidence produced by English teachers through questionnaires, the

information about the teachers who teach English in the secondary level in 8 selected schools

in Bhoal and in Narayanganj can be summarized as follows:

Academic qualification of English teachers: The study had taken 32 teachers in both

areas. Among the 16 respondents in Bhola, 34% had BA with B.Ed; the same number was

MA with B.Ed. Among the study group 8% had a MA English, 8% M.A, 8% B.A, and rest of

8% were the holder of MA, M.Ed.

By contrast, among the 16 English teachers in Narayanganj, having the percentage of 38%

in M.A English, 19% in B.A (Hons) M.A,13% M.A, M.Ed, M.A with B.Ed 12%,6% M.A

(ELT) ,6% B.A and the rest of 6% M.A. degree.

The study revealed that among the 32 English teachers, 19% of teachers had a B.A

( Hons) ,M.A, 6% M.A(ELT) in Narayanganj. But these kinds of qualifications were not

found in Bhola.

Figure 4.7.2 Number of English class conducted by English teachers per week

> 10 < 10 > 10 < 10Bhola Narayanganj

0

1

2

3

4

2 2

3

1

Number of English classes conducted by English teachers per week.

It was revealed that 75% of English teachers from Narayanganj used to conduct more than

165

ten classes every-week on English lesson while 50% from Bhola conducted less than ten

classes every-week.

Figure 4.7.3 In-service training received by the English teacher

BholaNarayanganj

0

10

20

30 19 27

In-service training received by the English teacher: In service curriculum based training is

an important tool to improve the quality of teachers. The training of teachers was varied. A

total of 16 teachers in Bhola received in total 19 hours of inservice training on participatory

teaching strategies, and skills based on contemporary perspective of effective foreign

language learning.Whereas, Narayanganj 16 teachers received 27.

Figure 4.7.4 Number of English teacher

>525%

<575%

Bhola (Rural)

>575%

<525%


166

Number of English teacher: The number of English teacher is instrumental in teaching the

students based on the lesson plan. The study revealed that in Bhola, 75% of schools had less

than 5 teachers each. However, 75% of schools had more than 5 teachers in Narayanganj.

Figure 4.7.5 Gender wise English teachers

Rural Sub-urban0

5

10

1511

14

52

Male Female

Gender wise English teacher: The findings revealed that the highest percentage of female

teachers in the English subjects was in Bhola and lowest was in the Narayanganj.

Nevertheless, in both areas, the male teachers were dominating figures.

Figure 4.7.6 Age composition of English teachers

Rural Sub-urban0

5

10

1512

10

46

>35 <35

Age composition of English teachers: Age limit is an important factor regarding any

profession, teaching in particular. Among the 16 English teachers in Bhola, most of them

(75%) are above 35 years old. However, in Narayanganj, 10 English teachers are having more

167

than 35 years old.

This study results revealed that English teachers comparatively younger in Narayanganj

than that of Bhola.

Information about Students: Based on the evidence sourced students, both the areas,

through questionnaires, the information can be summarized as follows:

Size of family members: Family size is an important thing towards the schooling of children.

Here, the author categorized the number of siblings ranging less than 4 or more than 4

members in a family in both areas. The figure shows that in Bhola, 36 families are having

more than 4 members in a single family, while in Narayanganj their total number is

21families. Regarding the small size of families, it can be depicted that in Bhola only 5

families, are having less than 4 members whereas 31 family in Narayanganj are claiming less

than 4 members.

Figure 4.7.7 Size of family members

<=4

>4 <=4

>4 <=4

>4 <=4

>4 <=4

>4 <=4

>4 <=4

>4 <=4

>4

A B C D A B C DBhola (rural) Narayanganj (urban)

0

10

20

30

40

The results showed that the family size is significantly large in Bhola compared to the

other region of the country, where the family size is manageable and small.

168

Figure 4.7.8 Students’ English achievement in the 10th grade in both regions

A B C D A B C DBhola Narayanganj

53.88 54.88 55.96 56

64.4470.08

64.8

75.6

Students’ English achievement:

The study results revealed that students in the 10th grade, among all the schools, four of

them were located in Bhola , got lower scores compared to the other four schools, located in

Narayanganj.

