28681752 english-language-teaching-and-learning-in-bangladesh
TRANSCRIPT
ENGLISH LANGUAGE TEACHING AND LEARNING AT THE ALIM LEVEL IN THE MADRASHAS IN BANGLADESH: PROBLEMS AND POSSIBLE
SOLUTIONS
M. Phil. Thesis
By
Md. Enamul Hoque
A thesis submitted to the faculty of Arts and Humanities of Jahangirnagar University in partial fulfillment of the requirements
for the degree of
M. Phil. in English Language (Applied Linguistics and ELT)
Department of English Jahangirnagar University
Savar, Dhaka Bangladesh
June 2008
2
ENGLISH LANGUAGE TEACHING AND LEARNING AT THE ALIM LEVEL IN THE MADRASHAS IN BANGLADESH: PROBLEMS AND POSSIBLE
SOLUTIONS
Researcher
Md. Enamul Hoque M. Phil. Researcher
Department of English Jahangirnagar University
Savar, Dhaka Bangladesh
Supervisor
Dr. M. Maniruzzaman Department of English
Jahangirnagar University Savar, Dhaka Bangladesh
June 2008
3
Declaration
I, Md. Enamul Hoque, hereby declare that this thesis titled English Language
Teaching and Learning at the Alim Level in the Madrashas in Bangladesh:
Problems and Possible Solutions submitted to Jahangirnagar University, Savar, Dhaka,
Bangladesh in partial fulfillment of the requirement for the degree of M. Phil. in
English Language (Applied Linguistics and ELT) is a record of my original and
independent research work done under the supervision and guidance of Dr. M.
Maniruzzaman, Department of English, Jahangirnagar University, and it has not formed
the basis for the award of any degree/diploma/associateship/fellowship or other similar
title to any candidate at any university.
Md. Enamul Hoque M. Phil. Researcher Department of English Jahangirnagar University, Savar, Dhaka, Bangladesh
4
Certificate
I am pleased to certify that the thesis entitled English Language Teaching and
Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible
Solutions submitted to Jahangirnagar University, Savar, Dhaka, Bangladesh in partial
fulfillment of the requirement for the award of the M. Phil. degree in English Language
(Applied Linguistics and ELT) is a record of the original study done by
Mr. Md. Enamul Hoque under my supervision and guidance. This thesis has not formed
the basis for the award of any degree/diploma/associateship/ fellowship or other similar
title to any candidate of any university.
Dr. M. Maniruzzaman Supervisor Department of English Jahangirnagar University, Savar, Dhaka, Bangladesh
5
Acknowledgement
First and foremost, I would like to thank Allah (SWT) for giving me the
opportunity to carry out the study and for not losing my heart at any stages of my
research. I would like to express my immense gratitude to my research supervisor Dr.
M. Maniruzzaman, Department of English, Jahangirnagar University, Savar, Dhaka for
opening the door of opportunity for me to do research under his sincere guidance. He is
the torch bearer of the march of my research. He lavishly spent his time to mould me
and to better my academic activities. Without his efforts, it would not be possible to
submit the thesis at this moment. I also gratefully thank him for having spent his
valuable time, academically sharing views with me. I deem it a blessing from the
Almighty to have the right person for my research guidance.
I would like to thank all the teachers and staff of the Department of English,
Jahangirnagar University for their cooperation during this study. I am sincerely grateful
to Mr. Shamsad Mortuza, the chairman, Department of English for his sympathy and
kindness in writing some letters to my authority for deputation. I specially thank Mr.
Ahmed Reza, Associate Professor, Department of English, Jahangirnagar University for
helping me select the study area and the title of the present study.
The deepest appreciation from the very core of my heart goes to
Mr. Abdul Mabud, Deputy Conservator of Forest, and the Director, Bangladesh Forest
School, Sylhet for his all out personal as well as official cooperation for the successful
completion of my research. My fellow researcher Shahanaz Mahmud deserves thanks
for her inspiration at all levels.
I express my profound gratitude to M H Nurunnabi and Afroja Hoque for their
ample support in reviewing and checking the questionnaires of the present study.
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I would like to acknowledge the very sincere support and assistance of
A. B. M. Shafiqul Islam and Md. Jahurul Islam, two able M. A. final year students of
the Department of English, Jahangirnagar University in organising two seminars for
me, without whose supports and cooperation, it would be impossible for me to present
my two seminars through multimedia.
I am thankful to the responding students and teachers of 24 madrashas who
eagerly came forward to help me answering the questions in the questionnaires.
I, with all sincerity, record my sense of gratefulness to my family. I am
extremely grateful to my sister- in- law Rawshan Ara Islam Shilpi and younger brother
Emdadul Hoque for their financial support when I was in financial crisis during the
present study. I must record my deepest love to my two tireless daughters, Nuasiba and
Nabiha, who having missed me always showed their helplessness during the study.
Last but not least, I am completely indebted to Afroja Islam Jasmin, my wife,
who provided all sorts of support to stick to the study and kept me away from all the
family chores and proved herself a constant source of inspiration all the time. She not
only gave me opportunity to work, but also encouraged me to complete the research
successfully.
Md. Enamul Hoque M. Phil. Researcher Department of English Jahangirnagar University, Savar, Dhaka
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Abstract The role of English language as a lingua franca makes it a unique language in the
world. This distinctiveness does not only refer to the language itself, but also to the
ways it is taught as a foreign language. Learning a foreign language takes place step by
step in which a number of factors play a direct role. This study intends to shed light on
the state of “English Language Teaching and Learning at the Alim Level in the
Madrashas in Bangladesh”. It tries to unveil the problems encountered by the Alim
students (higher secondary), sketch a picture of teacher-student interaction and their
linguistic behaviour in the class, and evaluate the level of performance of students in
the four basic skills of English language: listening, speaking, reading, and writing. The
study suggests certain remedial measures to overcome the problems or hindrances lying
in the process of teaching -learning activities.
The investigation goes around some domains directly related to applied
linguistics and ELT: textbook materials, syllabuses and curriculums, teaching methods
and approaches, status of teachers, teaching aids and equipment, perception of needs of
English, preference of learning strategies, testing and assessment, etc. For the present
study, 1000 Alim students and 25 English teachers teaching English to the same
students are randomly selected from 24 madrashas located in both urban and rural
areas. The data for the present study is collected through questionnaires: student
questionnaire and teacher questionnaire. The findings of the present are presented in the
pie charts and tables. The data is analysed in the descriptive and the contextual
methods.
The study reveals that the major problems in English language teaching and learning at
the Alim level lie with the textbook materials, syllabus, uninteresting lessons, method
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of teaching, avoidance of practicing listening and speaking, poor quality of teachers,
lack of physical facilities of the classroom, very poor quality teaching aids and
equipment, etc. The study finds correlations between the teachers and the students on a
number of issues. Contradictions are also found between them on some points relating
to English language teaching and learning. A good amount of literature related to the
current study is reviewed to correlate and support the present study.
The major findings of the present study suggest that cooperative learning helps
significantly to enhance the learners’ oral communicative competence and their
motivation towards learning English. On basis of the findings, a good number of
suggestions for NCTB, Madrashas Education Board and English language teachers are
made for the further improvement of teaching and learning English in Alim classes.
Finally, suggestions for future research are given. The present study, thus, claims to
have social vitality, reliability and validity as it provides enough insights into the
English language teaching and learning at the Alim level in the madrashas in
Bangladesh.
List of Acronyms and Abbreviations Used
Acronyms/ Abbreviations
Expressions
BISE : Board of Intermediate and Secondary Education
BMEB : Bangladesh Madrasha Education Board
BTEB : Bangladesh Technical Education Board
CA : Communicative Approach
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CC : Communicative Competence
CLT : Communicative Language Teaching
DM : Direct Method
DSHE : The Directorate of Secondary and Higher Secondary Education
EFL : English as a Foreign Language
EFT : English For Today
EL : English Language
ELTIP : English Language Teaching Improvement Project
ELT : English Language Teaching
ELLT : English Language Learning and Teaching
ENL : English as a Native Language
ESL : English as a Second Language
ESOL : English for Speakers of other Languages
FL : Foreign Language
GTM : Grammar Translation Method
HSC : Higher Secondary Certificate
L1 : First Language
L2 : Second Language
LAD : Language Acquisition Device
LP : Language Performance
LSRW : Listening, Speaking, Reading and Writing
MEB : Madrashas Education Board
MOE : Ministry of Education
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NCTB : National Curriculum and Textbook Board
ODA : Government Oversees Development Administration
S : Student
SL : Second Language
SLA : Second Language Acquisition
SSC : Secondary School Certificate
T : Teacher
TEFL : Teaching English as a Foreign Language
TESL : Teaching English as a Second Language
TTC : Teachers’ Training College
UGC : University Grants Commission
% : Percentage
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Contents Page
Declaration ...................................................................... 3
Certificate ......................................................................... 4
Acknowledgement .......................................................... 5
Abstract ............................................................................ 7
Contents .......................................................................... 11
List of Figures ................................................................... 18
List of Tables ..................................................................... 21
Chapter 1: Introduction ------------------------------------------
1.1 Preliminaries ---------------------------------------------------------------------------
1.2.1 First Language and Second Language ---------------------------------------------
1.1.2 Foreign Language vs. Second Language -----------------------------------------
1. 1.3 Acquisition vs. Learning ------------------------------------------------------------
1.2 English Language Teaching (ELT) in Bangladesh-------------------------------
1.2.1 Colonial Period -----------------------------------------------------------------------
1.2.2 Pakistan Period------------------------------------------------------------------------
1.2.3 Post Liberation Period-------------------------------------------------------------
1.2.4 Statement of the Problem------------------------------------------------------------
1.2.5 Significance of the Study------------------------------------------------------------
1.2.6 Objectives of the Study--------------------------------------------------------------
12
1.2.7 Limitations of the Study-------------------------------------------------------------
1.2.8 Definitions and Terms Used in the Thesis-----------------------------------------
1.2.9 Outline of the Study-----------------------------------------------------------------
1.3 Conclusion----------------------------------------------------------------------------
1.4 Works Cited---------------------------------------------------------------------------
Chapter 2: English Language Teaching and Learning at the Alim Level ---------------------------------------------------------
2.1 Education Structure in Bangladesh-----------------------------------------------
2.2 Different Streams in Education---------------------------------------------------
2.2. 1 General Education-----------------------------------------------------------------
2.2.1.1 Primary Education------------------------------------------------------------------
2.2.1.2 Secondary Education---------------------------------------------------------------
2.2.1.3 Higher Secondary Education------------------------------------------------------
2.2.1.4 Higher Education--------------------------------------------------------------------
2.2.2 Madrasha Education----------------------------------------------------------------
2.2.2.1 Ebtadayee (Primary)Education ---------------------------------------------------
2.2.2.2 Dakhil (Secondary) Education ----------------------------------------------------
2.2.2.3 Alim(Higher Secondary) Education----------------------------------------------
2.3.2.4 Tertiary /Higher Education--------------------------------------------------------
2.2.3 Technical Education----------------------------------------------------------------
2.3 History of Madrasha Education---------------------------------------------------
2.4 Madrasha Education after the Independence of Bangladesh-----------------
2.5 Madrasha Teachers’ Training Institute(MTTI)---------------------------------
13
2.6 ELT Policy in Bangladesh---------------------------------------------------------
2.7 Place of English in the Madrasha Curriculum-----------------------------------
2.7.1 Curriculum and Syllabus for Alim Class----------------------------------------
2.7.2 Objectives of English Textbooks in the Madrashas----------------------------
2.7.3 Syllabus Contents of English for Alim Class------------------------------------
2.7.4 Layout of the Questionnaire------------------------------------------------------
2.8 Evaluation of Textbook------------------------------------------------------------
2.8.1 Types of Evaluation-----------------------------------------------------------------
2.8.2 Textbook Evaluators----------------------------------------------------------------
2.8.3 Methods and Procedures of Textbook Evaluation-----------------------------
2.8.4 Evaluation of English for Today Book Eight for Alim Class-----------------
2.9 Status of English Language Teacher---------------------------------------------
2.9.1 Proficiency in English -------------------------------------------------------------
2.9.2 Teaching Effectiveness-------------------------------------------------------------
2.9.2.1 Classroom Management------------------------------------------------------------
2.9.2.2 Psychological Elements an Personality of Teacher----------------------------
2.9.3 Academic Qualification of English Teacher-------------------------------------
2.9.4 Teaching Method/Approaches Used By the Class------------------------------
2.10 Assessment and Testing System--------------------------------------------------
2.10.1 Continuous Assessment------------------------------------------------------------
2.10.2 Internal Examination---------------------------------------------------------------
2.10.3 Alim Public Examination----------------------------------------------------------
2.10.4 Format and Items of Alim Public Examination---------------------------------
2.11 Teaching Aids and Equipments Used in the Class-----------------------------
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2.12 Physical Facilities of the Class---------------------------------------------------
2.13 Conclusion
2.14 Works Cited
Chapter 3: Literature Review---
3.1 Objectives of Literature Review-------------------------------------------
3.2 Review of Related Literature-----------------------------------------------
3.3 Conclusion--------------------------------------------------------------------
3.4 Works Cited------------------------------------------------------------------
Chapter 4: Research Design and Methodology
4.3.2.3 Practicality------------------------------------------------------
4.4 Data Collection Procedures-----------------------------------------------
4.5 List of Madrasha Selected for Investigation----------------------------
4.6 Data Analysis---------------------------------------------------------------
4.7 Conclusion-------------------------------------------------------------------
4.8 Works Cited-----------------------------------------------------------------
Chapter 5: Presentation and Interpretation of Findings
5.1 Presentation and Interpretation of Findings-----------------------------
5.2 Conclusion-------------------------------------------------------------------
5.3 Works Cited-----------------------------------------------------------------
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Chapter 6: Conclusion and Recommendations
6.1 Findings of the Study in Brief ----------------------------------------------------
6.2 Recommendations------------------------------------------------------------------
6.2.1 Recommendations for NCTB-----------------------------------------------------
6.2.2 Recommendations for Madrasha Education Board (MEB)-------------------
6.2.3 Recommendations for Textbook and Syllabus---------------------------------
6.2.4 Recommendations for Test and Assessment------------------------------------
6.2.5 Recommendations for Teaching Aids and Equipment------------------------
6.2.6 Recommendations for Teachers--------------------------------------------------
6.2.7 Suggestions for Students-----------------------------------------------------------
6.3 Further Research--------------------------------------------------------------------
6.4 Conclusion---------------------------------------------------------------------------
6.5 Works Cited-------------------------------------------------------------------------
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List of Figures
1.1 Relevance of syllabus viewed by the students -----------------------------------
1.2 Relevance of syllabus viewed by the teachers------------------------------------
2.1 Size of syllabus viewed by the students-------------------------------------------
2.2 Size of syllabus viewed by the teachers-------------------------------------------
3.1 Task enjoyment viewed by the students-------------------------------------------
3.2 Task enjoyment viewed by the teachers-------------------------------------------
4.1.1 Practice of listening skill viewed by the students---------------------------------
4.1.2 Practice of speaking skill viewed by the students-------------------------------
4.1.3 Practice of reading skill viewed by the students---------------------------------
4.1.4 Practice of writing skill viewed by the students ---------------------------------
4.2.1 Practice of listening skill viewed by the teachers --------------------------------
4.2. 2 Practice of speaking skill viewed by the teachers--------------------------------
4.2. 3 Practice of reading skill viewed by the students--------------------------------
4.2.4 Practice of writing skill viewed by the students----------------------------------
5.1 Role of Syllabus viewed by the students-----------------------------------------
5.2 Role of Syllabus viewed by the teachers------------------------------------------
6.1 Learning style viewed by the students---------------------------------------------
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6.2 Learning style viewed by the teachers---------------------------------------------
7.1 Role of the text book in learning language skills viewed by the students---
7.2 Role of the book in learning language skills viewed by the teachers----------
8.1 Interesting lesson viewed by the students----------------------------------------
8.2 Interesting lesson viewed by the students----------------------------------------
9.1 Difficulties with the lesson viewed by the students------------------------------
9.2 Difficulties with the lesson viewed by the teachers----------------------------
10.1 Relevance of lesson viewed by the students------------------------------------
10.2 Relevance of lesson viewed by the teachers--------------------------------------
11.1 Activeness in the class viewed by the students-----------------------------------
11.2 Activeness in the class viewed by the teachers-----------------------------------
12.1 Explanation of text viewed by the students---------------------------------------
12.2 Explanation of text viewed by the students--------------------------------------
13.1 Teachers’ encouragement viewed by the students--------------------------------
14.1 Explanation of vocabulary item viewed by the students------------------------
14.2 Explanation of vocabulary item viewed by the teachers----------------------
15.1 Teachers sympathy viewed by the students--------------------------------------
15.2 Teachers sympathy viewed by the teachers --------------------------------------
16.1 Use of the textbook viewed by the students-------------------------------------
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16.2 Teachers’ following the textbook viewed by the students---------------------
17.1 Use of English by the teachers viewed by the students------------------------
17.2 Use of English by the teachers viewed by the teachers--------------------------
18.1 Teachers’ qualification and competence viewed by the students---------------
18.2 Teachers’ qualification and competence viewed by the teachers---------------
19.1 Teachers’ cooperation after class viewed by the students----------------------
19.2 Teachers’ cooperation after class viewed by the teachers-----------------------
20.1 Use of teaching aids and equipments viewed by the students------------------
20.2 Use of teaching aids and equipments viewed by the students-----------------
21.1 Correction of works viewed by the students-------------------------------------
21.2 Correction of works viewed by the teachers--------------------------------------
22.1 Correction of works viewed by the teachers--------------------------------------
22.2 Correction of works by the classmate viewed by the teachers-----------------
23.1 Self correction viewed by the students--------------------------------------------
23.2 Self correction viewed by the teachers---------------------------------------------
24.1 Needs of English viewed by the students-----------------------------------------
24.2 Needs of English viewed by the teachers-----------------------------------------
25.1.1 Evaluation of students listening skill viewed by the students-------------------
25.1.2 Evaluation of students speaking skill viewed by the students------------------
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25.1.3 Evaluation of students reading skill viewed by the students--------------------
25.1.4 Evaluation of students writing skill viewed by the students--------------------
25.2.1 Evaluation of students listening skill viewed by the teachers-------------------
25.2.2 Evaluation of students speaking skill viewed by the teachers-----------------
25.2.3 Evaluation of students reading skill viewed by the teachers-------------------
25.2.4 Evaluation of students writing skill viewed by the teachers--------------------
List of Tables
Table- 1 Education structure of Bangladesh ---------------------------------------------
Table - 2 Teachers’ qualification ----------------------------------------------------------
Table-
3
Number of madrashas, and students---------------------------------------------
Table- 4 List of madrasha selected for investigation-------------------------------------
Bibliography------------------------------------------------------------
Appendix 1
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Appendix 2 Teacher Questionnaire ---------------------------------------------------------
Appendix 3 English Syllabus---------------------------------------------------------------
Appendix 4 Items and Distribution of Marks--------------------------------------------
Appendix 5 English Syllabus for Alim Examination------------------------------------
Appendix 6 English Question of Alim Examination 2007----------------------------
Appendix 7 English Question of Alim Examination 2008----------------------------
Chapter 1
Introduction
This chapter briefly introduces the present study and discusses some issues of language
learning which include preliminaries, definitions and differences between first, second
and foreign languages, chronological background of English language in Bangladesh,
the statement of the problem, the significance of the study, the objectives of the study,
the limitations of the study, the outline of the thesis, the terms used in the thesis, etc.
1.1 Preliminaries
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Language is one of the most wonderful gifts given by God to humanity. It is with the
help of language that a human can be able to communicate, solve a number of his/her
problems and make a lot of achievements in life. If there had been no language, it
would have been difficult for humankind to communicate his/her views to fellow
human beings, there would have come no educational activity into existence, there
would have been no law making, no preaching, no lecturing and nothing like talking,
singing, writing, and there would have been no books. This is why, it is very essential
for every human to learn and use a language.
Language enables people to express their feelings, ideas, wishes, and so on. It
is a tool through which the worldly knowledge is acquired and preserved. A particular
language is one of the indicators of the cultural identity of a linguistic community as
well as individual personality. However, it is not easy to learn a language. Every
language is a complex phenomenon, and one has to devote a number of years to
learning a language. Some learners are able to learn more than one language if they
make efforts.
Sapir advocates “Language is a primarily human and non-human inborn
method of communicating ideas, emotion and desires by means of a system of
voluntarily produced symbols" (10). Jesperson says, "Language is a set of human
habits, the purpose of which is to give expressions to thoughts and feelings” (12). Klein
suggests “Language is the medium through which, the child acquires the cultural,
moral, religious and other values of society” (6). Further, every language plays a crucial
role in maintaining social relationship between and among the people of the same
linguistic community and of the various cultures, customs and beliefs. Language is such
an important thing for a nation that people can sacrifice their lives. In 1952, a number
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of valiant people of Bangladesh sacrificed their lives for the sake of their mother tongue
Bengali.
1.1.1 First Language and Second Language
Klein opines that a language is 'first' when no other language was acquired before;
otherwise it is second (3). Thus, the mother tongue which is acquired first and foremost
by a child when his/her language cells are empty is first language (L1); and the
language which is acquired / learnt in addition to the L1 is second language (L2). In
this context, the term 'second language' refers to any language that is learnt subsequent
to the mother tongue.
Bangladesh has over thirty tribes most of whom are in Rajshahi, Chittagong,
Bandarbon, Rangamati, Khagrachori, Mymensingh, Tangail, Sylhet, Patuakhali and
Barguna. Some 2-3 million tribal people speak in their own languages, which are called
their first languages. The well-known tribal languages are Chakma, Garo, Khasia,
Magh, Manipuri, Munda, Oraon, and Santali. Other tribal languages are Kachhari,
Kuki, Tipra, Malpahadi, Mikir, Shadri and Hajang. The tribal people also learn and
speak Bengali as their second language to communicate with the people of other
communities. The main objective of the second language is to enable the speaker for
relatively wider participation in society and in the nation.
1.1.2 Foreign Language versus Second Language
The phrase 'foreign language' is used to denote a language that is learnt through
instruction, and which is usually studied either for communication with foreigners who
speak the language or for reading printed materials in the language. 'Second language',
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on the other hand, is one that becomes another tool of communication along with the
first language. Richards et al. suggest that “a foreign language is a language which is
taught as a school subject but which is not used as a medium of instruction in schools
nor as a language of communication within a country (...), a second language is a
subject which is not a native language in a country but which is widely used as a
medium of communication (…) and which is usually used alongside another language
or languages” (108).
In Bangladesh, English is neither a native nor a second language; rather, it is a
foreign language. In India and Pakistan, English is used as the second language.
English started to be used extensively in Bangladesh after the British had come in
power. Since then, English has been being taught compulsorily in schools, colleges and
madrashas in Bangladesh as the main source of up-to-date knowledge and effective
means of information.
1.1.3 Acquisition versus Learning
There are different opinions on the acquisition and learning of language. Krashen’s
opinion is one of them. He distinguishes acquisition from learning. Acquisition refers to
the subconscious process of picking up a language through exposure, and learning
refers to the conscious process of studying it (4). According to this view, if a language
is internalised subconsciously through exposure in a natural environment, the process
becomes acquisition. In contrast, if a language is internalised consciously through
instruction in classroom settings, the process becomes learning. When a language is
internalised subconsciously by a learner, he/she may not have grammatical competence,
but he/she may have communicative competence in a particular context; and when a
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language is internalised consciously by him/her, he/she may have grammatical
competence, but may not have communicative competence.
First language acquisition occurs when the learner is usually a child without a
language so far, and acquires one anew. Second language acquisition stands in contrast
to first language acquisition. It is learnt as an additional language after he/she has
acquired his/her mother tongue. Second language acquisition refers to all the aspects of
the language that the language learner needs to master. Second language acquisition
sometimes contrasts with the second language learning on the assumption that they are
different processes in acquiring a language. The term "acquisition" is used to refer to
picking up a language through exposure, whereas the term "learning" is used to the
process of acquiring a language other than mother tongue in a structured means or
tutored setting. It covers the development of phonology, lexical, grammar and
pragmatic knowledge.
1.2 Chronological History of English in Bangladesh English is a global language spoken and taught in many countries both as a native and a
second or a foreign language. It is taught in schools, colleges and madrashas in almost
every country in this world. This is a living and vibrant language spoken by over 350
million people as their native language. Besides, millions of people speak it as a foreign
or second language. It is estimated that more than 300 million people speak English as
a second language, and about 250 million people use it fluently as a foreign language.
In addition to that, about 1000 million people around the globe have more or less
knowledge of English. It is learnt almost everywhere of the world because knowledge
of English is considered as an international passport in terms of communication with
25
the entire world. It is considered in Bangladesh as a stair of prosperity, a tool of
acquiring knowledge and as a sign of sophistication. In Bangladesh, English is taught
as a compulsory subject in schools, colleges and madrashas from the primary to the
tertiary level (Bachelor degree). English is taught as a foreign language in Bangladesh
(Open University Publication, English Unit-1, 19). The chronological history of
English in Bangladesh has political as well as social background, which influence the
learning of English at every level of education.
1.2.1 Colonial Period
The English Language in Bangladesh has a particular background. The language policy
of the colonial power in British India was based on Lord Macaulay’s Education
Minutes of 1835. This policy aimed at forming “a class who may be interpreters
between us ( the British) and the millions we (the British) govern, a class of persons
Indian in Blood and color, but English in taste, in opinions, in moral and in intellect”
(Macaulay 1835, cited in Aggarwal 11).
Macaulay in his minutes in 1835 stressed the importance and necessities of the
education that would be given to the natives through the medium of English. He
identified some objectives of such education. The objectives were designed to serve the
interest of the master, not of the subjects.
Thus, the primary objectives of teaching English in the Indian subcontinent
were to produce a class of people having the tastes and outlook of an English man. The
objectives of teaching English are thus very clearly defined. Gupta says, “They
attempted to prove that English language, culture, literature and people were superior to
anything, and this was the primary purpose for introducing English as the medium of
instruction and as a subject of study” (40).
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During the British rule, English was the instrument and language of the colonial
power. It was the medium for the colonial administration, education and commerce.
The English language was established as the main vehicle of progress and
enlightenment of the western variety. Thus, it becomes the common means of
communication between the rulers and the educated class of Indian subcontinent.
English retained that position till the partition of India in 1947. The story of English
language proceeds during the later years of the colonial rule by establishing some
illustrations such as the establishment of universities in Kolkata, Mumbai and Channai
in 1857 and Dhaka in 1921.
1.2.2 Pakistan Period
English continued to occupy a significant position in government activities, education
and trade and commerce during the Pakistan regime. English was the only vehicle of
communication between the people of the then East Pakistan (Bangladesh) and the then
West Pakistan (Pakistan). It was used widely in government, legislative, debates, courts
and higher education. English enjoyed the status of a second language and was taught
as a functional language in secondary schools and Madrashas in Pakistan (Curriculum
Committee 1962).
During the Pakistan period, English played a very crucial role in all the sectors
of the Bangladesh society. It was studied as a compulsory subject in the secondary and
post secondary of education, and was the medium of instruction of higher studies. That
time, English was extensively practiced in army, court and public administration.
1.2.3 Post -Liberation Period (Bangladesh Period)
27
After the independence of Bangladesh, English language suffered a serious negligence
for the first few years. It so happened because of the strong public sentiment in favour
of the mother tongue Bengali. Consequently, English language teaching and learning
condition in our educational institutions suffered badly, and English lost its previous
dominant status, though English was still a compulsory subject from secondary to
higher secondary levels. In 1974, an education commission was formed which made
some recommendations with regard to language teaching. Later, Ministry of Education
set up an English Language Teaching Taskforce to evaluate the state of English
language teaching in Bangladesh, and it made some recommendations for the
improvement of learning English. Teaching and learning of English in the schools,
colleges and madrashas are not being done in the way what it should be done. In most
of the cases, the grammar learning has been given emphasis; the textbook contents are
taught and learnt without understanding. In 1974, an education commission was formed
which made the following recommendations with regard to language teaching;
1. Instruction through the medium of the national language is more readily
intelligible to the pupils as it helps them develop learners’ original thinking
and imagination. We must therefore, use Bangla as the medium of
instruction at all levels of education to make our educational schemes
successful.
2. Bangla must be used as a compulsory language up to class XII. Textbooks at
the higher stages of education, especially in the field of science and
technology, professional and vocational education must be written in
Bengali and translated from foreign languages at Government expenditure.
3. Even after the introduction of Bangla as the medium of instruction at all
levels of education, the necessity will remain for English to be learnt as a
28
foreign language. It is not necessary to learn any language other than Bangla
up to class V. From class VI to class XII, however, a modern and developed
foreign language must be learnt compulsorily. For historical reasons and for
the sake of reality, English will continue as a compulsory language
(Bangladesh Education Commission 1974: 15).
Though the report recognised the importance of English for higher studies, it
did not put forward any recommendation for the teaching of English at the tertiary level
on the ground that “it is unnecessary to make the study of any foreign language
compulsory at the university level” (Bangladesh Education Commission 1974: 15).
Later, in 1976, Ministry of Education set up an English Language Teaching
Taskforce to evaluate the state of English language teaching in Bangladesh and made
recommendations for improving the conditions of classroom teaching. The report
showed that the English proficiency of the students at the secondary level was lower
than which was assumed by their text books. On the basis of the finding, the task force
made the following recommendations:
1. English should be made compulsory from either Class III or Class VI. If
English is made compulsory from Class III, English language training
should also be made compulsory at each primary training institute,
2. Since the biggest obstacle in teaching English lay in the lack of competent
teachers, large-scale short- and long-term training programmes should be
undertaken for secondary school teachers,
3. At each level an appropriately graded syllabus should be introduced
together with new textbooks related to the needs and capabilities of
students,
29
4. The Secondary School Certificate (SSC) and Higher Secondary Certificate
(HSC) should text comprehension and writing skills in meaningful
contexts and discourage rote learning.
The government formed the National Curriculum Committee the following year in
1976 to design syllabi for all subjects at different levels. Since the committee felt that a
good foundation in English was necessary, it made arrangements for English to be
taught from class III (National Curriculum Committee 1978: 265). It took four years
since all materials had to be prepared and written for class VI onwards. The Bengali
Introduction Law of 1983 by the Bangladesh Government made it compulsory for
employees in government, semi government and autonomous institution to use Bangla
in inter-office memos, legal documents and correspondences except in case of
communication with foreign government, countries and organizations (Rahman: 20).
The enforcement of this law made it mandatory for all to use Bengali in almost all
fields of national life. It was immediately realized that Bangladesh should not neglect
English. There were 3 major reasons for that: the importance of English internationally,
occupational purposes, and for cooperation and commerce with the outside world.
A baseline investigation was carried out by the National Curriculum and
Textbook Board in 1990 in connection with a British Government Overseas
Development Administration (ODA) project for the improvement of English language
teaching at the secondary level. The authority found that the majority of students did
not have the proficiency required from them by their class textbooks. The situation was
doubly serious in non-government rural schools and madrashas.
In 1990, the government took a decision to introduce English as a compulsory
subject from class I. It was implemented in 1992 with the new syllabus and new books
(especially for class classes 1 –10). After 1993, English education has been
30
reintroduced in the B.A., B.S.S., B.Com., and B. Sc. courses as a compulsory subject of
100 marks. Yet, another change brought by the commission for the foundation of
Education policy in 1997 would suggest that English should be taught from class III.
Madrasha students are also to study English from classes 3-14 compulsorily. On the
basis of the world context, the government of Bangladesh in 1992 passed an act for the
reintroduction of English at the tertiary level. It did this to enhance the employment
potential of graduates and to cheek the decline of academic standard. The act came into
effect two years later with a syllabus based on grammar.
In 1995, a study conducted by the British Council on behalf of the University
Grants Commission (UGC) identified two major problems in the development of
English language teaching, both of which were concerned with teachers. Recently, the
English Language Teaching Improvement Project (ELTIP) was launched by the
Government of Bangladesh in collaboration with the Department for International
Development (DFID). This is a network of resource centres whose purpose is to
provide in service training to ELT teachers as well as to prepare materials appropriate
for the learners.
The national Education Policy 2000, which was presented in January 2001
formulated a number of polices. One of the few references to the medium of instruction
and language teaching is that English should to be taught as an additional subject in I
and II and from class III to be taught as a compulsory subject. The above scenario of
English language teaching clearly displays that although there have been a number of
stray moves to improve the teaching standard, no definite, well-coordinated or well
concerted effort has so far been taken to formulate a language teaching policy befitting
the country’s need. Now it is compulsorily taught up to graduate level of all streams of
31
education. It is made compulsory to enhance the employment potential of graduates and
to cheek the decline of academic standard.
The first few years after the emergence of Bangladesh, English faced a serious
setback, in the recent past and at present due attention has been paid to English
language teaching and learning at all levels of all streams of education. New textbooks
with communicative view of learning have been introduced since 2001 in the different
classes, and newer approaches and policies are being adopted time to time for further
improvement of learning English.
In 2001, the English textbook English For Today, For Classes 11- 12 is
published and prescribed by the NCTB for the H.S.C. level in the general education
system and for the Alim level in the madrasha education system.
1.3 Statement of the Problem
It is bitter to notice that even though various efforts have been made by the government
and educationists for the improvement of the English language teaching and learning
condition in the madrashas during the last few decades in Bangladesh, a sorry state of
affair still exists in the achievement of English linguistic competence of Alim students.
It is really important to identify the problems that the students encounter in the process
of learning English. It is also necessary to evaluate their level of performance in
English. In the age of communicative approach, madrasha English teachers follow the
Grammar Translation Method in teaching English. The teachers do not explain the text
in English, the target language; rather, they prefer to stay in Bengali, the mother tongue.
They show reluctance in practicing English language skills.
32
Though the text book (English For Today, For Classes 11-12) is written with
communicative thought and ideas, and the syllabus is designed with communicative
language teaching contents and items, the language teachers are found unenthusiastic
about the guideline of the book. The English teachers hardly speak English in the class.
The present researcher finds that majority teachers neither speak English in the class
themselves nor encourage their students to speak English with the classmates. It is
painfully observed that after long years of learning English, most of the learners cannot
speak English with necessary fluency, correctness of grammar, and pronunciation.
The present researcher finds that teachers talk more in the class and remain busy
while students sit idle as inactive listeners. Problems are also found in the textbook
items and contents. Students feel bore in the class and show disinterest in the lesson and
the method of teaching. Sometimes, in the English language class students are taught
textbook contents rather than practicing English language skills. For all these reasons, a
large number of students fail in the English subject in Alim public examination, despite
learning English as a foreign language for 12 years.
At present, 30% of the total students in Bangladesh have been studying in the
madrashas (source: Madrasha Education Board, http://www.bmeb.gov.bd). So, in
respect of enrolment, the madrasha education system is the second biggest education
provider in Bangladesh. In spite of huge enrolment in the madrashas, no formal
research study has been conducted in this field till present time. The disinterest in
conducting study causes slow improvement of teaching -learning situation at all levels
in the madrashas, particularly at the Alim level. English language research in the
madrasha education system is treated as a barren field of study.
33
Language instruction has five important components: students, teachers,
materials, teaching methods, and evaluation; therefore, research or investigation should
be carried out on the bases of these components, and research questions should be
raised from them. Thus, the present investigation addresses the following research
questions:
1. What kind of textbook materials do the Alim students study for learning English
as a foreign language?
2. How much are the learners proficient in English language?
3. Which method do the teachers follow while teaching English?
4. Do the students practice the four basic skills of English language in the class?
5. Are the teachers qualified and competent enough to teach English in the Alim class?
6. Do the students know the importance of English?
1.4 Significance of the Study
This study is significant because it is the first study on English language teaching at the
Alim level in the madrashas in Bangladesh. It has assumed greater significance in the
globalised context. Johnson points out “Industrialization and technological innovation
are a major aspect of national development in many countries in Southeast Asia today,
and educators are increasingly facing with the problem of how English teaching
programmes can most effectively meet the challenge created by these changes”(61).
Since the research on the English language teaching and learning is a global
phenomenon, a huge number of studies have been conducted around the world. A good
number of studies on ELT have also been carried out during the recent past under
different public universities in Bangladesh. But surprisingly, no study has been
34
conducted on the madrasha education, particularly at the Alim level. So, there are
sufficient scopes of study in this field. Therefore, the present study is very significant
and a crucial demand of time.