Figure 4.7.9 Students’ favorite subject

Biology7% Computer

9%

Accounting10%

Bangla13%

Others15%

Math20%

English24%

Bhola (Rural)

Biology5% Accounting

10%

Bangla13%

Computer15%Math

18%

Others18%

English20%

Narayanganj (Suburban)

Students’ favorite subject 　 : The figure shows that in Bhola, students’ most favorite

169

subject is English, claimed by 25%, followed by Mathematics 20%, other optional subjects

15%, Bangla 14%, Accounting 10%, Computer 9% and Biology 7%. By contrast, in

Narayanganj, among the school subjects, English is their preferred subject, which is claiming

20% of the students. The least favorite subject is Biology in that region. In both regions,

English is the most favorite subject and Biology is the least favorite subject.

The results revealed that the students from Bhola , one fourth of them preferred the

fundamental subjects of English and one fifty of the total students in Narayanganj chose the

same subject where Biology is the least preferred subject , again in both regions.

Figure 4.7.11 Findings in both regions

170

Findings from both regions: Students in Bhola as well as in Narayanganj has been addressing

some basic problems across the year. In Bhola, most of them thought about lack of English

teachers, Bhola in particular. Moreover, they addressed difficult content and lack of friendly

attitude from their teachers.

However, students from Narayanganj, felt their class size was enormously large, and the

environment of the class or cohort was not friendly and conducive to practice . Also, they

171

• Lack of Environment;

• Ineffective Curriculum;

• Classroom facilities &

• Lack of teaching material and teaching aid

• Lack of trained teachers;

• Lack of easy content

• Lack of Friendly attitude

• Large student size;

• Lack of practice & exercise

• Lack of students’ active participation

Narayanganj (sub-urban)Bhola (rural)

were not able to participate actively in any group work or pair work during the school hours.

Nevertheless, students from both areas believed that their environment to achieve English

were not conducive. Also, they depicted that their curriculum was not effective to meet the

social demand. Moreover, they did not get enough need based classroom facilities i.e.

computer, internet, overhead projector along with teaching materials. What’s more, they did

not have enough time to use the modern technology.

Figure 4.7.12 Use of modern technology

Yes No Yes NoBhola Narayanganj

0

1

2

3

4

1

3

2 2

Use of modern technology: The Use of modern technology is an important factor to make

teaching more effective, interesting and attractive. But the use of teaching aids, and modern

technology was not satisfactory in the classes which are showed through the data collected

from students. This study showed that 25% of school teachers in Bhola used the cutting-edge

technology and a large number ( 75%) of teachers in those schools did not use any

technology. However, 50% of teachers in Narayanganj learned how to use modern technology

fairly, and the rest of the teachers did not use it.

Figure 4.7.13 Library facilities in schools

172

Bhola Narayanganj0

0.51

1.52

2.53

3.5

2

3

2

1YesNo

No.

of

School

Library facilities in schools: The use of library facilities is one of the important factors to

fuel learning; English in particular. Out of the four schools in Bhola, a large number of

students did not get a chance to gain the facilities of library. However, 75% schools in

Narayanganj could make available library facilities for the students .　

Information about the school principals: Based on the evidence from the questionnaires,

the information about the principals in both areas can be summarized as follows:

Figure 4.7.14 Principal as English teacher

Yes25%

No75%

Principal as English teacher: School principals are the anchors who play an important role

within the school and beyond. Among the 8 respondents, 25% were the English teacher in the

173

research area. The majority of the principals did not have a background in English.

Figure 4.7.15 School type　

Gir

ls

Boys

Co E

du-

cati

on

Gir

ls

Boys

Co E

du-

cati

on

Bhola ( Rural) Narayanganj ( Sub-urban )

00.5

11.5

2

50%

25% 25% 25% 25%

50%

School type: There are many types of school in Bangladesh. Among the 4 schools in Bhola,

50% were girls’ schools, 25% were boys and the rest were co-education. However, in

Narayanganj, 50% of the schools were co-education and the other schools were both 25%

boys and girls schools.　