Furthermore, since the present study concentrates on the issues of teaching-
learning of the four basic skills of English language, it presents a picture of English
language of Alim students. It talks about the process and nature of ELT at the Alim
level; it also investigates the learning problems of the students. In Bangladesh context,
the higher secondary education plays a crucial role which determines the students’
further and future education. This stage of education constructs a strong foundation of
the students, and therefore, the present study may play significant roles in improving
English language education at the Alim level. The present study, therefore, gains a
social vitality and validity as it provides enough insights into the English language
teaching and learning at the Alim level.
1.5 Objectives of the Study
The increasing importance of English as a foreign language and as a global lingua
franca has made English language teaching a research subject all over the world. The
unparalleled international role of English language has, or should have, some
repercussions on the way English is taught. Teachers are now facing a number of
challenging questions, such as:
~ How should English be taught in the light of its role as an international
language?
~ What kind(s) of English should we teach?
~ Does the teaching of English mean that we neglect the role of our L1 and our own local culture?
35
~ Who is the best English teacher (e.g. native speakers or non-native speakers)?
Thus, the study has two types of objectives: (i) general objectives, and (ii) specific
objectives.
General objectives are;
a) to sketch out a picture of English language teaching and learning at the Alim
level in the madrashas in Bangladesh with a focus on the problems that Alim
students face in the process of learning the four basic skills of English language,
b) to put forward some suggestions and recommendations to overcome the
problems or hindrances or at least lessen the severity of these problems,
Specific objectives are;
1) to identify the problems encountered by the students in the process of learning
English,
2) to evaluate the performance in English language skills of the Alim students,
3) to investigate whether the teachers arrange the practice of listening, speaking,
reading and writing in the class,
4) to find out whether the English textbook material is fit and appropriate for the
Alim students,
5) to investigate the teachers’ motivation, teaching method, teaching competence,
and
6) to suggest recommendations for authority concerned for the improvement of
the teaching and learning English at the Alim level.
1.6 Limitations of the Study
36
As the present study is confined only to the Alim level (Higher secondary) English
language education, the study revolves around some issues and areas of English
language teaching and learning. The study encounters some limitations and
shortcomings with regard to unavailability of necessary data, information, literature and
other relevant materials.
The present researcher finds that no formal study or investigation is carried out
on the madrasha education, especially on the teaching- learning English at the Alim
level. So, the researcher faces difficulties in finding relevant resources to support and
correlate the present study.
The followings are some of the limitations of the present study:
1. The subjects involved in this study represent only Alim students of the
madrasha education system.
2. The number of subjects is limited to: 1000 Alim students and 25 English
language teachers; therefore, the results of this study cannot be generalised
to all students and the teachers in Bangladesh, it is generaligible only to the
Alim students and the English language teachers teaching English in the
Alim class.
3. All learning problems are not investigated through the questionnaire; it is limited
to the problems of teaching and learning English as a foreign language,
4. The questionnaires do not describe in detailed of the language teaching –
learning issues in details.
5. The study makes no variable in the analysis of the findings in respect of
gender, geographical region, and social condition.
37
6. Sometimes, the questions are translated into Bengali (if the researcher is
asked) for the respondents to grasp the theme of the questions; therefore, it
takes relatively longer time to answer the questions.
1.7 Definitions of Terms Used in Thesis
Acquisition: The term ‘acquisition’ is used to describe language being absorbed
without conscious effort; i.e. the way children pick up their mother tongue. Language
acquisition is often contrasted with language learning. For some researchers, such as
Krashen, 'acquisition' is unconscious and spontaneous, and 'learning' is conscious,
developing through formal study.
Acquisition Device: Nativist theories of language acquisition claim that each language
learner has an 'acquisition device' which controls the process of acquisition. This device
contains information about possible universal grammars.
Active Vocabulary: The words and phrases which a learner can use in his/ her speech
and writing (contrasted with passive vocabulary).
Aids and Equipment: Blackboard, whiteboard, overhead projector, realia, posters,
wallcharts, flipcharts, maps, plans, flashcards, word cards, puppets, tape recorder, TV
or video player, computer, CD Rom, language laboratory ,etc. are teaching aids and
equipments. These are used to help and accelerate learning.
Applied Linguistics: Applied Linguistics refer to the study of relationship between
theory and practice.
38
Aptitude: Aptitude refers to the specific ability that a learner has for learning a second
language. This is separate from intelligence.
Attitudes: Attitudes refer to some beliefs, thoughts, likings, disliking of learners about
language learning. They influence learning in a number of ways.
Audio-Lingual Method: Audio-Lingual Method considers listening and speaking the
first tasks in language learning, followed by reading and writing. There is
considerable emphasis on learning sentence patterns, memorization of dialogues and
extensive use of drills.
Authentic Materials: Authentic materials refer to some unscripted materials which
have not been specially written for classroom use, though they may have been edited.
Examples include newspaper texts, TV broadcasts, etc.
Authentic Task: Authentic Task involves learners in using language in a way that
replicates its use in the 'real world' outside the language classroom. Examples of
authentic tasks would be answering a letter addressed to the learner, arguing a
particular point of view, comparing various holiday brochures in order to decide where
to go for a holiday, etc.
Authentic Text: A text which is not written or spoken for language teaching purposes.
A newspaper article, a rock song, a novel, a radio interview and a traditional fairy tale
are examples of authentic texts
Collocation: Collocation refers to the tendency for words to occur regularly with
others, such as; sit/chair, house/garage, etc.
39
Communicative Approach: Communicative Approach aims at helping learners
develop communicative competence in a particular language (i.e. the ability to use the
language effectively). Communicative Approach emphasises that the goal of language
learning is communicative competence.
Communicative Competence: Communicative Competence indicates the ability to use
the language effectively for communication. Gaining such competence involves
acquiring both sociolinguistic and linguistic knowledge (or, in other words, developing
the ability to use the language accurately, appropriately, and effectively).
Communicative Language Teaching: This is concerned with the needs of students to
communicate outside the classroom; teaching techniques reflect this in the choice of
language content and materials, with emphasis on role play, pair and group work etc.
Corpus: A bank of authentic texts collected in order to find out how language is
actually used. Usually, a corpus is restricted to a particular type of language use, such
as; a corpus of newspaper English, a corpus of legal documents, or a corpus of informal
spoken English.
Course Book/ Textbook: A textbook provides the core materials for a course. It aims
at providing as much as possible in one book, and it is designed so that it could serve as
the only book which the learners necessarily use during a course. Such a book usually
focuses on grammar, vocabulary, pronunciation, functions and the skills of reading,
writing, listening and speaking.
Dialect: Dialect is a regional variety of a language, differing from the standard
language, in grammar, vocabulary, pronunciation or idiomatic usage.
40
Direct Method: This is one of the most common methods in TEFL, where language is
taught through listening and speaking. There may be little or no explicit explanation of
grammatical rules or translation into the mother tongue of the student. It introduces
inductive learning rather than deductive.
Discourse: Discourage is a unit of language relatively greater than a sentence.
Foreign Language: A language which is not normally used for communication in a
particular society. English is a foreign language in Bangladesh; and Spanish is a foreign
language in Germany.
Genre: Genre refers to a category of literary composition characterized by a particular
style, form, or content (e.g., an historical novel is one fictional genre)
Grammar Translation Method: A method based upon memorizing the rules and logic
of a language and the practice of translation.
Interference: According to behaviourist learning theory, the patterns of the learner's
mother tongue (L1) get in the way of learning the patterns of the L2. This is referred to
as 'interference'.
Interlanguage: The learner's knowledge of the L2 which is independent of both the L1
and the actual L2. This term can refer to: i) the series of interlocking systems which
characterise acquisition; ii) the system that is observed at a single stage of development
(an 'interlanguage'); and iii) particular L1/L2 combinations.
Intonation: The ways in which the voice pitch rises and falls in speech.
41
Language Acquisition Device: Language Acquisition Device refers to a term coined
by Noam Chomsky to explain an innate psychological capacity for language
acquisition.
Language Laboratory: Language Laboratory refers to a place or room equipped with
headphones and booths to enable students to listen to a language teaching programme.
Labs may be Audio-Active, where students listen and respond to a tape, or Audio-
Active-Comparative, where they may record their own responses and compare these
with a model on the master tape.
Language Proficiency: The level of competence at which an individual is able to use
language for both basic communicative tasks and academic purposes.
Learning: The internalization of rules and formulas which can be used to communicate
in the L2. Krashen uses this term for formal learning in classroom.
Learning Strategies: These account for how learners accumulate new L2 rules and
how they automatize existing ones. Learning strategies may include metacognitive
strategies (e.g., planning for learning, monitoring one's own comprehension and
production, evaluating one's performance); cognitive strategies (e.g., mental or physical
manipulation of the material), or social/affective strategies (e.g., interacting with
another person to assist learning, using self-talk to persist at a difficult task until
resolution).
Learning Styles: The way(s) particular learners prefer to learn a language. Some have
a preference for hearing the language (auditory learners), some for seeing it written
down (visual learners), some for learning it in discrete bits (analytic learners), some for
42
experiencing it in large chunks (global or holistic or experiential learners) and many
prefer to do something physical whilst experiencing the language (kinesthetic learners).
Linguistic Competence: Linguistic Competence refers a term to describe the totality
of a given individual's language ability; the underlying language system believed to
exist as inferred from an individual's language performance.
Materials: Anything which is used to help teach language learners. Materials can be in
the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied
handout, a newspaper, a paragraph written on a whiteboard: anything which presents of
informs about the language being learned.
Materials Adaptation: Materials Adaptation means the changes to materials in order
to improve them or to make them more suitable for a particular type of learner.
Adaptation can include reducing, adding, omitting, modifying and supplementing.
Materials Evaluation: Materials Evaluation is a systematic appraisal of the value of
materials in relation to their objectives and to the objectives of the learners using them.
Evaluation can be pre-use and therefore focused on predictions of potential value. It can
be whilst-use and therefore focused on awareness and description of what the learners
are actually doing whilst the materials are being used. And it can also be post-use and
therefore focused on analysis of what happened as a result of using the materials.
Motivation: This can be defined in terms of the learner's overall goal or orientation.
'Instrumental' motivation occurs when the learner's goal is functional (e.g. to get a job
or pass an examination), and 'integrative' motivation occurs when the learner wishes to
identify with the culture of the L2 group. 'Task" motivation is the interest felt by the
learner in performing different learning tasks.
43
Pair Work: A process in which students work in pairs for practice or discussion.
Passive Vocabulary: The vocabulary that students are able to understand compared to
which they are able to use.
Peer Group: Usually refers to people working or studying at the same level or in the
same grouping; one's colleagues or fellow students.
Second Language: The term is used to refer to a language which is not a mother
tongue but which is used for certain communicative functions in a society. Thus
English is a second language in Nigeria, Sri Lanka and Singapore. French is a second
language in Senegal, Cameroon and Tahiti.
Target Language: This is the language that the learner attempts to learn. It comprises
the native speaker's grammar.
Text: Text indicates any scripted or recorded production of a language presented to
learners of that language. A text can be written or spoken and could be, for example; a
poem, a newspaper article, a passage about pollution, a song, a film, an extract from a
novel or a play, a passage written to exemplify the use of the past perfect, a recorded
telephone conversation, a scripted dialogue or a speech by a politician.
1.8 Outline of the Thesis
The present study “English Language Teaching and Learning at the Alim Level in
the Madrashas in Bangladesh: Problems and Possible Solutions” attempts to
address a number of issues related to Applied Linguistics and ELT. This thesis
comprises six chapters along with a bibliography and some appendixes at the end.
44
The first chapter briefly introduces the present study and discusses some issues
of language learning which include preliminaries, definitions and differences between
first, second and foreign languages, chronological background of English language in
Bangladesh, the statement of the problem, the significance of the study, the objectives
of the study, literature review, the limitations of the study, the outline of the thesis, the
terms used in the thesis, etc.
The second chapter briefly discusses the present education system in
Bangladesh. The major issues presented in this chapter are; the different streams of
education, the Madrasha Education Board, the chronological history of madrasha
education in Bangladesh, ELT policy in Bangladesh, English language education in the
madrasha curriculum, the textbook materials, the status of English language teacher, the
teaching aids and equipments, assessment and testing, the physical facility of the class,
etc.
The third chapter deals with literature review which includes; objectives of
literature review, review of works on Applied Linguistics and ELT.
The fourth chapter brings out the research design and methodology of the
present study which describes the criteria of sampling, instrumentation, List of
madrashas selected for investigation, data collection procedures and data analysis
methods.
The fifth chapter provides the major part of the thesis, which deals with the
presentation of findings and interpretation of data. During the interpretation of data of
the present study, the findings of many other works carried out at home and abroad on
45
the relevant area are documented. Large numbers of relevant expert views and opinions
are also highlighted to support the findings of the present study.
The sixth chapter concludes the thesis with a brief presentation of the findings, a
number of recommendations for authorities concerned: NCTB, Madrasha Education
Board, teachers, etc., for improving the teaching learning conditions at the Alim level
in of the madrashas of Bangladesh. Finally, suggestions for future research are
recommended. At the end of the thesis, a bibliography and some appendixes are placed.
Chapter 2
English Language Teaching and Learning at the Alim Level
This chapter discusses the present education system in Bangladesh. The major issues
presented in this chapter are: the education structure in Bangladesh, the different
streams of education, the Madrasha Education Board, the chronological history of
madrasha education in Bangladesh, English in the madrasha curriculum, the textbook
materials used in the madrashas, the status of the English language teachers, the
teaching aids and equipment, assessment and testing, the physical facilities and
classroom environment of the madrasha, etc. The chapter particularly highlights the
issues of English language teaching and learning at the Alim level in the madrashas in
Bangladesh.
46
2.1 Education Structure in Bangladesh Education in Bangladesh has four major stages: primary, secondary, higher secondary
and higher education. The education system is categorized into two streams: primary
education which is (Class I-V) managed by the Ministry of Primary and Mass
Education, and the other system is the post-primary education covering all other levels
from secondary to higher education under the administration of the Ministry of
Education (MOE), Government of Bangladesh. The post-primary level of education is
further classified into four types in terms of the curriculum: general education,
madrasha education, technical-vocational education, and professional education. The
higher education is imparted by the universities, and the University Grants Commission
(UGC) is responsible for overseeing the activities of the universities concerned.
In the general education stream, higher secondary education is followed by
college/university level education through the Bachelor Degree (Pass/Honours)
courses. The Master’s Degree is a one year course for Bachelor (Honours) degree
holders and two years course for Bachelor (Pass) degree holders. Higher education in
the madrasha education system starts after completing Alim level education. Alim is
followed by the 2 year Fazil course, and Fazil is followed by the 2 year Kamil course.
Engineering, agriculture, business, medical, and information and communication
technology (ICT) are the major technological education in Bangladesh.
2.2 Different Steams in Education Primary level education is provided under two major institutional arrangements:
general, and madrasha, while the secondary education has three major streams: general,
47
madrasha, technical and vocational education. Likewise, the higher education has 3
streams: general, madrasha and technology education. Technology education includes
agriculture, engineering, medical, textile, leather technology, and ICT.
Madrashas function parallel to the general stream of education (primary,
secondary and higher education) with additional emphasis on religious studies.
According to the Ministry of Education, the structure of education of
Bangladesh is as follows;
THE PRESENT EDUCATION STRUCTURE OF BANGLADESH
Age Grade
26+
25+ XX
24+ XIX Ph. D Post
MBBS Dipl
23+ XVIII M.Phil M.Phil(Medical
Ph. D
(Engr)
Ph.D(Medical)
Ph.D
(Education)
22+ XVII MA/MSc/MCom/MSS/MBA LLM M. B
B S
BDS
MSc(Engr) MSc.(Agr) M B A M.Ed & M
A(Edn)
MA(LSc)
21+ XVI Masters (Prel) B.Ed
&Dip.Ed
BP ED Dip.(LSc)
20+ XV
BSc.Eng BSc
(Tech.Edn)
Kamil
19+ XIV
18+ XIII
Bachelor
(Hons)
Bachelor
(Pass)
LLB(Hons) BSc.Eng
BSc.Agr
BSc.Text
BSc.Leath
B B A
Fazil
17+ XII Examination HSC
16+ XI HIGHER SECONDARY EDUCATION
Diploma
(Engineering)
HSC
Vocational
C in
Edu.
C in
Agri
Diploma
in
Comm
Diploma
in
Nursing Alim
15+ X Examination SSC
14+ IX SECONDARY EDUCATION
TRADE Certificate/
SSC Vocational
ARTISAN COURSE e.g. CERAMICS
13+ VIII
12+ VII
Secondary
JUNIOR SECONDARY EDUCATION
Dakhil
48
11+ VI
10+ V
9+ IV
8+ III
7+ II
6+ I
PRIMARY EDUCATION
Ebtedaie
5+
4+
PRE-PRIMARY EDUCATION
Table – 1: Education of Structure Bangladesh
(Source: Ministry of Education)
2.2.1 General Education
The general education is the biggest stream of education in Bangladesh comprising four
stages: primary education, secondary education, higher secondary education, and higher
education.
2.2.1.1 Primary Education
The primary level education comprises 5 years of formal schooling (class I - V). This
stage normally begins in 6+ years of age. Primary education is generally imparted in
primary schools. Nevertheless, other types of institutions like kindergartens and junior
sections attached to English medium schools also impart primary education in
Bangladesh.
2.2.1.2 Secondary Education
The secondary education consists of (3+2+2) 7 years of formal schooling. The first 3
year (class VI-VIII) is termed as junior secondary; the next 2 year (class IX -X) is
secondary. At this level, there are three streams of courses: Humanities, Science, and
Business Education, which start at class IX, where the students are to choose their
49
courses of studies. The Board of Intermediate and Secondary Educations (BISE)
conducts the S.S.C. examinations. There are seven such boards at different places in
Bangladesh: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal. These
Boards are responsible for holding S.S.C. examinations and issuing certificates for
successful candidates.
2.2.1.3 Higher Secondary Education
The higher secondary education consists of 2 years of formal schooling (class XI -XII).