The results revealed that girl dominated schools were found in Bhola whereas jointly

patronized schools in Narayanganj.

Figure 4.7.16 Status of schools

Government50%

MPO25%

Govt. Registered25%

Bhola (Rural)

Govt 50%MPO

50%

Narayanganj (Sub urban)

Status of schools: Given their status, schools can be categorized as government, MPO

174

(monthly payment order) and government registered. In the research areas, three types of

schools were noticed. In Bhola, 50% of schools were government run, 25% of the MPO and

the rest of government registered. By contrast, half of the schools were found government

oriented and the rest of MPO in Narayanganj.

The study results revealed that in both regions, government patronized schools .

　

Observation

4.8 Observation: During the period, from September to October, 2011, the author observed

16 classes out of 8 schools located in two upazillas , Bhola sadar (rural ) and Narayanganj

sadar ( sub-urban ) of the two districts. During classroom observation, the researcher observed

the full period of the 10th grade classes. The classrooms observed and recorded the evidence

by the author. The physical and practical conditions of the classroom were measured on a

four degree scale (0-3), not at all, , poor, average and excellent.

Classroom Environment: Seating arrangement is an important factor in teaching-learning

English, in particular. Out of 16 classes, observed in the research area, excellent seating

arrangement i.e. students’ friendly learning environment found only one classroom; 4 of the

classrooms with average seating arrangement and the last 3 schools with poor seating

arrangement .And ,school was visualized as A, B, C and D.

Table- 4.8.1 Classroom environment of the schools

Observ Urban ( Narayanganj ) Rural ( Bhola )

175

ational

CriteriaSchool

A

School

B

School

C

School

D

School

A

School

B

School

C

School

D

Seating

arrange

ment

Average Average Excellent Poor Average Average Poor Poor

Availab

ility

of light

and air

Excellent Excellent Excellent Poor Excellent Excellent Poor Poor

Class

size

52 54 45 69 59 55 45 41

Teacher

work

load

Per week

12

classes

Per week

13classes

Per week

11

classes

Perweek

10

classes

Per week

12

classes

Per week

11

classes

Per

week

8 classes

Per

week

7

classes

Accessi

bility

Average Average Excellent Poor Average Average Excellen

t

Excellen

t

Movem

ent

of

teachers

Average Average Excellent Poor Average Average Excelle

nt

Excelle

nt

Content

of class

Grammar

, verb

Women

power

Tribal

people

Mother

Teresa

Grammar

voice

Sharing Friends Eskimos

Medium

of

teaching

Mixed

language

Mixed

language

English Bangla Mixed Mixed Bangla Bangla

Teaching method

According to the observation, it was noticed that a significant number of teacher followed

a discussion methods, a good number of instructor followed a question-answer lecture

176

method; few teachers followed pair work/group work and very few followed simulation and

role plays. It was noticed that these all methods were not followed by any teacher completely.

Generally, they did not utilize teaching techniques with pair work/ group work, role play and

simulation. Also, it was found that teachers did not have a common tendency of encouraging

students to answer questions and ask questions during the class which occurred in Bhola. The

following characteristics of their teaching style and methods were revealed.

Table- 4.8.2 Teaching method followed by the English teacher in the schools

Teachin

g

method

Urban ( Narayanganj ) Rural ( Bhola )

School

A

School

B

School

C

School

D

School

A

School

B

School

C

School

D

Discuss

ion


Questio

n

answer

Excellent Average Excellent Poor Average Excellent Poor Poor

Lecture Excellent Average Excellent Poor Excellent Average Poor Poor

Pair/

group

work


Simulat

ion


Role

play

Excellent Average Excellent Poor Average Average Poor Poor

Practicing four incorporated skills in the classroom: English ability is mirrored through

visualizing four skills, reading, writing, listening and speaking. English is a fundamental

subject from the 1st in the school, is very important. This observation showed that among the

four skills, listening and speaking were the mostly ignored in the classroom. Widely exercised

177

skills were reading and writing. Thus, it was apparent that these four skills were not practiced

in the classroom completely.

Table-4.8.3 Practicing four incorporated skills in the classroom

Skills Urban ( Narayanganj ) Rural ( Bhola )

School

A

School

B

School

C

Schoo

l

D

School

A

School

B

School

C

School

D

Listening Average Average Excellent Poor Average Average Poor Poor

Speaking Excellent Average Excellent Poor Excellent Excellent Poor Poor

Reading Excellent Excellent Excellent Poor Excellent Excellent Poor Poor

Writing Excellent Excellent Excellent Poor Excellent Excellent Poor Poor

Teaching aids and teaching materials: Most of the school teachers use blackboards or

whiteboards supplied by the government. A total of 50 % of schools had microphone, OHP,

Audio –visual aid supplied by the government. 50% of institutions collected picture and

posters by themselves. But, these schools did not possess any technology. The table shows the

extension of use of the teaching aids available to them.

Table-4.8.4 Teaching aids and teaching materials

Teach

ing

aids

Urban ( Narayanganj ) Rural ( Bhola )

School

A

School

B

School

C

School

D

School

A

School

B

School

C

School

D

Textb

ook

Excellent Excellent Excellent Average Excellent Excellent Average Averag

e

Black Excellent Average - Poor Excellent Average Poor Poor

178

board

White

board

- - Excellent Poor - - Poor Poor

Pictur

e &

poster

Excellent Average Excellent Poor Excellent Average Poor Poor

Tchno

logy.


The present study revealed that teacher-student ratio in Narayanganj was 1:55 and in

Bhola 1:50. As a result, teachers failed to manage the classes according to the given lesson

plan. During observation, no language lab was found in government and non-government

institutions.

Significant improvements were observed in case individual work by the students and so

forth. But, most of the teachers did not use or follow lesson plans, pair teaching, open

question, proper teaching aids and teaching materials, technology, grammar books. In

classroom observation, most of the English teachers during their class, conducted the class

with English-Bangla mixed language and 25% of the teachers conducted their class in

English. The test of listening and speaking skills is not included in public examinations and as

a result practices of these two skills are habitually overlooked in and out of the classroom.

Chapter Five

Discussion and Policy Recommendations

179

5.1 Summary of findings

The study was intended to find out significant factors that influence students’ English

achievement in the secondary schools in Bangladesh with a specific focus on Bhola and

Narayanganj. Four secondary schools in Bhola and four schools in Narayanganj at the same

level were selected as the sample schools for this study. Six categories of respondents such as

students in the 10th grade, English teachers, school principals, guardians, community members

and upazilla education officers were selected for conducting the study and the sample size for

each category for each region was 164, 16, 4, 40, 20 and 1 respectively. However, the sample

sizes for the students in the 10th grade were not equal across the educational institutions.

Because the numbers of the students were not equal in each schools. The number of students

as respondents was selected proportionately to the number of students. Thus the number of

respondents across the schools varies between 36 to 46. The survey was conducted between

September, 7, 2011 - October, 19, 2011.

This study is descriptive in nature. The study revealed important findings, which can

provide policy implications and suggestions to improve the quality of students’ English

achievement at the secondary level in Bhola and in Narayanganj.

Students: Research results showed that lack of practicing English is the dominant factor

in both areas. Still, it is more severe in Narayanganj. Because the size of the class was found

comparatively bigger in Narayanganj, for example, on average 55 students were found in

180

Narayanganj. This means; students in Narayanganj got less friendly environment to continue

their English practice with their teachers. However, students with appropriate opportune

moment to conduct practice among themselves within the large size of students in the classes

were pair work or group work.

However, the lack of English teachers were found to have a less significant factor in

learning English regarding both areas, but it was relatively more significant in Bhola . The

main reasons for these factors are schools in Bhola suffer from qualified English teachers due

to lack of need based facilities i.e. residential, economical, social. The study revealed that in

Bhola 75% of schools had less than 5 teachers. By contrast, 75% of schools had more than 5

teachers in Narayanganj.