At this level, there are three streams of courses: Humanities, Science, and Business
Education. The Board of Intermediate and Secondary Educations (BISE) conducts the
S.S.C. and the H.S.C. examinations. There are seven such boards at different places in
Bangladesh: Dhaka, Rajshahi, Jessore, Comilla, Chittagong, Sylhet, and Barisal. These
Boards are responsible for holding H.S.C. examinations and issuing certificates for
successful candidates.
2.2.1.4 Higher Education
This stage of education consists of 3-6 years of formal schooling. H.S.C. certificate
holders are qualified for admission to 3-year degree pass courses and 4-year bachelor
degree honours courses at the degree level colleges or universities. Master degree
course consists of one year for bachelor’s (honours) degree holders and 2 years for
bachelor’s (pass) degree holders. Some Public universities offer M.Phil. and Ph.D.
degrees in different disciplines.
50
Bangladesh Open University (BOU) conducts non-campus distance education
programmes. Bangladesh National University mainly functions as an affiliating
university; it conducts examinations and awards degrees to the successful candidates.
Bangabandhu Sheikh Mujib Medical University offers courses on medical education.
2.2.2 Madrasha Education
The madrasha education was introduced in this subcontinent in 1780 with the
establishment of Calcutta Madrasha. In the madrasha education system, one has to learn
Islamic education along with the general education complementary to each other. The
government sanctions financial grants to the teachers and employees of the non-
government madrashas like other non-government schools and colleges. Madrasha
education comprises four levels: Ebtedaie (Primary level), Dakhil (Secondary level),
Alim (Higher Secondary level), Higher/Tertiary level (Fazil, Kamil)
2.2.2.1 Ebtedaie (Primary level) Education
The Primary level is called Ebtedaie education. This is equivalent to primary level of
general education. The primary level of madrasha education comprises 5 years of
schooling (class I - V). Usually, children of 6+ years of age start in class I and finishes
in class V at the age of 11. Ebtedaie education is provided in independent Ebtedaie
madrashas and Ebtedaie sections of Dakhil, Alim, Fazil and Kamil madrashas.
2.2.2.2 Dakhil (Secondary level) Education
The secondary level of madrasha education consists of 5 years of formal schooling. It is
called Dakhil equivalent to higher secondary in general education system. Dakhil
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education is given in dakhil madrashas, and in dakhil level of Alim, Fazil and Kamil
madrashas. There are three courses: humanities, science, and business education. The
students are free to choose the courses of studies. Most of the madrashas provide co-
education; however, there are some single gender madrashas in Bangladesh. The
Bangladesh Madrasha Education Board is responsible for holding dakhil examination,
and issuing certificates for the successful candidates.
2.2.2.3 Alim (Higher Secondary level) Education
Alim is equivalent to higher secondary (HSC) education of general education system.
Alim education is imparted in Alim madrashas, and in Alim level of Fazil and Kamil
madrashas. It is a 2 year programme, and has three courses: humanities, science, and
business education. The students are free to choose their courses of studies. The
Bangladesh Madrasha Education Board (BMEB) holds Alim public examination and
issues certificates for the successful candidates.
2.2.2.4 Tertiary Level / Higher Education
This level comprises 4 (2+2) years of formal schooling. Alim pass students are
qualified admission to 2-year Fazil course. This level of education is provided in Fazil
Madrasha, and in Fazil level of Kamil madrashas. The Fazil course includes
compulsory English subject of 100 marks, the Kamil course is based on the religious
education only. Fazil degree holders are qualified for admission to 2 year Kamil
programme. There are four streams of courses in Kamil level education: hadis, tafsir,
fiqh, and adab. Bangladesh Madrasha Education Board conducts Fazil and Kamil
examinations and awards certificates. The government manages three Kamil
madrashas, and other madrashas are managed by private bodies. Recently, the
government has decided to give equivalence of Fazil and Kamil to B.A. and M.A.
52
respectively. The Kharizi Madrashas education certificates are also in the process of
getting government’s affiliation with equivalence to other courses of study.
2.2.3 Technical and Vocational Education
Vocational courses start in class IX after completion of three years of schooling in
secondary school. Recently, 2 year duration vocational courses have been introduced at
the higher secondary level in government managed vocational training institute
(renamed as Technical School & College). Diploma courses prepare the diploma
engineers at the polytechnic institutes. This course spreads over 4 year duration after
passing the secondary school certificate examination. There is a technical education
board called Bangladesh Technical Education Board (BTEB), which grants affiliation
to the technical institutes. It conducts examinations of the students completing different
courses in different vocational and technical education, and awards certificates to the
successful candidates. Textile College and Leather Technology Colleges offer four year
degree courses in Textile Engineering, and Leather Technology respectively.
Professional education is also imparted in the medical colleges, engineering
universities, dental colleges, nursing colleges, homeopathic colleges, law colleges etc.
2.3 History of Madrasha Education
The word Madrasha is derived from an Arabic word darsun meaning lesson. In its
popular usage, the term refers to an institution specializing in the teaching of the Arabic
language and Islamic studies. The primary/Ebtedaie stage of madrasha was called
Maqtab or Nurani Madrasha or Furqania Madrasha ('Furqan' is derived from Al-
Furqan). The first Muslim ruler of Bengal, Ikhtiaruddin Mohammed - Bin Bakhtiar -
Khalji, built a mosque and madrasha in his capital ‘GAUR’ in 1197, according to some
53
historians, 1201 AD. Sultan Giasuddin I established a madrasha in 1212 AD. Later, his
descendant Sultan Giasuddin II established another madrasha. These two madrashas
went by the name of Lakhnawti and Gaur Madrasha. Hussain Shah and his son Nusrat
Shah established a number of madrashas in Gaur.
The ruins of many of these madrashas are still extant. In 1664 AD, with the
initiative of Subedar Shayesta Khan, a madrasha and a mosque were built on the bank
of the river Buriganga in Dhaka. Nawab Zafar Murshed Ali Khan established
Murshidabad Madrasha, which still exists. Munshi Syed Sadruddin al-Musawl
established the Burdwan Madrasha at village Buhar in 1178 hijri, and appointed
Maulana Abdul Ali Baharul Ulum of Lucknow as a teacher. During the nawabi period,
government made extensive lakheraj or rent free lands towards the maintenance of
madrashas. Government also disbursed allowances and scholarships to madrasha
teachers and students in the form of land grants called maadat-e-maash.
2.3.1 Colonial Period
Madrasha education took a new turn during the British rule. Most of the lakheraj lands
granted to madrashas, and to teachers, and the students were resumed to rental during
company period. Consequently, many madrashas were closed down in the early
nineteenth century. Governor General Warren Hastings established an official
madrasha called Calcutta Madrasha in 1780. But, it was intended to produce a limited
number of graduates for serving the colonial government as law officers. Being
deprived of official support, madrasha education declined in the nineteenth century.
Guided by the government and headed by the European, the Calcutta Madrasha set a
new trend in the madrasha education in Bengal, which favoured teaching Muslim law
54
and jurisprudence rather than all round education of the Muslims. The curricula
included the unani method of medicine, cottage industry, and technical training. The
period of studies under darse nizami was 9 years.
The old darse nizami courses are still in existence in many self-supported
madrashas in line with Dewband Darul Ulum Madrasha of India established in 1280
hijri by Maulana Qasim Nanutabi. In many towns and villages of Bangladesh, there are
branches of Dewband model of madrasahs. These are locally called qaumi madrasha
and are financed by subscriptions, sadiqa, zakat etc. Most imams, muazzins or teachers
of nurani or furkania madrashas come from the qaumi group. Alia Madrasah was
established in the year of 1780 with the initiative of British government and formed
Madrasha Education Board of Bengal. Madrasah education then started formally.
Consequently, madrasha education was gradually reformed.
In order to induce Muslims to English education a new type of madrasha was
introduced by the colonial government in the 1890s. It was called New Scheme
Madrasha. In its syllabi were included all Islamic subjects and vernaculars. English
language was made compulsory. All new scheme madrashas were government aided.
New scheme madrashas had two streams, junior and senior. The junior madrashas
taught up to class five and senior up to secondary level. Muslim students aspiring to
government jobs and services were attracted to the New Scheme madrashas. There are
three systems of madrasha education in Bangladesh: the old darse nizami system, the
revised and modified nizami system, and the Alia Nisab (higher syllabus) system. The
first two categories are popularly called quawmi or non-government madrashas.
2.3.2 Pakistan Period
55
Especially, Shere-E-Bangla A. K Fazlul Hoque, the then prime minister declared to
spread out and modernise the madrasha education in this region. Following the
commitment of Shere-E-Bangla A. K Fazlul Hoque a committee named Moula Box
Committee was formed for improving madrasha education in this region. This
committee recommended establishing a university for madrasha students and setting
some proposals for developing madrasha education.
After the independence of Pakistan in 1947 some committees /commissions were
formed for the development of madrasha education. Among the committees West
Bengal Educational System Reconstruction Committee in 1949 and the Arabic
University Commission in 1963-64 are mentionable. Those committees/ commissions
recommended various reforms for the improvement of madrasha education.
2.3.3 Post - Liberation Period (Bangladesh Period)
After the independence of Bangladesh in 1971 some steps are taken to modernise the
education with creating scopes for employment for the madrasha educated people. With
a view to modernising the madrasha education system, Bangladesh Madrasah
Education Board was formed under an ordinance in 1978. Two major responsibilities of
this board are to hold examination, and publish results of all public examinations of
madrasha education system. The other duty is to formulate syllabuses and prescribe
books for all classes from Ebtedaie (primary) to Kamil class.
The Madrasah Education Board started its activity independently in 1979. In
1980, Fazil degree was given the equivalence of H.S.C. qualification. English language
teaching and learning got a momentum from then. In the process of developing and
modernising the education dakhil level was given equivalence to S.S.C. in 1985, and in
1987 Alim level was given the standard of H.S.C. At present madrasha education is an
integral part of national education system. All categories of madrashas are entitled to
56
receive government aid if they fulfil prescribed conditions set by the state authorities:
the Bangladesh Madrasha Education Board, and National University of Bangladesh.
The madrasha education degrees are equally accepted at all government and non
government sectors.
During recent time, the revolutionary changes and development are brought in
the field of modern science and technology, and Bangladesh faces very strong and
tough challenges. With a view to facing this challenge, English, humanities, science,
business and technical education have been introduced to madrasha education.
Meanwhile, in 2007 the government of Bangladesh has enacted an ordinance to give
equivalences Fazil and Kamil to B.A. and M.A. degree respectively. At present English
is compulsorily taught up to Fazil level of madrasha education system. Alim students of
the madrasha education system follow the textbook which is prescribed by the NCTB
for H.S.C. students of general education system. Steps are already taken to modernise
the existing curriculum. Madrasha Teachers’ Training Colleges is also established to
train up the madrasha teachers; to arrange in-service and pre-service training for
madrasha teachers; to increase quality and efficiency of the madrasha teachers through
training; to increase quality and efficiency of madrasha teachers through training. In
fact, the cherished desire of Shere-E-Bangla A. K Fazlul Hoque is going to be
materialised soon.
2.4 Place of English in the Madrasha Curriculum
English is taught as a foreign language in our schools, colleges and madrashas. It is
taught as an additional subject from class I and as a compulsory subject from class III
to class 14 (Bachelor degree) in the general and madrasha education systems. In the
57
primary level of madrasha education, English is taught as a compulsory subject of 100
marks. The secondary level (Dakhil) of the madrasha education has an English
compulsory paper of 100 marks. The higher secondary (Alim) level of the madrasha
education teaches one paper of compulsory English carrying 100 marks, though the
secondary and higher secondary levels of the general education teach two papers of
English carrying 100 marks each. The present curriculum, after 2000, discourages the
use of books on grammar, translation and composition. The communicative language
teaching is introduced to both the general and madrasha education, and the curriculum
body suggests the detailed guidelines and instruction for textbook writers to furnish
books to be appropriate for communicative language teaching. The following books are
prescribed for different classes of the madrasha education curriculum:
a) Beginner’s English Book One For Class-3
b) Beginner’s English Book Two For Class-4
c) Beginner’s English Book Three For class-5
d) Dakhil English For Today, For Class-6
e) Dakhil English For Today, For Class-7
f) Dakhil English For Today, For Class-8
g) Dakhil English For Today, For Classes 9 - 10
h) English For Today, For Classes 11-12
The National Curriculum Committee attempts to establish a fit environment for the
language teaching by introducing new books displaying posters, charts, maps,
advertisement, etc. The curriculum suggests that video and audio cassettes should be
produced along with the textbook so that the teachers and the students can be involved
in practicing listening and speaking in the class.
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2.4.1 Curriculum of English in Alim Class
The objectives of the English textbooks in the madrashas are designed in the world
context. English For Today, For Classes 11-12 claims that the textbook is written in
communicative view of learning. The preface to the book English For Today, For
Classes 11-12 claims that this new English textbook has been developed for classes 11
& 12 by English Language Teaching Improvement Project (ELTIP) jointly funded by
the Government of Bangladesh and DFID of the UK Government, a team of writers
trained in the UK under ELTIP has written the book over a period of one and a half
years. The whole process of writing, trialing, and evaluation the manuscript was carried
out by national and expatriate consultants of ELTIP in cooperation with NCTB. The
book is based on the principle that has guided the writing of the English For Today
books from class 6 to onwards – the principle of learning a language be actually
practicing it. This practice is carried out through the four language skills of speaking,
listening, reading and writing, usually in an interactive mode, underlies the
communicative approach to language learning. As the focus is on the communicative
functions of language, the main aim of the textbook is to provide ample opportunities
for students to use English for a variety of purposes in interesting situations. The book
is divided into units. Each unit based on a theme, has several lessons that contain
reading texts and a range of tasks and activities designed to enable student to practice
the different skills, sometimes individually and sometimes in pairs or groups. Some
literary texts have also been included. However, the emphasis in such cases is not just
on content but on the exploitation of the texts to trigger a variety of language activities.
59
The emphasis on the communicative approach, however, does not disregard the
role of grammar. Instead of treating grammar as a set of rules to be memorised in
isolation, the book has integrated grammar items into the lesson activities allowing
grammar to assume a more meaningful role in the learning of English. Thus students
develop their language skills by practicing language activities and not merely by
knowing the rules of the language.
As mentioned in the preface to the book, the textbook follows the
communicative approach to the teaching and learning of English in Bangladesh context.
The book provides learners with a variety of materials such as reading texts, dialogues,
pictures, diagrams, tasks and activities. Learners can practise language skills using
these materials. They can actively participate in pairs or group or individual work. The
book includes a wide range of topics from both national and global contexts. A unit on
population education has been appended to the book to raise awareness about the
adverse effects of over population on the socio-economic conditions of the country. It is
expected that the new textbook will be an effective resource for the learning of English
at this level. It is hoped that the topics are appropriate and interesting to the learners
thematically, culturally and linguistically. Adequate grammar elements are also
integrated with language skills so that learners can transfer the elements in the real life
situations. This opposes the memorisation of discrete grammar items.
The objectives of the textbook are to;
1. introduce effective communicative language teaching techniques,
2. arrange adequate practice in four basic language skills : listening, speaking,
reading and writing,
3. integrate grammatical elements with language skills so as to make the grammar
genuinely functional and communicative,
4. adapt the existing topics so as to make them both more interesting and
acceptable,
60
5. create more opportunities for interaction ( between teachers and students. and
among students themselves),
6. introduce and integrated “work book “element in order to develop writing skills
at an appropriate pace, and
7. suggest a clear teaching methodology within the framework of actual lessons,
It is expected that the present textbook will meet the actual needs of the students
and the teachers, and eventually, it will accelerate effective communicative teaching
and learning of English language at the Alim level in the madrashas in Bangladesh.
2.4.2 Syllabus of English in Alim Class The Madrasha Education Board (MEB) has prescribed the book English For Today,
For Classes 11-12 published by the NCTB as the textbook for Alim class. The same
book is prescribed for higher secondary students of general education system. The Alim
class has only one paper of English carrying 100 marks, but the higher secondary
students of general education system study two papers of English carrying 100 marks
each. The book is taught during the 11-12 classes. The Alim English syllabus contains
12 units comprising 79 lessons. After completion of the course in two years, the Alim
public examination is held. The contents of syllabus for Alim class are;
Unit- One : Families Home and Abroad
Unit- Two : Learning English
Unit-Four : Pastimes
Unit-Six : Our Environment
Unit- Eight : Towards Social Awareness
Unit- Nine : Getting Educated
Unit- Thirteen : We and our Rights
61
Unit- Fourteen : Human Resources
Unit- Seventeen : Modes of Communication
Unit- Twenty : Jobs and Professions
Unit- Twenty Three : Challenges of the New Century
Unit- Twenty Four : People, People Everywhere
2.4.3 Marks Distribution in the Alim Examination The six broad items are included in the Alim public examination. The items and the
marks allocated for each item are shown at the right hand margin.
a) Seen Comprehension : 25
i) Objective questions :15
ii) More free questions : 10
b) Unseen comprehension : 25
i) Objective questions : 15
ii) More free questions : 10
c) Vocabulary: 10
iii) Cloze test with clues : 5
iv) Cloze test without clues : 5
c) Grammar: 10
i) Cloze test with clues : 5
ii) Cloze test without clues : 5
d) Writing: 10
i) Guided : 10
ii) More free : 10
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e) Population Education( Unit 24) : 10 ______________________
Total: 100 marks
2.5 Evaluation of Textbook
Language instruction has five important components: students, a teacher, materials,
teaching methods, and evaluation. Allwright argues that materials should teach students
to learn, they should be resource books for ideas and activities for instruction/learning,
and that they should give teachers rationales for what they do (5-18). Sheldon identifies
three main reasons for using textbook. Firstly, developing classroom materials is an
extremely difficult, arduous process for teachers. Secondly, teachers have limited time
in which to develop new materials. Thirdly, external pressures restrict many teachers
with various dimension and they can not prepare class room materials for their own
(237-246). EFL textbooks can play an important role in the success of language
programmes. Sheldon suggests that "textbooks represent the visible heart of any ELT
program" (237).
Textbooks provide the objectives of language learning; they function as a lesson
plan and working agenda for teachers and learners. The EFL materials currently taught
at Alim class requires a deeper and more exclusive analysis and scrutiny. Hutchinson
and Water suggest that contents of English textbooks should be useful, meaningful and
interesting for students. Difficulty of materials, as a general rule, should be slightly
higher in their level of difficulty than the students' current level of English proficiency.