The differences of the motivational aspects with learning English between rural and sub-

urban area can be explained by the differences in the socio economic backgrounds of the

students’ families. It is found that most of the families in Bhola are characterized by large

family sizes. Most of the people in Bhola are engaged in blue -collar jobs. Nonetheless, most

of the people in Narayanganj are engaged in white collar-jobs. Besides, the family size in

Narayanganj is smaller compared to Bhola.

These factors are mainly responsible for creating differences between instrumental and

integrative motivation. For example, the instrumental motivation for learning English is

higher in Bhola because the students of that part are motivated to learn English for getting job

181

and to meet their immediate needs. Similarly, the integrative motivation for learning English

is higher in Narayanganj because most of their families are able to meet their basic needs. As

a result, the students of this area want to learn English not only for gaining employment but

for other purposes.

Students in both areas dominantly want to learn English to complete their graduation.

This suggests that there are no sufficient books, journals, documentary evidence in their

mother language for pursuing their graduation. As a result, English becomes the most

important factor when students want to continue their graduation in Bangladesh.

English teachers: Large student size is a dominant problem in Narayanganj, while the

lack of qualified English teachers is the main problem in Bhola. This finding is consistent

with the student opinion as most of the students in Narayanganj mentioned that lack of

practice was their main problem for learning English due to large class sizes. Conversely,

students in Bhola mentioned that their main problem for learning English was the lack of

English teachers.

The opinion of the English teachers regarding the motivational aspect of learning English

is nearly similar to the opinion of students. Students in Bhola should be motivated by the

instrumental factor while the students from Narayanganj should be motivated by an

integrative factor. Learners sometimes want to affiliate with a different language community.

Such learners wish to join in with the minority or majority language’s cultural activities, find

182

their roots, or form friendships. This is termed integrative motivation which is learning a

language for the useful purpose.

Teachers’ opinion regarding the importance of learning English is also consistent with

the opinion of the students. This implies that students in Bangladesh mainly give priority to

English learning for pursuing graduation.

School principal: Research results revealed that the lack of teachers was the leading

factor for low English achievement in Bhola. Lack of practice was in Narayanganj which

partially supported the opinion of the students because a significant number of the pupils in

Bhola depicted that their major problem for learning English was the lack of teachers.While

the majority of the students in Bhola identified the lack of practice as a dominant factor of

low achievement.

The motivation to learn English was summarized as instrumental and integrative aspects.

The view of the school principals concerning the motivational feature of learning English was

almost like the view held by students and English teachers. The instrumental motivation for

learning English is higher in Bhola as the students of that part were motivated to be skilled

for getting needs based work or jobs to meet their family demands. Instrumental motivation is

utilitarian in nature. Learners may acquire a second language to obtain employment or a

promotion, or help their children’s education. This can be termed instrumental motivation.

However, the integrative motivation for learning English is higher in Narayanganj because

183

most of their families were not suffering from the obligation of fundamental needs.

The importance of English among all fundamental subjects i.e. science, mathematics,

higher mathematics was assessed by the school principals on the merit of the usefulness of

English language for different purposes. The opinion of the school principals regarding the

issue was also consistent with the opinion of the students and English teachers. These results

implied that students in Bangladesh predominantly give priority of achieving English for

pursuing further study.

Guardians:　Guardians were asked question for an indication to identify the main factors

responsible for creating barriers to learn English. On the basis of the view of the guardians,

the lack of any specific English grammar book was a major factor in Bhola while the lack of

teaching manuals was the main problem in Narayanganj. It was revealed that teachers as well

as students were not following any particular grammar book through a unified educational

system across the country. Also, teachers were not following teaching manuals as the supply

of this item was not implemented properly and timely.

The opinion of the guardians about the motivational aspect of learning English was nearly

similar to the opinion of students, teachers and school principals. That is the students in Bhola

should be motivated by instrumental factors while the students in Narayanganj should be

motivated by integrative factors.