Instructional issues of English textbooks should have clear instructional procedure and
methods, that is, the teacher and students should be able to understand what is expected
in each lesson and for each activity (120-121).
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2.5.1 Types of Evaluation
Cunningsworth suggests that there are three different types of material evaluations. These are:
1) predictive’ or ‘pre-use’
2) ‘in-use’
3) ‘retrospective’ or ‘post-use’ (reflective)
He argues that the most common form is probably the ‘predictive’ or ‘pre-use’
evaluation that is designed to examine the future or potential performance of a
textbook. The other types of textbook evaluation are the ‘in-use’ evaluation designed to
examine material that is currently being used and the ‘retrospective’ or ‘post-use’
(reflective) evaluation of a textbook that has been used in any respective institution (42-
44).
Dickins and Germaine refer two types of evaluation that can to be adopted to
sketch out a picture of textbook materials. Types of evaluation are;
1) on page
2) in use evaluation (29)
[
Dickins and Germaine, refer the on page evaluation as to the ‘theoretical worth of the
materials’ as they are on the printed page, which has no reference to their actual use in
the classroom. According to the purpose of evaluation, such criteria as the following
are to be examined:
1. Do the textbooks represent the authors’ claims?
2. Are the textbooks appropriate for the level of students and the context?
3. Do the activities seem to help the students with the basic elements of the four
language skills?
64
4. Does the teacher’s guide help the teacher in how the tasks should be handled?
5. Are there enough guidelines and hints?
6. Is it possible for the students to use the textbooks on their own?
(30-31).
As attributed to the on page evaluation, material in use evaluation is evaluating the
textbooks as they work in real classroom situations to examine how they really work
and detect any problems that may occur.
Some other aspects can be examined such as:
● students’ performance in the classroom,
● students’ attitudes towards the new textbooks,
● teachers’ approaches in relation to the use of the textbooks,
● teachers’ attitudes towards, any new approaches that textbooks may present,
Litz (2007) suggests that while evaluating any EFL textbook a number of matters
should be considered: value, content, layout and design, activities and tasks scope of
practicing language skills (7).
In the present study, some methods are followed for the evaluation of English
For Today, For Classes 11- 12. The checklists for evaluation of the textbook are
developed on the basis of suggestions of Cunningsworth (1995), Dickins Germaine
(1992), and Litz (2007).
2.5.2 Types of Textbook Evaluators
Alderson and Scott suggest the following types of evaluators usually involved in
evaluating textbook;
65
a) Insider Evaluator
b) Outsider/ External Evaluator
c) Global Evaluator (38)
Alderson and Scott suggest that evaluation is strongly connected with outsiders in the
sense that usually the action for an evaluation is issued “from above” and the insiders
have to do the “donkey work” (38). The importance lies on the active involvement of
insiders as well outsiders. They say that the “insiders” have the advantage that they
themselves are part of the teaching context and they are aware of, and fully involved
with the students. It should be clear that what is referred to as an outsider or an insider
depends on an awareness of the contexts and the students, the degree of involvement
that they have with the actual teaching process and the immediate contact with the new
set of textbooks. The textbook evaluation can be performed globally through electronic
media and publishing in the book/materials in the web pages (39-42). The present
researcher has evaluated the textbook English For Today, For Classes 11-12 as an
insider evaluator, because the present researcher has awareness of the contexts,
contents and the students, and has involvement in the teaching –learning activities.
2.5.3 Checklists of Textbook Evaluation
Sheldon suggests that no general list of criteria can ever really be applied to all teaching
and learning contexts without considerable modifications, most of these standardised
evaluation checklists contain similar components that can be used as helpful starting
points for ELT practitioners in a wide variety of situations (247).
Preeminent theorists in the field of ELT textbook design and analysis such as;
Williams (1983), Sheldon (1988), Cunningsworth (1995), Rivers (1968) and Harmer
(1996) all agree that evaluation checklists should have some criteria pertaining to the
66
physical characteristics of textbooks such as layout, organizational, and logistical
characteristics.
A number of textbook evaluation checklists and guidelines have been studied for
the present study to evaluate the English For Today, For Classes 11-12. The present
researcher browses about 10 checklists proposed by different authors and selected 13
features which are common to most of these checklists to do the evaluation. The
present researcher scrutinises the textbook in the checklist one by one. The checklists
which are followed are stated below;
Checklist 1: Whether the layout of the book is clear, attractive, print is easy to read,
Checklist 2: Whether lay out of the exercise and practice are clear,
Checklist 3: Are objectives laid out in the introduction, and implemented in the material?
Checklist 4: Opportunities of practicing language skills,
Checklist 5: Are there sufficient vocabulary explanation and practice?
Checklist 6: Whether appropriate visual materials available,
Checklist 7: Whether the topics and tasks are interesting,
Checklist 8: Whether the instructions are clear,
Checklist 9: Whether the presentation is stereotyped and activity boring.
Checklist 10: whether traditional grammar teaching is avoided,
Checklist 11: Whether the lesson is relevant to day to day activities,
Checklist 12: whether the activities are student centered or teacher centered
Checklist -13: Whether fluency dominates accuracy
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2.5.4 Evaluation of English For Today, For Classes 11-12
The English textbook has been written by English Language Teaching Improvement
Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK
Government. A team of writers trained in the UK under ELTIP has written the book
over a period of one and a half years. The book is divided into units. Each unit based on
a theme, has several lessons that contain reading texts and a range of tasks and
activities designed to enable students to practice the different skills, sometimes
individually and sometimes in pairs or groups. Some literary texts have also been
included. As claimed in the prefaces to the book, the book follows the communicative
approach to the teaching and learning of English in Bangladesh context. The book
provides learners with a variety of materials such as reading texts, dialogues, pictures,
diagrams, tasks and activities. Learners can practise language skills using these
materials. They can actively participate in pair or group or individual work.
The NCTB claims that it includes a wide range of topics from both national and
global contexts. Topics are appropriate and interesting to the learners thematically,
culturally and linguistically. Also adequate grammar elements are integrated with
language skills so that learners can transfer the elements learned to the real life
situations. This opposes the memorisation of discrete grammar items.
The Textbook will be evaluated under some checklists whether the claims of
the preface to the English For Today, For Classes 11-12 are genuine.
68
Checklist 1: Whether the layout of the book is clear, attractive, print is easy to read
Most often the paper of the textbook English For Today, For Classes 11-12 is of low
quality, and in some cases is more like papers which are used for daily newspapers. The
book is acceptable regarding the orthographic beauty. However, it would be more
appealing if colorful pictures of real people and real environment were used. The whole
book consists of various units and each unit consists of lessons. Just after the
publisher’s page, it gives chronological list of the topics and themes. The book includes
thematic area of each unit, topic of each lesson, language skills focused with functions,
grammar elements or structures and new vocabulary that appeared in each topic has
been given in the book for Alim class. So, language skills, functions,
grammar/structures and new vocabulary are presented in an integrated manner.
The present study finds that the paper of the book is of low quality, and in some
cases is more like papers which are used for daily newspapers. The printing and typing
of the book is blurred, and the binding of the book is of poor quality. However, the
book looks good and acceptable for its clear layout, and orthographic beauty.
Checklist 2: Whether lay out of the exercise and practice are clear
The lessons of the book have a presentation-practice-production format, which follows
the statement of the book as claimed in the preface to the book. The book creates
scopes for sufficient exercise with clear destination.
Objectives:
Clear objectives of each lesson are mentioned at the beginning.
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Example: Objective – By the end of the lesson you will have
read two letters
discussed the contents of the letters
practiced using wh-questions
written a short letter to a newspaper
(English For Today, For Classes 11-12: Lesson 1: Unit One)
Presentation:
Language items with functions have been presented through meaningful text. Different
language skills have been integrated. For this, linguistic as well as paralinguistic means
of communication have been used. Students are asked to discuss with the pictures. The
pictures along with the written texts, which provide a pre-reading task, make the lesson
meaningful and natural.
Example:
A) Discuss with your partner and say what happens when the weather is very dry? Look
at the picture. What you see?
Discuss the following questions in pairs.
1. What do you think is the cause?
2. What may it lead to?
3. Is there any way of prevailing this?
(English For Today, For Classes 11-12: Lesson 3: Unit Seven)
Practice
Every lesson focuses language skills. Skills are always integrated. Before the practice
of language skill(s) learners do some pre-skill (i.e., pre-reading or pre-listening) tasks.
In the above-mentioned lesson, for example, look at picture of Nazneen’s family, and
‘guess the relationships between the people in the picture’. Thus the lesson gives the
students a pre-reading task, which will engage them in the learning process. For
70
language practice, students have to do a variety of activities. These include pair work,
group work, working as whole class and solo work.
Pair works:
A good numbers of exercises for pair works and group works of different nature are
presented in the book. Followings are some illustrations;
B. Read the two following letters taken from the problem page of a weekly English
magazine.
The Rising Sun, to identify the problems the two writers are facing.
The Rising Sun
Wednesday 5 January
The Rising Sun
Wednesday 12 January
Dear Mita Apa,
I’m a first year college student and my annual
exams are close at hand. I need to study a lot.
However, conditions (…) shoulders. On top of
that, my aunt (my father’s sister) has just and a
new baby boy. He screams all (...) a lot on me
and so do my grandparents. It seems that I am
at everybody’s beck and call. The house hasn’t
yet shed (…) family. I even have to share my
room with my younger brothers and sisters
and at times, with my cousins, I wish I were in
a small family. Tell me what should I do?
Nazneen
Aminpur, Sirajganj
Dear Mita Apa,
I read Nazneen’s letter published in your
column on 5th January. I can understand
Nazneen’s problems about living in a large
family, but (…) the fence. From my
experience, I know how awfully boring
life can be in a nuclear family. I’m also a
college student like Nazneen. (…) with
their work. My only brother goes to
university in the morning and comes back
late in the evening. Everybody is too (...)
uncles, aunts, and cousins. I hope Nazneen
realises that having a small family does
not necessarily make one happy.
Zinnia
Rajabazar, Dhaka
(English For Today, For Classes 11-12: Lesson 1: Unit 1)
Controlled and free practice of language
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Some activities involve practice of language skills controlled at varied degrees by the
teacher. Some activities, on the other hand, involve more free practice of language
skills. Students involve in free production of language in some activities.
Control exercise
Every lesson contains control exercise; the following is an example of control exercise.
The control exercises allow limited options for the students.
Example:
Here are some words and expressions from the letters that we use in daily life.
Understanding their meaning within the context is important. Check your
comprehension by matching the words/expressions shown in column A with their
meanings in column B.
A B
envy - believing what others have is always better.
awfully - small regular tasks that are done in the house
scream - be in a position where you do things as ordered by
others
rosy - wish that you had someone else’s possessions,
abilities
chores - cry loudly
festive - be always ready, be alert
be on one’s toes - bright and cheerful, as in a celebration
at somebody’s beck and call - happy wonderful
the grass is greener on the
other side
- very, very much
English For Today, For Classes 11-12: Lesson 1: Unit One
Now fill in the blanks in each of the following sentences with an appropriate
word/expression from column A of the above table. Change the form(s) if necessary.
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1. Bangladesh has a ………………………. air during the month of Ramadan.
2. Things don’t look very ………………… for him in his present job.
3. She is …………………….. to help everybody in the house.
4. The peon in the office is at the Principal’s ………………..
5. When she was the burglar, she ………….. in terror.
6. I’m …………………….. sorry for breaking your new pen.
(English For Today, For Classes 11-12: Lesson 1: Unit One)
Free practice Almost each and every lesson contains free practice exercises. The most common
different kinds of exercises are; writing letter, writing paragraph, writing dialogues,
narrating story, writing essay, etc.
F. Write a short letter to “The Rising Sun” describing the type of family you like and why.
(English For Today, For Classes 11-12: Lesson 1: Unit One)
E. Write a newspaper article on the changes in clothes fashion among young people
in Bangladesh over the past decade.
(English For Today, For Classes 11-12: Lesson: 5: Unit Six)
Checklist 3: Are the objectives laid out and implemented in the materials?
At the beginning, the book contains a preface that attempts to clarify the intended
teaching objectives; however, there is a state of indeterminacy as to the goals toward
which the teachers and the learners are to set out. The ultimate goals of the curriculum
are clarified in the preface to the book. Likewise, the short term objectives are specified
at the beginning of each lesson. But this is not satisfactorily clarified how the learners
should be able to do to demonstrate that they have achieved the intended objectives at
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the end of each course e.g. at the end of each lesson. A good textbook should have
lesson aiming at fulfilling some specific objectives.
In the present English For Today, For Classes 11-12, at the beginning of every
lesson some specific objectives have been targeted, though specific guiding principles
for teachers on how to teach the lessons are not furnished. Although the curriculum
document admits the necessity of such guide lines and says that such teacher guides
will be prepared and published, they are yet to come in light. Now it becomes the
teacher’s responsibility to find out the way to attain the responsibility.
Objective
Example: – By the end of the lesson you will have
read two letters
discussed the contents of the letters
practiced using wh-questions
written a short letter to a newspaper
(English For Today, For Classes 11-12: Lesson 1: Unit One)
Example:
Objective – By the end of the lesson you will have
discussed the idea of communicating
understood what learning a language means
read a passage on the distinction between acquisition and learning
written a dialogue
(English For Today, For Classes 11-12: Lesson 2: Unit Three)
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Checklist 4: Opportunities of practicing language skills
The preface to the book English For Today, For Classes 11-12 declares that the book
provides learners with a variety of materials and activities. It claims that the practice is
carried out through the four skills of language: speaking, listening, reading and writing.
Tasks in the book are so designed as to provide students with opportunities so that they
can participate in discussion, information gap activity and role-play etc. Pictures and
diagrams are not used just for decorative purposes rather they are accompanied by a
wide range of tasks and activities, which give learners opportunities to practise
language skills.
Example:
C. Think about a salesman and a customer in a Fruit/book/ shoe shop. In pairs write a
short dialogue between them to show how they interact (communicate) with each other.
Then in pairs do roles play using the dialogue.
(English For Today, For Classes 11-12: Lesson 1: Unit Three)
Checklist 5: Are there sufficient vocabulary explanation and practice?
Each and every lesson provides scopes for practicing vocabulary through different
techniques. Vocabulary is explained through defining the word or and providing
synonyms. The major techniques used in the book are: cloze test with clues, cloze test
without clues, matching column, etc. The other type is attributable to the poor
contextualization of the new vocabulary in the New Words Sections. Some of the new
vocabularies are more significant in carrying the semantic load of the related sentence
have been included in the margins of the Reading Comprehension passages with some
synonyms or definitions.
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Example:
Here are some words and expressions from the letters that we use in daily life.
Understanding their meaning within the context is important.
Check your comprehension by matching the words/expressions shown in column A
with their meanings in column B.
A B
envy - believing what others have is always better.
awfully - small regular tasks that are done in the house
scream - be in a position where you do things as ordered by others
rosy - wish that you had someone else’s possessions, abilities
chores - cry loudly
festive - be always ready, be alert
be on one’s toes - bright and cheerful, as in a celebration
at somebody’s beck and call - happy wonderful
the grass is greener on the
other side
- very, very much
English For Today, For Classes 11-12: Lesson 1: Unit One
Checklist 6: Whether appropriate visual materials are available
Visual materials can be defined as the facilities that can be employed by teachers and
learners to enhance language learning in classrooms. They may range from simple
hand-made realia, charts and pictures to electronic and digital materials. It is
unfortunate that the textbook neither use any visual materials in the lessons nor provide
any exercises that may require any visual aids, apart from related pictures the exercises
are to be done verbally and in written form. To teach a word, means to provide
information, implicitly or explicitly, on these properties for the learners and also to
provide opportunities for them to rehearse the given words to store them in their minds.
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There are ample opportunities for practicing dialogues, but the textbook materials do
encourage neither the teachers nor the students to use audio / tape recorder or any audio
– visual aids.
Checklist 7: Whether the topics and tasks are interesting
The topics of reading vary from factual to anecdotal ones, and sometimes are funny
stories. It is difficult to judge on behalf of the learners whether those are interesting for
them or not, and it needs research. Nevertheless, it is found that some topics are
attractive to the Alim students. However, it seems that it would be better if the topics
are updated to become more congruent with the taste of the new generation which
might be a bit different from that of the authors who designed the books at least ten
years ago. It is also possible to include adapted and simplified versions of quotations
and sayings of scholars renowned for their wisdom and eloquence in line with higher
culturally valued objectives of education such as trustworthiness, sacrifice, courage,
punctuality, patience, honesty, etc, since the meaning and content of the materials
taught in English classes have strong and long lasting effects on the minds of the
learners.
The textbook includes a good number of stories and articles on social , historical
, educational, wonders, heritage, space, communication, challenges , profession, sports
issues etc. (such as; caring and sharing, email, looking for a job, etc), therefore, the
textbook may be termed as interesting fairly much. Many tasks of the lessons are
enjoyable, which are culturally and historically known to the students such as; guess;
match; discuss with the help of picture, cloze test with clues etc.
Checklist - 8: Whether the instructions are clear
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The instructions given in the book English For Today, For Classes 11-12 are clear and
easy to understand for the learners. Even if, the learners might not be familiar with the
structures and the lexis used in the instructions, the models given for each group of
exercises provide contextual clues for the learners as to what they are expected to do.
However, some of the instructions lack the required contextual information in terms of
linguistic contextual complexity.
Example
Now look at the picture of Mr. Fraser, Managing Director of multinational company
situated in Dhaka. What kind of a person do you think he is? Why? Discuss in pair
(English For Today, For Classes 11-12: Lesson 4: Unit Seven)
Checklist -9: Whether the presentation is stereotyped and activity boring
Learning takes place pleasantly if the lesson is interesting. New items should be
presented in realistic contexts and tasks and activities should be so designed as to
provide learners with as many new things as possible to practice. To ensure learning, it
should be confirmed that the presentation is not stereotyped. Stereotyped presentation
makes lessons uninteresting and activities tiresome.
The textbook English for Today for Alim class should not be considered as
wholly stereotyped and traditional, because different lessons are presented with
varieties type of practice exercises, though the evaluation reveals that many of the
lessons of this book starts with a “Look at the picture” type activity.
Examples:
Lesson 1, Unit one: Our Family (Look at the picture of Nazneen’s family
presented with eleven pictures)
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Lesson 2, Unit One: A Myanmar family (Look at the picture below and
exchange your views with your partners)
Lesson 4, Unit One: Mr. Fraser’s family (Look at the picture what kind of
person do you think he is? Discuss in pairs)
Examples illustrated above show that each of the above lessons starts with a typical
activity, i.e., looking at the picture(s). When most lessons start with such types of
stereotypical activities, learners as well as the teachers get in difficulty to carry out
them. They often feel bore. In the present textbook “Look at the Picture” (s) is
presented in most of the lessons sometimes it is in the beginning or somewhere else.
Although some pictures are considerably different from others in terms of physical
contexts, students are not provided with any linguistic context at the beginning. As a
result, these may often produce boredom among the pupils, and teachers may face
difficulty to arousing interest among the learners.
Checklist – 10: Whether traditional grammar teaching is avoided
The present English For Today, For Classes 11-12 does not include any topic on
explicit grammar. Implicit grammar is presented thoroughly in different items. There is
no scope of traditional grammar practices in the lesson; rather, grammar items and their
functions are included within the text and discourse of varied types in each lesson in the
implicit manner. This point has been made clear in book map of the book. Each and
every lesson presents implicit grammatical exercises, such as; tenses, clauses, verbs,
comparison, modals, direct and indirect speech, change of voices are presented in the
lessons through various exercises i.e. identification, right form of verb, fill in the gaps
with clues, fill in the gaps without clues etc.
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Example
C. Use the appropriate forms of the given words to complete the following sentences.
1. Global warming may have a----------- effect on life.
2. Environmental pollution is a very big problem of ------------ developed countries.
3. This problem should be ---------------------.
4. --------- water is very bad for health.
5. The greenhouse affect is a ------ phenomenon.
(English For Today, For Classes 11-12: Lesson 3: Unit Six)
Checklist -11: Whether the lessons are relevant to day to day activities
Culturally known lesson creates interest among the students; therefore, lesson should be
relevant to the day to day activities of the learner. Many topics of the book are taken
from the natives’ cultural, social, educational and historical background, though many
lessons are extracted from students’ unknown arena of subject.
Example
E. Think about your own family. In pairs ask and answer questions about your families.
e.g. How many members are there in your family? What do/does …….do? Does your
grand father live with you? etc.
(English For Today, For Classes 11-12: Lesson 1: Unit One)
Checklist 12: Whether the activities are student-centred rather than teacher
oriented
Language teachers face a task of making professional decision to ensure effective
language learning and rely to a great extent on learner-centeredness, learning-
centeredness and communicative language teaching. Learner-centeredness means active
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involvement of learners in their learning processes. Learning-centeredness means that
learners are able to decide what and how to learn. Communicative language teaching
involves real communication, carrying out meaningful tasks and teaching meaningful
(to the learner) language.
In the communicative approach of learning, the students have to do most of the
things in the class. Teacher’s role is to help them carry out these tasks, as facilitator, as
a guide. Teacher is no more a dictator who controls everything in the class. Sometimes
he/she is a co-learner, sometimes manager of the class. Therefore, it can be said that
English For Today, For Classes 11-12 is student-centred. In all the activities, the
learners have to comprehend and/or produce language, i.e., they have to use language,
“do the exercises either individually” or “in pairs or in groups”.
Checklist -13: Whether fluency dominates accuracy
Communicative approach puts emphasis on fluency rather than accuracy. However,
teacher should always be ready to correct errors, mistakes and lapses the learners
commit in the process of learning. But correcting all the mistakes is discouraged. The
focus is always on a specific linguistic or functional aspect. This point has been made
vivid in the book map of English For Today, For Classes 11-12. The book introduces
large number of student- cantered practices which encourage fluency over accuracy.
2.6 Status of the English Language Teachers It is taken as granted that teachers are the builders of nations. They are makers of the
leaders and the significant figures in the society. They should be competent enough to
handle the students’ conduct as well as to teach his/ her students in the effective way of
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learning. Educational fitness, good teaching methods and approaches, experience, and
training are the preconditions to be a successful language teacher.
Prodromou presented a much longer list of characteristics valued by
learners; examples cited were friendly, gave good notes, played games, told jokes,
did not push weak learners and was more like a comedian (2-7). Brosh identified
the desirable characteristics of the effective language teacher as perceived by
foreign language teachers and students in Israel. The following five characteristics
emerged overall as those felt to be most desirable by the participants in this study:
• knowledge and command of the target language;
• ability to organize, explain and clarify, as well as to arouse and
sustain interest and motivation among students;
• fairness to students by showing neither favouritism nor prejudice;
• availability to students. (125-138)
2.6.1 Proficiency in the Target Language
Proficiency of the language teachers includes the teacher's ability to understand, to
speak, to read and to write English; accuracy in pronunciation; knowledge of foreign
customs, culture and cross-cultural communication; knowledge of linguistics and of the
essence of language acquisition; and his/her ability to initiate, to sustain; and to present
basic communicative tasks in an appropriate way. The present study finds that the
madrasha English teachers are not proficient enough in English language, and they do
not use English in the class for instruction; rather they prefer to stay in Bengali, the
mother tongue.
2.6.2 Teaching Effectiveness
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Teaching effectiveness includes the teacher's ability to prepare a lesson plan focusing
on the teaching aim, administration and the management of the class, and to work
towards the aim with certain teaching strategies. The English teachers in the madrashas
follow the Grammar Translation Method of Teaching. They are not fully aware of and
efficient in teaching in the communicative approach. They hardly use the target
language in the class. The maximum students participated in the study blame that their
English teachers are not qualified and competent enough to teach English at Alim level.
2.6.2.1 Classroom Management
Classroom management includes proper arrangement of seats, board, and time to fit for
certain activities. This also includes the teacher's ability to be clear in the class, and to
change modes of presentation and types of questions. The teacher is also supposed to
be able to engage students in the learning process, to provide opportunities for feedback
and to use group and individual activities so as to bring students' initiative into full
play. The madrasha English teachers are to handle a big class, on the one hand; and
they have no training to tackle a class, on the other hand; so, most of the time they
cannot maintain the class successfully.
[ 2.6.2.2 Psychological Elements and Personality of the teachers
The teacher should have patience, confidence, imagination, enthusiasm, humour and
creativity. He/She should be friendly, sympathetic and on good terms with the students,
and have an affirmative attitude towards the students and occasionally encourages them
if necessary. The present study finds that the English language teachers in the
madrashas are a little sympathetic and friendly to their students. The teachers hardly
83
give extra time to their students after the class hour. The madrasha English teachers
usually do not encourage their students to speak English with their class mate.
2.6.3 Qualifications of Madrasha English Teachers
The present researcher visits some madrashas, and finds that at least 30% Alim
madrashas do not have English teacher of their own; therefore, part time English
teachers hired from other madrashas and colleges take English classes in those
institutions. If the part time teacher is not found, the teachers of other disciplines take
English classes. The English teacher at Alim level requires M.A degree in English with
good results. To ensure better education, and to strengthen the teaching learning
activities, the government of Bangladesh has enacted the “Non Government Teacher
Registration and Certification Authority (NTRCA) Act 2005”. The National Parliament
of the People’s Republic of Bangladesh approved the bill on February 2005. According
to the act, the NTRCA will hold and qualifying test for intended teachers, and issue
certificates. The Directorate of Secondary and Higher Secondary Education (DSHE)
formulated the guidelines, and prescribed qualifications for teachers of government and
non government institutions. According to the handout of DSHE and NTRCA the
qualification of secondary & higher secondary level English teachers should be as the
following;
Qualification for Teachers
SL Level of Education
Non government Institution
Government Institution
1 Secondary Schools/ Madrashas
B.A. with English B.A, B. Ed. with elective English at graduate level or M.A. in English
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2 Higher Secondary College/ Madrasha
M.A. (2nd Class) in English
M.A (1st class) in English or B.A (Hons) M.A (2nd Class) in English
3 Bachelor Degree / Fazil course
M.A (2nd Class) in English
M.A (1st Class) in English or B.A (Hons) M.A in English with 2nd Class
Table-2 Teacher’s Qualification (Source: DSHE and NTRCA)
The madrasha management authority fulfils the criteria set by the government in
appointing English teachers for the institutions. The English teachers teaching in the
Alim class are academically fit, though they do not have required training in teaching
English in the communicative approach.
2.7 Teaching Method/Approach Followed by the Teachers
A teacher must follow a method while teaching in the class. Any good teaching method
must take into consideration the teachers, the students and the language learning
situation. The teachers who have been teaching English at the different levels of
madrashas education systems are educated themselves through the instructions of
mother tongue Bengali. They are not educated and trained up in the communicative
approach of learning. Communicative language teaching is termed as ‘how’ rather than
‘what’. For successful learning a language, it needs to be done in the way it is intended
to be done.
Comenius recommends that new words should be introduced to the students
with the visuals of objects or phenomena they represent. He asserts that “words should
not be learned apart from the objects to which they refer” (Comenius, cited in
Thirumalai: 8-9). In the subsequent centuries, several methods came to be used. Some
most common methods and approaches that are used in the classes are; Grammar
Translation Method, Direct Method, Audio Lingual Method, Communicative approach,
etc.
85
In the age of Communicative Approach, the madrasha teachers in Bangladesh
follow Grammar Translation Method in teaching English in the class. The present study
reveals that the teachers do not explain the text in English, rather they prefer to stay in
Bengali, the mother tongue; they are found reluctant in practicing the teaching
vocabulary items through explanation of the text. Though, the textbook English For
Today, For classes 11-12 is written on the basis of the communicative view of teaching
and learning, and the syllabus is furnished with communicative language teaching
items, but the language teachers are still found reluctant in following the guide lines of
the book; it is because, this approach is new to them on the one hand, and they do not
have experience and training in communicative language teaching on the other hand.
They hardly speak English with the students in and out side of the class; the study finds
that the maximum percentage of teachers do not encourage their students to speak
English with their class mates. It is painfully observed that after 10/12 years of learning
English, most of the learners are unable to use it for communication; they cannot speak
English with necessary fluency, correctness of grammar and pronunciation. Even,
learning English as a foreign language for ten / twelve years in the grammar- translation
method, the students fail in large numbers in the Dakhil, Alim and Fazil examination.
The study discloses that teachers are usually busy and talk more in the class, while the
students sit idle as inactive listeners only. The class is teacher - centered rather than
students oriented, these all prove that the teachers follow Grammar Translation Method
in the class for teaching English.
2.8 Assessment and Testing System
Learning a foreign language is a step-by-step process, during which mistakes are to be
expected in all stages of learning. Fear of making mistakes prevents learners from being
86
receptive and responsive. Overcoming fear of mistakes depends on the way mistakes
are rectified. Language acquisition does not happen unless the learner is relaxed and
keen on learning. The assessment can be for self- improvement (self-awareness), or for
measurement. Harmer mentions that making mistakes is a natural process of learning
and must be considered as part of cognition. Mistakes that occur in the process of
learning a foreign language are caused either by the interference of the mother tongue,
or /and are part of the students' interlanguage (99).
Bartram & Walton suggest that mistakes are often a sign of learning and, as a
result, must be viewed positively. Teachers have to recognize a well known fact that
“learning ability varies from person to person and all language learning is based on
continual exposure, hypothesizing and, even with the correct hypothesis, testing and
reinforcing the ideas behind them” (97).
Testing aims at evaluating teaching and learning which have taken place within
a certain language programmes, or in other words, it is to assess the knowledge and
skills of an individual or a group during the course and/or after certain period of time.
Traditional examinations differ from communicative language testing in several
respects, the first being the purpose of testing.
[[[
2.8.1 Objectives of Assessment and Testing Traditional examination aims at promoting or detaining a student, or awarding a
degree; the determination of knowledge and achievement is incidental. On the other
hand, the purpose of testing in communicative language teaching is to evaluate how far
learning and teaching are taking place, or in other words, how far the students have
attained the ability to use the language for communicative purposes. The English
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question paper of Alim examination consists of a number of items of different natures
to be attempted in stipulated 3 hours. The question paper in such examination is
inequitable; it covers very small potion of the syllabus. In any case, it cannot include
everything of the syllabus. It puts importance on accuracy rather than fluency, and does
not measure any auditory comprehension skill or speaking ability of the students. It
does not address the ability to use language in real communication. On the other hand,
in communicative language teaching, learners’ ability to use the language in real life is
tested, i.e., their communicative competence. It is materialised in two ways; continuous
assessment and in terminal/annual or public examinations.
Testing language skills includes testing learners’ ability to speak, to write, and
listening and reading comprehension. Testing communicative competence means
testing the ability to use language for communication. This also includes the testing of
four basic language skills; listening, speaking, reading and writing. However, this test
should not be something that promotes learners to memorise certain topics and
reproduce them in the examination hall. These objectives are;
i) to ascertain the extent to which students have attained the stated learning
outcomes,
ii) to identify students’ strengths and weaknesses for the purposes of guiding
subsequent teaching and learning,
iii) to motivate the students by giving them a regular sense of achievement and to
make parents aware of their progress.
2.8.2 Kinds of Tests
88
Regular assessment all through the academic year is essential to any proper education
system. While continuous assessment serves the purpose of a Progress Test, allowing
teachers and students to assess how they are performing during the course. Progress
Test measures the achievement per unit of time. This test enables the teacher to assess
how far learning is taking place in a stipulated time.
Terminal or annual examinations serve the purpose of an Achievement Test,
enabling teachers to sort out students in relation to the prescribed standard.
Achievement test assesses to what extent one has mastered items and skills which one
has been taught in formal classroom setting. Diagnostic Test determines the strength
and weakness of individual learners within specific items or skills. Proficiency Test
measures the ability to use language and is independent of any particular textbooks or
classroom teaching. In other words, proficiency test is the test of communicative
competence. Aptitude test evaluates whether an individual would do well in a particular
field or area.
The national curriculum recommends three types of evaluation. These are as follows;
i) Continuous assessment
ii) Internal examinations
iii) End-course examinations – e.g. Alim examination, H.S.C. examination,
etc.
2.8.3 Continuous Assessment
89
Present curriculum considers the continuous assessment as the central key to the
evaluation system. This is considered as a means to see how far teaching and learning
are taking place and teachers can use this as a mechanism to see whether the previous
item/lesson has been sufficiently understood and whether the class should move on to a
new one. The present curriculum suggests the replacement of monthly test by
continuous assessment. During the class hour teacher gives class works to judge and
assess the students’ progress. The teacher assesses their progress and makes correction
if any mistakes committed. The teacher some times asks the students to check their
scripts each other. The students feel humiliated if they are rebuked in front of every
one.
2.8.4 Internal Examination
The curriculum suggests that two or necessary number of terminal examinations in each
academic year should be taken; the progress test will enable students and teachers to
see how they are doing, and the achievement test, which will enable teachers to sort out
students in relation to standard and to see how far the students has attained learning
during the stipulated time on some particular area.
Government and non-government madrashas usually arrange two terminal
examinations a year. Some private madrasha authorities find examination as means to
collecting fees, and so, they arrange three terminal examinations a year. The layout of
the internal question paper varies from madrasha to madrasha, though most of the
madrashas follow the style and format prescribed by the Madrasha Education Board.
2.8.5 Layout of the Question Paper for the Alim
Examination
90
On the basis of the curriculum and syllabus, the Madrasha Education Board has
prescribed and formulated a guideline for setting up the question paper for Alim
examination. The prescribed format is as follows;
Seen Comprehension : 25 marks
There will be a seen comprehension passage from the textbook followed by a choice of
questions. The question type includes the following;
a) Objective Type : 15 marks
(1) Multiple Choice (2) True /False (3) Filling the Gaps with Clues (4) Information
Transfer (5) Making sentences from Substitution Tables (6) Matching Phrases/
Pictures, etc.
Note : Question will be set on any five of the above types. Each type will carry 3
marks (3×5=15) and each question will carry 1 mark.
b) More Free : 10 marks (7) Open Ended (8) Filling the Gaps with the Clues (9) Summarising (10) Making
Notes (11) Re-writing in a different form.
Note : Question will be set on any two of the above types. Each type will carry 5
marks (5×2=10) and each question will carry 1 mark.
The question should test the student’s ability to comprehend / understand the passage as
a whole. These are not to test their ability to copy sections/parts from it. Although, the
seen comprehension passage will be from the set textbook, it will not, in any way
encourage memorization/note learning. The reason is that (i) the passage will be
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reproduced on the question paper and (ii) the question will not be from the textbook,
rather these will be new.
Unseen Comprehension : 25 marks
There will be an unseen comprehension passage followed by a choice of questions.
This passage will be of a different type than that used in the seen compression .The
question type should include the following;
a) Objective Type : 15 marks
(1) Multiple choice (2) True /False (3) Filling the gaps with clues (4) Information
transfer (5) Making sentences from substitution tables (6) Matching phrases/ pictures,
etc.
Note : Question will be set on any five of the above types. Each type will carry 3
marks (3×5=15) and each question will carry 1 mark.
b) More free : 10
(7) Open ended (8) Filling the gaps with the clues (9) Summarising (10) Making notes
(11) Re-writing in a different form.
Note : Question will be set on any two of the above types. Each type will carry 5
marks (5×2=10) and each question will carry 1 mark.
Vocabulary : 5+5=10
There will be question on vocabulary contextualized in the form of short cloze passages
with and without clues. In order to facilitate/provide more communicative contexts, the
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topics should be related to those already encountered by the students in the seen and
unseen comprehensions.
Grammar : 5+5 =10
There will be question on grammatical items contextualized in the form of short cloze
passages with and without clues. In order to facilitate/provide more communicative
contexts, the topics should be related to those already encountered by the students in
the seen and unseen comprehensions. There will not be any question to test the
student’s explicit grammatical knowledge. Explicit grammatical terms will not be used
in the question paper. The questions will rather test the use of grammatical items within
specific and meaning full contexts.
Writing : 20 marks
a) Guided : 10
There will be a number of writing tasks; the following types of exercises should be
included;
i) Producing sentences from substitution tables
ii) Reordering sentences
Note: There will be no alternative questions.
b) More Free: 10 marks The following types of exercises should be included;
i) Answering questions about themselves
ii) Continuing a passage
Note: There will be no alternative questions.