The importance of English among all subjects was assessed by the guardians on the basis of

the usefulness of English for different purposes .Guardians in Bhola predominantly wanted to

184

their children to learn English, in order to do better in other subjects. In spite of all this, it is

clear that English is dominating in most of the basic subjects such as science, mathematics

and so forth, as a medium of instruction beyond English language subjects in Bangladesh.

But, guardians thought that students should learn English to pursue their graduation. The

guardians’ opinion regarding the importance of English was also consistent with the opinion

of the students. This implied that students of Bangladesh should be given easy English content

for a deeper understanding of other subjects and to continue their education.

Community members: Opinions of community members suggest that a lack of English

teachers is liable for low English achievement in Bhola and in Narayanganj. Nonetheless, lack

of practice is another dominant factor in Narayanganj. This supports the opinion of school

principals and to some extent that of students and teachers. Thus the lack of teachers is indeed

liable for low English achievement in both regions.

　　The motivational factors for learning English are completely similar in the opinion of

community members along with the opinions of students, teachers and school principals. That

is the students in Bhola are mostly motivated by certain instrumental factors while the

students in Narayanganj are mostly motivated by integrative factors.

The importance of English among all subjects should be determined by the requirement of

graduation in both areas according to the opinion of community members.

Upazilla education officers: The education officer working in Bhola sadar upazilla

thinks that the lack of English teachers is the main factor for low English achievement in his

185

area. The opinions of the school principals of this area are nearly the same regarding this

issue. On the other hand, the education officer of Narayanganj sadar upazilla mentions that

the large student size is responsible for low achievement in his area which is supported by the

English teachers’ opinion on the same issue of this area.

The education officer in Bhola also mentions the motivational factors of learning

English is instrumental and the education officer in Narayanganj mentions that motivational

factors of learning English is integrative,

He also adds the importance of English skill among all subjects is determined by the

demand for English as a global language. As per his opinion, the contribution of the

environment is very high for increasing the students’ English skills.

From this discussion, the factors affecting students’ English achievement at the secondary

level in Bhola and in Narayanganj can be summarized as follows-

Bhola:

1. Lack of skilled English teachers

2. Lack of practice

3. Lack of conducive environment

4. Large students sizes

5. Lack of teaching manuals

6. Lack of using particular grammar books

Narayanganj :

1. Large students sizes

186

2. Lack of practice

3. Lack of conducive environment

4. Lack of using particular grammar books

5. Lack of teaching manuals

6. Lack of English teachers

5.2 Conclusion

The present study has been conducted to scrutinize the factors towards English attainment

levels of the secondary school students .The study is expressive in nature. It tried to find out

the factors affecting students’ English achievement in the secondary level in Bhola and

Narayanganj. A qualitative method was used to assemble evidence from the schools under

surveyed.

For addressing the specific research questions, regarding the earlier mentioned chapter 1

an important finding in this study is that students’ English achievement is mainly affected by

the teachers’ factors in Bhola and school factors in Narayanganj. The second, significant

finding is that students’ English achievement is better in Narayanganj than in Bhola. Third,

there was a vital finding that is teachers in both regions were demanding training, social status

and standard salaries.

The present study revealed that pupils learning English at the secondary level showed more

dependency on the textbook. The textbook, in response, was not found very interesting to the

students as most of the students from both regions said their textbook was rather boring .In

187

case of the existing examination system, a significant number of students from both areas

thought they could predict the possible question of their up-coming examination to a greater

extent. However, the students showed a driving force to acquire knowledge on English. They

had an interest to know and learn new things in the classroom from the teachers and their

peers.

It was found that teacher-domination and teacher-talk remarkably were featured in both

these areas of the English language classroom. The teachers in Bhola region liked to translate

the lessons into Bangla and similarly they chose to explain them in Bangla. Students’ learning

grammar rules were stressed. Students were found habituated to memorizing questions and

answer as a means of preparing for their examination in both areas. Also, they practiced

writing and reading for classroom preparation. However, the students did not seem to get

sufficient opportunities to practice their speaking and writing skills in groups with their

associates.

It was also found that the students could not freely ask questions to their teachers and got

inadequate opportunities to practice grammar rules through contextualization of them.

Teachers appeared not to have a friendly attitude towards the students in Bhola. By contrast,

teachers became aware to difficult content in Narayanganj.

It is important to note that students wish to enhance classroom academic performance. They

attended class regularly. When they face difficulties they remained absent minded as they do

not have adequate trained teachers in Bhola. However, in Narayanganj, they encountered

188

large class size. Actually, both the areas, they felt cutting edge technology in the classroom

for their English accomplishment. Schools have already been well-known for their online

presence to meet the attractiveness of social media platforms. Now, schools are breaking

ground with a creative wave of connections. Students can engage directly through Skype

interviews to ask all kinds of questions about English achievement and beyond. It is an

original medium that allows students to work together with complex subject matters rather

than relying only on the paper or book.

It was noticed that there was a common tendency in Bhola , aiming to learn English to get a

job . Even so, a significant number of students in Narayanganj involved themselves to learn

English to devote their life for the good of people in society. But, there was a common

tendency in both regions to place emphasis on English.

It was also revealed that most of the students in both regions had a positive tendency to seek

help from their parents, teachers, peers, private tutors and senior students towards academic

activities.

It is heartening to note that a range of activities can ensure learners’ involvement in their

English education; make the class interactive and enjoyable. At the same time, we also need to

take initiatives for the improvement of slow learners and irregular students in English

acquisition. Besides, government promise, involvement of local community as well as

conscious citizens, authority and the English language teaching specialists in the whole

process can ensure a higher achievement of students’ English capability through addressing

189

these factors.

　 In fact, the findings of the present study would have to be articulated to judge the effective

domains of English education to the policy makers, educationists, curriculum developers, and

researchers.

5.3 Policy Recommendations

Based on the findings, the following recommendations can be made for the policy

makers for improving English achievement in Bangladesh at secondary level-:

1. Government should appoint skilled teachers in Bhola to mitigate the imbalanced teacher-

student ratio, the vacant posts of English teachers should be placed without delay in Bhola . In

addition, some new posts for English teachers can be made in both the regions.

2. Government should take initiatives to make available need based teaching aids and

teaching materials, for using these aids professionally. Providing such teaching materials

should be followed by an appropriate training for the English teachers so that they can use

these materials efficiently in the classrooms.

3. There is room for improving the quality of education, English, in particular, by provision

of long term teacher training. Teachers should be trained for English , especially for those

who do not have a language background.

4. The period of English classes needs to be increased .Also, extra classes may be considered

in both regions.

5. Teachers should make the content student friendly along with a friendly attitude in the

190

class.

6. The modern effective techniques, i.e. question-answer, pair-work, group-work, role-play,

storytelling, simulation and so on should be introduced immediately in the class.

7. English textbooks should be introduced on an international scope based along with an

attractive setup so that the students can enjoy themselves through reading and understanding.

Also, specific grammar books need to be introduced in the secondary level.

8. The number of female teachers should be increased at the secondary level in both areas ,

especially in Narayanganj.

9. Smaller class-size should be rationalized in all educational institutions in both regions

especially in Narayanganj. The ideal class size would ranging between 30-35 students per

class/ section.

5.4 Suggestion for further Study

This study is indicative in nature. However, as Bangladesh is a profoundly populated country

and the sample size is small; many findings have and have not yet been empirically proven.

More detailed studies on various factors which are affecting students’ English achievement in

rural vis-à-vis sub-urban regions in Bangladesh are to be developed.

191

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leadership .41 (8).19-27　

Appendix 1: Interview Questions for stakeholders

Common

Questions

1. What factors are liable for low English achievement?

2. What kinds of motivation are required to learn English?

3. How much do you think the offered course meet the social demand in

prevalent society ?

4. What do you think about the contribution of modern technology for

English achievement ?

5. What is your recommendation to increase English achievement of

secondary level students ?

6. What kinds of government assistance are required to improve students’

English success?

7. What kinds of skill are required for the English teachers to increase

193

students’ ability?