Population Education : 10 marks
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The unit 24 entitled “People, People Everywhere” is the compulsory unit for the Alim
students. The students must answer the question set on this unit. The questions may
include multiple choices, filling the gaps, answering questions matching phrases,
writing a short paragraph.
2.8.5.1 Reliability, Validity, and Practicality of the Alim Question
Paper
The Question paper of Alim public examination suffers from validity, reliability, and
practicality to a great extent in term of testing the four skills of English language:
listening, speaking, reading and writing. According to the curriculum, the examination
aims at testing the four skills. But, it is observed that the question paper has reliability,
validly and practicality in term of testing writing and reading skills only. The two
important skills: listening and speaking are not tested in the examination. In the existing
system, the Alim question paper is designed to award certificates through the
assessment of writing, and reading comprehension capability.
2.9 Teaching Aids and Equipment used in the Class
In the modern education system, teaching aids and equipment play a very crucial role.
The communicative approach encourages use of as much teaching aids as possible in
the class for facilitating learning. The language classes should be equipped with the
various types of modern teaching aids, though the present study discovers that the
teachers use only the black board for teaching English as a foreign language. Some
modern teaching aids are;
Multi Media
The Overhead Projector
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Audio –Visual Aids
The Tape Recorder
Video Films/Movies
Computer
Realia
Internet, etc.
Pictures and Charts
Black Board and White Board
Visual materials can be defined as the facilities, which can be employed by teachers
and learners to enhance language learning in the class. They may range from simple
hand-made realia, charts and pictures to electronic and digital materials. However, the
content of the video films whose primary goal is assumed to help the users promote
their language skills and enhance learning processes. A word, generally speaking, may
have various properties, worthy of attention for a learner. These can be, namely,
phonological semantic, syntactic and pragmatic properties. To teach a word, means to
provide information, implicitly or explicitly, on these properties for the learners, and
also to provide opportunities for them to rehearse the given words to store them in their
minds.
During the present study the researcher finds that in the madrashas there are no
modern facilities and equipments for using in the class for ELT practice. The
madrashas in Bangladesh use only the blackboard as teaching aids. The black board is
used for different purposes such as; writing, drawing, sticking something, etc. Besides,
the English For Today, For Classes 11-12 is written on the basis of communicative
view of teaching and learning, so, it is imperative for the teachers to use modern
equipments to facilitate and accelerate learning.
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2.10 Physical Facilities and Classroom Environment Class environment plays a significant role in teaching and learning process. Along with
other factors, class arrangement draws concentration of the learners in the learning
activities to a large extent. Interior class design and set up should be properly made up
to feel ease for the students. It is widely believed that success of ELT largely depends
on the environment in which it is practiced. The government owned madrashas enjoy
comparatively better structures and physical facilities than those of non - government
madrashas. Most of the non- government madrashas in the country are underprivileged
and poorly decorated, teaching takes place in the unhealthy and congested classrooms.
The classrooms are clumsy since large number of students sit together and take lessons.
In the government and non - government madrashas, a big number of students
sit together in a small classroom, and a single teacher alone conducts the large group of
students. Therefore, the class appears very noisy and chaotic. Neither the teacher nor
the students can concentrate on teaching and learning activities. Most of the teachers
complain “it is very difficult to teach such a large class”. The classroom is too
congested for them to feel comfortable. Sufficient daylight and air can enter into the
classroom though most of the madrashas in the rural areas do not have required
numbers of fans and other amenities. In this situation, the teaching and learning cannot
be carried out effectively. Sufficient furniture, eclectic and electronic facilities are
extremely poor.
Chapter 3
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Literature Review
Related studies provide a researcher with the background knowledge and information
for the research problem. For the present study, the investigator has collected
information from various sources: a good number of books, a number of dissertations
and journal articles, and information from internet sources. For this purpose, many
studies on English language teaching and learning are reviewed. The studies which are
very much related to the present study are presented in this chapter. This chapter
discusses the objectives of literature review and review of relevant works. The
conclusion and a works cited list are added to the end of this chapter.
3.1 Objectives of Literature Review
Review of literature surveys dissertations, scholarly articles, books and other sources
(e.g. conference proceedings, etc.) relevant to a particular issue, area of research, or
theory, providing a description, summary, and critical evaluation of each work. Borg &
Gall state, “Although the importance of a thorough review of the literature is obvious to
everyone, this task is more frequently slighted than any other phase of
research(…).Often the insights gained through the review will save as much time in
conducting the research as the review itself required.” (117).
Hart (1999) argues that the dissertation literature review plays a central role in;
1. distinguishing what has been done from what needs to be done,
2. discovering important variables relevant to the topic,
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3. synthesizing and gaining a new perspective,
4. identifying relationships between ideas and practices,
5. establishing the context of the topic or problem,
6. rationalizing the significance of the problem,
7. enhancing and acquiring the subject vocabulary,
8. understanding the structure of the subject,
9. relating ideas and theory to applications;
10. identifying the main methodologies and research techniques that have
been used
11. placing the research in a historical context to show familiarity with state-
of-the-art developments. (27)
Leedy (1997) elaborates on eight specific benefits that can result from literature review
efforts:
1. It can reveal investigations similar to your own, and it can show you
how other researchers handled methodological and design issues,
2. It can describe methods of dealing with problem situations that may be
similar to difficulties you are facing,
3. It can reveal to you sources of data that you may not have known
existed.
4. It can introduce you to important research personalities whose work and
collateral writings you may not have known,
5. It can help you see your own study in historical and associational
perspective and in relation to earlier approaches to the same problem.
6. It can provide you with new ideas and approaches that may not have
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occurred to you.
7. It can help you evaluate your own research efforts by comparing them
with the similar efforts of others.
8. It can increase your confidence in your selected topic if you find that
others have an interest in this topic and have found value in investing
time, effort, and resources into its study (71-72).
The present researcher has reviewed a large number of scholarly books, dissertations,
articles and periodicals for the development of insights into the present study. The
study has reviewed the relevant literature for many other reasons, such as; research
methods and techniques, new ideas and approaches, what needs to be done,
relationships between ideas and practices, correlations, contradictions between the
findings of the present study and those of the reviewing studies, etc. While reviewing
the literature for the present study, Borg & Gall (1989), Hart (1999), and Leedy (1997)
are considered to achieve the aims and objectives of reviewing literature.
3.2 Review of Relevant Literature
There are many studies carried out in the field of Applied Linguistics and ELT around
the world. Some of the important works related to the present study are reviewed here.
Hasan (2005) conducts a linguistic study on the “English Language Curriculum
at the Secondary Level in Bangladesh - A Communicative Approach to Curriculum
Development” which reveals that students are aware of the importance of learning
English language. He finds that 59% students have disinterest in speaking English,
because they like their mother tongue and there is an animosity towards English, as it
is hard, as they perceive, to learn. He also discovers that the syllabus and the
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curriculum of education are examination oriented, which prevent them from acquiring
the language competence. He discovers 82% rural and urban madrasha students
complain that English is not sufficiently used in the class; on an average 68% teachers
admit that they do not arrange the practice of four skills of English language in the
class. Since the study (Hasan) deals with, use of English in the class, practice of
language skill, needs of English, text book materials, etc., it is directly relevant to the
present study.
Kavaliauskiene (2003)) carries out a research among the second year university
students in Lithuania which reveals that 65% students admit that the teachers have
tendency to avoid speaking; and 57% students comment that listening practices are not
done in the class. Her study also reveals that 68% students are weak in listening; 73%
students are weak in speaking; while 72% students’ reading status is satisfactory. The
study of Kavaliauskiene investigates the practice and performance of the students in
English; therefore, this study directly relates to the present study.
Pande (2005) carries out a study among the teachers teaching English to the
higher secondary students in the Tamil Nadu state and finds that 72% teachers teach
English through the medium of Tamil, the mother tongue. She observes the clear
interference of the mother tongue in practicing English in the class. Her investigation
discovers that teachers prefer practicing (74%) writing in the class. The study has
strong relevance to the current study, because the present study also investigates the use
of mother tongue in the class.
Uzpaline and Galina (2003) carry out a study among the under graduate
students in Lithuania. Their study reveals that 80% students are weak in listening and
73% students are very weak in speaking. The investigation observes that 65% learners
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can read the English text correctly at satisfactory level and can express their opinion
through written English. The findings establish that the listening and speaking are less
practiced by the teachers in the class. This study has a relation with the current study
because both the studies evaluate the performance of students in English.
Johnson (2001) in his study on the secondary English language teachers in
Ukraine finds that the trained teachers are more efficient than non trained teachers in
handling English classes. Teachers who have a very good English medium background
are the best for teaching the students to acquire a language. He suggests that teachers
should avoid taking narrow steps for teaching English by giving clues. He finds that
only 29% teachers at high school level are trained up, while 71% teachers do not have
training in teaching. The present researcher finds relevance between Johnson’s study
and the current study because both the studies investigate the status of teachers.
Kothainayaki (1994) has observed the interaction between the teachers and the
students studying in the X, XI and XII standards. She has observed some of the patterns
of teacher - students and student - student interaction both inside and outside of the
classroom. Further, she has investigated the errors in the use of articles, prepositions,
particles, etc. Hence, she recommends that grammar teaching should have been started
right from the first standard and enforcing a lot of grammatical drills, which will
enhance the students’ interpersonal communicative competence.
Karthiyayani (1995) has studied the reading comprehension of the students
studying at the higher secondary level in Iran. She finds that the reading performance of
the students in English is better when the answers are explicitly stated in the passage,
and the students find difficulty if the answers scattered in the passage. Further, she has
observed that the parental economical position and the student’s previous academic
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record play a crucial role in the performance of the students, but the gender and
location of students play a less role in the performance of the reading comprehension of
the students.
Nisha (1995) investigates the problems in acquiring communicative competence
in English, and the areas of incompatibility between the language syllabus, language
teaching and linguistic performance of the first year degree students in English in Tamil
Nadu state. She has identified some of the communication strategies applied by the
learners when they encounter problems in the process of communication. Further, her
study reveals that the socio- economic factors play less role, while the parental
education, situational and psychological factors play a crucial role in the advancement
of the communicative competence of the learners.
Malaka (1998) has explored the motivational problems in teaching - learning
English as a second language at the high school level with particular reference to 9th,
10th, 11th standards in Brazil. This study reveals that the motivational problems are
relatively less in the higher classes than that of the lower classes. 55% 9th grade
students and 52 % 10th grade students suffer from motivational problems. Furthermore,
he has also identified that the quantum of vocabulary used in the text books also
determines the quantum of motivation achieved.
Chandran (1999) has evaluated some techniques of teaching English, textbook
materials used for the higher secondary students, and their performance in speaking and
writing. He has identified that the phonological, grammatical, and discourse based
errors are the major problems. Based on his finding, he suggests that the examination
should test the mastery of the students over the four skills of language. He also suggests
that test should be taken on spelling, word building, grammar, phonology, reading and
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writing comprehension. Furthermore, he recommends that the text should contain more
lessons written by Indian writers and the poems should be minimised in the text.
Jayanthi (2002) 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 factor, interactional awareness, interaction with text, etc., play
very important role over the effective and efficient interaction of the students. Further,
she says shyness of the students, psychological conditions, especially past failures, etc.
leads to the avoidance of the interactive performance and other factors enhance the
interaction of the students in English language teaching classes.
Ramanian (2002) evaluates the linguistic skills of the graduate students in
English in Punjab. He evaluates all the four linguistic skills: listening, speaking,
reading and writing. However, he has dealt with the details of the writing skill of the
graduate students. He identifies in his study the phonological, grammatical and
orthographical errors in productive skills; and in the comprehension skills he identifies
the recalling ability of words and sentences. His study finds that 68% graduate learners
interested in correction of error in written production. Moreover, he recommends that
the group discussion, language games should be encouraged in the class hours. He
believes that introduction of the audio-visual instrument for language teaching would
be good and wise at collegiate level.
Sobana (2003) explores the communicative competence in written English
among higher secondary students in India. She evaluates the competence based
achievement of the students on the basis of the marks obtained by them to the given
tests items like identification of sounds and letters, identification of word meanings,
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application of word meaning in sentences, letter writing and composition. Her study
reveals that the instruction and parental economical and educational background have a
direct impact on the competence based achievement and ability to use written English.
Francis (2006) looks at current state of knowledge regarding second language
acquisition/ learning among the 12th grade students in France. He finds that isolated
explicit error correction is usually ineffective in second language (SL/L2) learning. He
says that knowing a language rule does not mean that one will be able to use it in
communicative interaction or in writing. He suggests that, to become fluent in a
language, one must practice using it; to become fluent in a language, one must receive
extensive L2 input. There are predictable sequences in SL acquisition; learners have to
acquire certain structures first before they can acquire others as their interlanguage
develops. The learner's developing grammatical system, the interlanguage, is often
characterised by the same systematic errors as made by a child learning that language
as a first language. At the same time there might be systematic errors which appear to
be based upon the learner's first language. Learners need to focus on the form in order
to develop a more complete grammatical repertoire in the second language.
Rashid (1998) carries out a research on the strategies to overcome
communication difficulties in the target language situation- Bangladeshis in New
Zealand. He finds that some distinctive new features have emerged as to the difficulties
and the possible use of strategies in the target language communication. 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 conversation. However, the
results show that the subjects have high positive motivation towards the target language
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and its culture which can give a renewed impetus to their communicative language
proficiency.
The study of Stapa (2003) on learners' perceptions on self- or peer-correction
finds, only 36% of learners would not mind having their written work corrected by
peers, while a vast majority, 64% are against peer-correction. As far as self-correction
is concerned, 23% of respondents would not mind correcting their own work, while
77% would mind rectifying their own mistakes
Bada & Okan (2000) investigates the under graduate students at Cukurova
University, Turkey on the role of peer groups in correcting work each other, and finds
that 66% students appreciate correction by the peer group, while 36 students disagree
with them with regard to correction of written production. The research reveals that
71% students prefer their work corrected by themselves.
Ancker (2000) in her research finds that 'error correction remains one of the
most contentious and misunderstood issues in the second and foreign language teaching
profession'. His (Ancker, 2000) survey to the question 'Should teachers correct every
error students make when using English?' covers responses from teachers, teacher
trainees and students in 15 countries. 25% (out of 802) of teachers and 76% (out of
143) of students support this viewpoint, while 75% of teachers and 24% of students,
respectively, are against such correction. Ancker’s T study correlates the present study,
because both the studies deal with the correction and self correction of students’ written
work.
Harmer (2001) opines that the best time to correct is as late as possible. He
gives three suggestions: the active involvement of students in the process of dealing
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with mistakes is important; it stimulates active learning, induces cooperative
atmosphere, and develops independent learners.
Uzpaline and Kavaliauskiene (2003) reveal that grammar mistakes and
inadequate vocabulary aggravate the quality of students' written work and oral
presentations. Generally speaking, self-correction of written work is easier for students
than self-correction of oral presentations, because the former is less threatening to
learners and the latter requires note-taking due to shorter memory spans of retaining
utterances.
Shethi (2004) investigated a study among the students in the Loknath Women
College in Uttar Pradesh. She found that in a ‘one and a half hour’ English class with
an interesting lesson, 125 out of 128 students remained active and stayed in the class
until the class ended. Another day, with the 131 students of same class with the same
teacher with a considerably less interesting lesson, 21 students went outside with or
without permission of the teacher, 9 students felt drowsy, 33 students remained busy
among themselves, 5 students were imitating the teacher’s lecture being out of notice of
the teacher; and when the class ended after one and half hour there were only 37
students in the class.
Chidambaram (2005) carries out a study on the Learning Process of English by
Higher Secondary Students with Special Reference to Dharamapuri District in India
finds that in the process of learning to speak, the students follow certain strategies in
their communication to conceal their linguistic inadequacy 62% of the students avoid to
talk with the researcher in English and to speak on given topic due to the anxiety,
language shock, cultural shock and the linguistic inadequacy. The learners follow the
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word-for-word translation from the native language (L1) to second (L2) language.
Further, it has been observed that some of the students have invented certain new words
in their oral communication, when they fail to find appropriate word or for the word
which is absent in their mental lexicon. In certain contexts, the students follow the code
switching strategy. That is, they use certain L1 words in L2. Approximation is yet
another strategy in which the learners use the approximate items instead of correct one.
However, these approximate words share near semantic feature.
It is found that 49% of the students have answered correctly. 31% of the
students have responded partially 17% of them answered incorrectly and only 3% of
them understudy have skipped this test item. The reason for the good performance of
the students in this test item is that the given dialogue is constructed with simple and
familiar words which enable the learners to comprehend the given dialogues easily. So
it is inferred that the simple and familiar words facilitates the listening comprehension
of the students. Further, it is observed that the hard and unfamiliar vocabularies hinder
the students in understanding the concept.
Chapter 4
Research Design and Methodology
Research methodology refers to the techniques and procedures that are adopted to carry
out a study. This chapter presents the methodology of the present study. Sampling,
instrumentation, subjects, the data collection procedures, the list of madrashas for
investigation, and the data analysis methods are discussed in this chapter. The
conclusion and a works cited list are also presented here.
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4.1 Sampling A sample is a subject chosen from a population for investigation. The way samples are
selected is called sampling. The present study has followed random sampling while
selecting the respondents. In random sampling all populations have same chance to be
selected in a study. Morris suggests that the advantage of random sampling is that it is
easy to apply when a big population is involved (17). Robert opines that random
sampling is inexpensive and less troublesome (103). Agresti suggests that sample must
be large to give a good representation (23). Two types of samples are used for the
present study: students, and teachers.
4.1.1 Subjects
For the present study, 1000 Alim students have been randomly selected from 24
madrashas located both in urban and rural areas in Bangladesh. The students have
already received English instructions for 10 years from class 1- class 10. To collect data
for the study, 25 English language teachers teaching English to the same students are
also interviewed through questionnaire. The teachers are also selected randomly from
24 madrashas. The teacher respondents have Master of Arts (M.A.) degree in English
and have some experience in teaching English in Alim class.
4.1.1.1 Students
The sample size for a survey is calculated by statisticians using formulas to determine
how large a sample size will be needed from a given population in order to achieve
findings with an acceptable degree of accuracy. For the benefit of relatively accurate
results, a large population is selected for the present study. 1000 Alim students are
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randomly selected irrespective of age, gender and locations from 24 Alim, and Alim
level of Fazil and Kamil madrashas in Bangladesh.