8. What are the importances’s of English skill among all subject?

9. How much environment contributes fueling English learning?

Students 10. What do you think about English subject, comparing with other subject?

11. How many hours do you spend every day for English study purpose ?

12. How many English related books do you have at home along with text

books?

13. Who helps you a lot in your learning of English?

14. What is your future plan after graduation?

15. Is there any advantageous effect of participatory method to learn

English ?

English

teachers

10. What is your teaching plan as an English teacher ?

11 What are the strategies do you find in grade ten to improve students’

English skill ?.

12 What is your class room leadership role to improve students’ English

achievement?

13 What kind of assistance do you need from principal to improve students

English skill ?

14 What is the role of an English language club for students’ English

learning?

15 How do you evaluate students’ working in pairs?

School

principals

10 Why the supervision of English class is necessary by school principal?.

11 How do you think parents’ education and income can contribute students’

English skill?

12 What are the criteria to evaluate English subject teachers?

13 Is there any in-service training to English teachers?

14 What is the effect of location of school for students’ English achievement?

15 What is the strategy to improve students’ English learning?

Guardians 10 Which approach is better and effective to teach students’ English ?

11 How often do you supervise students’ English class each month?.

12 What do you think about extra class and home work for students’ English

achievement?

13 How frequently the guardians’ and community are positively participating

in the school meeting?

14 Does the English teacher use teaching materials and teaching aids?

15 Do you think that your income and education can contribute in developing

English skill for your child?

194

Communit

y members

10 How much do you feel political promise can contribute to learn English?

11 What do you think about classroom management role of an English

teacher?

12 How often do you supervise the school each month?

13 To what extent are parents and community people are involved as

volunteers?

14 How often do you interact with English teacher to improve students’

English skill?

15 Do you think teachers’ salaries are insufficient?

Education

officers

11 How often do you visit school in a month ?

12 How do you think about the needs of english skills of students' in this

locality?

13 How do you think about teachers' satisfaction to teach english ?

14 How a student can learn english beyond class ?

15 Which purpose english should learn by pupils in secondary level ?

Appendix 2: Questionnaire for students

Name:……………………………………………….Gender……………Age:……….

Name of school:……………………………………….District : ……………………..

Grade/Class :……………………………………………Section : ……………………

1. How many members do you have in your family?

2. What is the highest level of education that your father has completed?

3. What is the highest level of education that your mother has completed?

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4. What does your father do?

5. What does your mother do?

6 How many days have you been absent for the last thirty days?

7 Have you ever repeated any grade since you started secondary school?

8 Which subject do you like most?

9 Do you have any scope to learn and interact in English outside class?

10 Do your parents encourage you to excel in English learning?

Appendix 3: Questionnaire for English teachers

Name:…………………………Gender……………………….Age:……………..

School:…………………………………………………district: …………………………

Educational qualification:……………………………………………………….

1. How many trainings have you got to be an English teacher?

2. How often do you arrange English debate in a year?

3. Have you received any in-service training?

4. How often do you have a discussion among English teachers about English teaching?

5. Do you use any modern technology for English achievement of students?

6. How often does your principle come to visit your class?

7. What sorts of activities do you carry out for students’ to learn English beyond class?

8. Is there any potential project to improve students’ English achievement?

9. Is there any bonus/ incentives for effective teaching?

10. How often do you arrange open session for students to improve their English skill ?

Appendix 4: Questionnaire for school principal

Name:…… ………………… ………... School name:………………………………

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Year of establishment:……………Educational qualification …………………………..

1. How many English classes do students have in a week in class ten?

2. How many English classes does an English teacher conduct in a week?

3. How many English teachers do you have in this school?

4. Is there any principal/ head teacher who has ever been an English teacher?

5. What type of school is it? (Please tick )

6. a) Government b) Government registered c) Fully private d ) MPO

7. Do you have any computer room / lab in your school?

8. How often do you visit students’ English class in a month?

9. Do you have any library in your school?

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Masters thesis azam (1)

Education

Transcript of Masters thesis azam (1)