4.1.1.2 Teachers
For the present study, 25 English language teachers teaching English in Alim class are
randomly selected; therefore, the sample teachers include variations in teaching
experience, gender, age, location, etc. More specifically, the samples include
experienced teachers, semi-experienced teachers and newly qualified teachers.
4.2 Instrumentation
Questionnaire is an inexpensive way to gather data from a potentially large number of
respondents. Vaus reveals that survey is a popular research method for collecting data
in the field of English language education research, and the most common survey
technique is the questionnaire (3-4). Park points out that questionnaire is used in
English language education for a wide variety of purposes, for example; students’
performance, practices of English as a Foreign Language (EFL), etc. (214).
In the present study, two questionnaires are used to elicit information from the
respondents on different issues towards teaching- learning English as a foreign
language: what they want to learn, how they want to learn, which textbook materials
they like to follow for the English paper, etc. The contents of the questionnaires are
crucial for the present researcher because they have direct relations to the research
questions and objectives. The present study is a quantitative research in nature, so the
questionnaire method is adopted for data collection.
In the present study, data is collected through 25 item questionnaires adopted
following the models of Brindely (1984), and Nunan and Lamb (1996) with slightly
modification in Bangladesh context. The models of Gardner (1985), Kenning (2001),
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and Maniruzzaman (2003) are consulted for validity, reliability and practicality of the
questionnaire. Each of the questions explores particular EFL topic. Couper remarks that
the way items or questions are worded play an important part, in how they are answered
or understood (464-496). The items of the present questionnaires are straight forward
and the linguistic nature of each question is relatively easy and simple. Apart from the
addressing and the reference conventions, the questionnaires do not differ significantly.
Weissberg et al. suggest that researchers can assess reliability by comparing the
answers respondents give in one pretest with answers in another pretest. Then, a survey
question's validity is determined by how well it measures the concept(s) it is intended
to measure (19). To determine the effectiveness of the questionnaires, pretests have
been given to the respondents before actually using it, because pretesting can help the
researcher determine the strengths and weaknesses of the study concerning validity,
reliability and practicality. The internal reliability of the questionnaires is checked by
the supervisor of the present research, pre-tests are also applied to prove the validity,
reliability and practicality of the questionnaires separately among the students, and the
teachers.
4.2.1 Student Questionnaire
A questionnaire is a powerful evaluation tool, and it should not be taken lightly. In the
present study closed format questions are chosen. Except some ‘Yes/No’ questions, all
are the multiple- choice questions which offer a number of answer options. Closed
format questions have many advantages in respect of time, efforts and money. In the
closed format questions the answers are restricted; therefore, it is easy to calculate
percentages and other statistical data over the whole group or over any subgroup of
participants. Modern scanners and computers make it possible to administer, tabulate,
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and perform analysis in a relatively short period of time. Closed format questions allow
the present researcher to filter out useless or extreme answers that might occur in an
open format questions.
All the questions in the student questionnaire are clear, succinct, and
unambiguous. Embarrassing questions dealing with personal or private matters are
avoided. The quality of a questionnaire is judged by three major standards: (1) validity,
(2) reliability, and (3) practicality. The student questionnaire consists of 25 items
covering 25 issues on ELT and Applied Linguistics, such as; syllabus, textbook
materials, practice of English language skills in the class, performance in English,
teaching method and approaches, etc.
4.2.1.1 Validity
Harris suggests that “two questions must always be considered: (1) What precisely does
the test measure? and (2) How well does test measure?”(19). Validity reflects how well
a test measures what it is intended to measure. Harrison points out that there are many
different kinds of validity, but only two are vital for the teacher setting his/her own
tests: content validity and face validity (11). Walsh & Betz suggest "The extent to
which the test being used actually measures the characteristic or dimension we intend
to measure" (58).
The student questionnaire is highly valid with regard to content, construct, and
criterion validity because the questionnaire deals with the questions that directly match
the investigation of the present study. It aims at measuring the status of English
language teaching and learning at the Alim level in the madrashas in Bangladesh. The
validity of the questionnaire has been proved through pre-testing.
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Deobold suggests that a test cannot be exhaustive but must be selective in
content. Important decisions must be made about the method of content selection (52).
Content validity is concerned with whether or not the content of the test is sufficiently
representative and comprehensive for the test to be a valid measure of what it is
supposed to measure. Kothari says content validity is the extent to which a measuring
instrument provides adequate coverage of the topic under study (71). To establish
content validity of the questionnaire, the present researcher analyzes the content of the
area that the test is to appraise, and structures a representative instrument to measure
the various aspects of that content. Two senior researchers analyse the draft tool and
identify that the items are relevant to study “English language teaching and learning at
the Alim level in the madrashas in Bangladesh: Problems and Possible Solutions”.
Harrison suggests that face validity is concerned with what teachers and
students think of the test (11). Harris points out that the face validity means the way the
test looks- to the examinees, test administrators, educators, and the like (21). Ott,
Larson and Mendenhall opine that face validity is defined as the use of appropriate
wordings for the audience of interest, with an adequate focus on variables of interest
(35).
The student questionnaire is reviewed for content and face validity by a panel of
expert reviewers selected by the supervisor of the present study. The supervisor of the
present study has also checked and ensured the validity of the questionnaire. The
student questionnaire for the present study has strong face validity because the
questionnaire looks like a test and fulfils the criteria; therefore, the questionnaire is
valid. The questionnaire has also predictive validity and concurrent validity because the
test score of the findings are correlated. The questions in the student questionnaire have
correlation with one another, thus, the student questionnaire proves its construct
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validity. Construct validity is further examined through pre- testing of the
questionnaire.
4.2.1.2 Reliability
Reliability refers to the consistency of results achieved by a test. To establish
reliability, a test may be given to the same group several times. If very similar results
are obtained each time, the test may be considered highly reliable. Park states that
reliability is characterised by the stability, equivalence, and homogeneity of the test
(119). Robert suggests that a test is said to be reliable if it gives same results when it is
given on different occasions or when it is used by different people (243). The student
questionnaire for the present study is reliable because the result of the test is consistent.
The same sets of questionnaire are distributed among the students of Alim students, the
questions do not vary, and the students are of same category. Reliability of the student
questionnaire is confirmed with a pre –test among the 5 Alim students of Baitul
Mamur Alim Madrasha, Dhaka. The reliability of the questionnaire is also checked by
the supervisor of the present research and two senior researchers.
4.2.1.3 Practicality
Practicality involves the cost and convenience of the test. If a test requires too much
expense or effort, it may be impractical. It also may be impractical if the results are too
difficult to interpret. Harrison suggests “a test must be well organized in advance. How
long will the test take? What special arrangements have to be made? How many people
will be involved?”(12). Harris points out “a test may be highly reliable and valid
instrument but still be beyond our means or facilities” (21). Carroll says “A
questionnaire must be practical to be administered” (37).
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The student questionnaire of the present study has high practicality because it is
very cheap to produce (economic); it takes about 45 minutes to answer all the
questions; the interpretation of the results is relatively easy; and it requires only the
minimum numbers of personnel.
4.2.2 Teacher Questionnaire
Questionnaires are versatile, allowing the collection of data through the use of open or
closed format questions. The questions of the teacher questionnaire are close ended.
The 25 item questionnaire is adopted following the models of Brindely (1984), Nunan
and Lamb (1996).The models of Gardner (1985), Kenning (2001), and Maniruzzaman
(2003) are consulted for checking the validity reliability and practicality of the
questionnaire. 25 English language teachers teaching English in the Alim class have
responded to the questionnaire.
4.2.2.1 Validity
The teacher questionnaire is adopted following the models of Brindely (1984), Nunan
and Lamb (1996) with slightly modification in Bangladesh context. The questionnaire
is based on the questions that have been used by so many researchers in previous
studies. Certain degrees of validity: construct validity, predictive validity and content
validity are proved and checked by the previous researchers. However, in order to
assess validity of the measure, the present researcher administers the questionnaire to 2
English teachers at Baitul Mamur Alim Madrasha, Dhaka as part of a larger research.
The present researcher has tested the validity of the questionnaire in a number of ways:
pre- test, checking by the supervisor, reviewing by the two senior researchers.
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4.2.2.2 Reliability
Reliability means that two or more measurements or observations of the same event
agree with each other, that they are consistent. Davies suggests “If a yardstick is used
to measure the height of a chair it would expect to get the same result, represented in
centimeters or inches, each time it is measured”( 19). This questionnaire has strong
reliability, because it gives consistent results all the time. Furthermore, a pre-test is
carried on to two English teachers of Baitul Mamur Alim Madrashas, Dhaka.
Moreover, the reliability is examined by the supervisor of the present study.
4.2.2.3 Practicality
The teacher questionnaire has practicality in terms of money, time, energy, and efforts.
Bailey points out “the practicality of a test refers to how feasible a test is in terms of
money and person-power involved in developing, revising, administering, and scoring a
test” (3). From the perspective of administering and scoring, the test appears to be
highly practical due to the multiple -choice format of the test; it does not involve much
efforts and energy to score the test. Moreover, the test can be given at anytime of the
year depending on each madrasha or institution's decisions, and the scoring can be done
without so much efforts. All of these convenient aspects of the questionnaire seem to
contribute to the establishment of the great practicality of this questionnaire. The
questionnaire is pre-tested before it is finally administered. It takes only 20 minutes to
answer all the 25 questions.
4.3 Data Collection Procedures
The survey is carried out in different Alim, Alim level of Fazil and Kamil madrashas
through questionnaires. The researcher visits 24 madrashas in urban and rural areas,
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and collects data from the Alim students. Data is also collected from the teachers
teaching English language to the same students. The present researcher distributes the
typed questionnaires to the respondents and requests to provide information
spontaneously. Data collection takes place during March 2007---April 2007.
For the convenience of comprehension and acceptance of the respondents, the
themes of the questions are defined to the students in the mother tongue Bengali if the
present researcher is requested. All the questionnaires are administered in the face-to-
face classes. The students take about 45 minutes and the teachers take 20 minutes to
answer all the 25 questions. Data collection takes place without any interference of the
teachers or the researcher. Thus, the researcher guarantees the reliability of the results.
When the data is collected the scripts are processed for analysis and interpretation.
4.4 List of Madrashas Selected for Investigation
In Bangladesh 2527 madrashas (1315 Alim, 1039 Fazil, and 172 Kamil) impart Alim
education. According to the Bangladesh Bureau of Educational Information and
Statistics (BANBEIS), the numbers of madrashas are;
Type of Madrashas
Number of Madrashas
Number of Teachers
Total Enrolment
Alim 1315 25634 5,50,813
Fazil 1039 23336 5,29,952
Kamil 172 4792 1,33,693
Table: 3 Number of Madrashas, Teachers, and Students
(Source: BANBEIS: 2007; http: www.banbeis.gov.bd.)
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Out of the 2,527 (Alim, Fazil, and Kamil) madrashas, 24 madrashas located both in
urban and rural areas in Bangladesh have been randomly selected for the present study.
The selected madrashas are;
Respondents Serial
No.
Name of Madrasha
S T
1 Madrasha-E- Alia, Dhaka 250 1
2 Tamirul Millaat Kamil Madrasha, Tongi 185 1
3 Shah Ali Kamil Madrasha, Mirpur 70 1
4 Kazi para Siddiqia Senior (Fazil) Madrasha, Dhaka 56 1
5 Madrasha –E- Baitul Mamur,Mirpur 40 2
6 Tangail Darul Ulum Alia Madrasha 35 1
7 Baitul Musharraf Senior Madrasha, Mirpur 31 1
8 Tongi Senior Madrasha ,Gazipur 28 1
9 Gopalpur Kamil Madrasha ,Tangail 30 1
10 Gangair Senior Fazil Madrasha, Madhupur 27 1
11 Chatar Alia Madrasha, Gazipur 25 1
12 Porabari senior Madrasha, Ghatail 24 1
13 Ghatail Alim Madrasha 23 1
14 Lauzana Senior Madrasha 23 1
15 Bauniabad Senior Madrasha, Dhaka 21 1
16 Islamia Senior Madrasha, Manikgonj 29 1
17 Baitul Amman Alim Madrasha 18 1
18 Hasheem Ali Alim Madrasha, 22 1
19 Bhuyanpur Alia Madrasha, 21 1
20 Ahashania Tarabia Alim Madrasha 16 1
21 Kanchaanpur Alia Madrasha 15 1
22 Sharishabari Alia Madrasha, Jamalpur 13 1
23 Madhupur Islamia Fazil Madrasha 11 1
24 Ghoila Hussein Senior Madrasha. 10 1
Table-4 : List of madrashas for investigation 4.5 Data Analysis
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Research is a scholarly investigation or experimentation aiming at discovering new
facts and their correct interpretation. The science of statistics assists the researcher in
planning, analyzing, and interpreting the results of investigation. It provides accurate
information about the problem that arouses one’s interest. The problems here are to
examine the status of English language teaching and learning at the Alim level in the
madrashas in Bangladesh, and to explore the particular teaching – learning problems.
The present investigator collects and analyses the data following appropriate statistical
procedures.
The data is first counted manually, and then the raw data is fed into the
computer for statistical analysis. Aldridge and Levine (2001) describe three types of
analysis: descriptive, analytical and contextual. The descriptive and the contextual
methods are applied for the data analysis of the present study. Survey results can be
presented in different ways: by text, in figures in charts, in tables, graphs, and
diagrams. In the present study, the results are presented in the pie charts and tables. The
University of Reading (2000) provides guidelines for the presentation of the statistical
information, which are summarised below:
1. Tables and figures are useful methods to convey data when the reader or viewer
is required to take in information while reading or listening,
2. Well presented tables and graphs/charts can describe larger sets of
information.
3. Tables and graphs should be given a descriptive title, and columns and rows in
tables and axes and lines in graphs should be clearly labelled, so that the reader
can understand the information without referring back to the text, although
important points in a table or graph should be highlighted in the text.
4. Graphs and tables should be presented as economically as possible.
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The present researcher narrows down the context by interpreting the data for
subgroups: curriculum, syllabus, lessons, teaching methods and approaches, foreign
language, mother tongue, etc. Except some ‘Yes / No’ questions, the respondents are in
the most cases requested to tick (√) one out of 4/5 options. In a few cases they are
asked to choose more than one options if they think fit and appropriate to the question.
The responses of the subjects are generalisable to the entire population of Alim
students. The findings and analysis of the data are presented in the succeeding pages.
Item wise percentage of the score is calculated as follows:
Score of the item (%) ===== Total responses x 100 Number of respondents 4.6 Conclusion
The present study proceeds in an orderly and specific manner. The questionnaires are
administered aiming at investigating a number of issues on the ELT. The subjects of the
study are the 1000 Alim students and 25 English language teachers. The systematic
checking or pretesting of a questionnaire is central to planning a good survey, so
pretests have been given to some students and teachers before the normal study starts.
The validity, reliability and practicality of the questionnaires are checked and tested
internally and externally. During the data collection process the researcher visits 24
madrashas, and finds the students and the teachers interested in the present study
though a few teachers show their reluctance and tries to avoid the data collection
process. They are agreed to assist the process when they have been assured that the
study would not be harmful either for the teachers or for the institutions. It is believed
that collected information can be viewed as impartial because the respondent are not
interfered or motivated to give particular response.
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Chapter 5
Presentation and Interpretation of
Findings
This chapter deals with the presentation and interpretation of the findings of the present
study. Relevant data is presented in the pie charts and tables. At first, the findings of the
study are graphically presented and then analysed in the descriptive and the contextual
methods. The findings of the relevant studies are also presented for the cross -check,
agreement and disagreement with the current study. Expert opinions on the Applied
Linguistics and ELT are also generalised through discussion.
5.1 Presentation and Interpretation of Findings The descriptive and the contextual methods are followed for the data analysis. The two
methods are applied in the data analysis of the present study because these methods are
inexpensive, time saving and easily understandable. The findings of the present study
are shown in the pie charts and tables, and then narrative description is presented in the
text in a quantitative manner. Finally, the data is interpreted in the contextual and the
descriptive methods. The presentation of the findings of 25 questions is presented step
by step in the preceding pages.
Student Item -1: Relevance of Syllabus
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How much is the syllabus relevant to learning English?
a little36%
fairly much23%
not at all21%
very much13%
Figure 1.1 : Relevance of the syllabus viewed by the students
The pie chart displays that 36% students consider their syllabus a little relevant to
learning English; 23 % students term the syllabus fairly much relevant; 21%
respondents consider the syllabus not at all relevant; 20% respondents think that the
syllabus is very much relevant to learning English.
The relevance of the syllabus is a precondition for the fruitful learning in the class. The
primary purpose of a syllabus is to communicate to one's students what the course is
about, why the course is taught, where it is going, and what will be required of the
students for them to complete the course with a passing grade.
Yaldon reveals that syllabus designers should include the items of the four skills
of target language: listening, speaking, reading and writing while formulating the
syllabus (14-15). Richards and Rodgers suggest if assumption about the nature of
linguistics and language learning is one of “language as communication”, then a
syllabus based around activities and tasks which promote real meaningful
communication will seem advantageous (69).
Teacher Item 1: Relevance of Syllabus
How much is the syllabus relevant for your students to learning English?
121
a little40%
fairly much36%
not at all20%
very much13%
Figure 1. 2 : Relevance of the syllabus viewed by the teachers
The above chart shows 40% teachers, the highest percentage, suggest that the English
syllabus is a little relevant to learning English; 36% teachers comment that the syllabus
is fairly much relevant; on the other hand 20% teachers blame the syllabus not at all
relevant; though 4% teachers assess the syllabus very much relevant to learning
English.
The information given by the teachers and the students has correlation with
regard to the relevance of syllabus to learning English. The both groups of respondents
(teachers and students) come up with almost the same percentage 40% (t) and 36 %( s)
suggesting the syllabus a little relevant to learning English. Stein claims the more the
syllabus is relevant the more learning takes place (11). It is found that both the teachers
and the students are aware of the fact that their syllabus is not very much appropriate in
learning English. This finding supports the statement of Osunde (2005) while
evaluating the higher secondary syllabus in Nigeria, they find that lack of teachers’
attitudes towards innovation, the traditional content/knowledge oriented curriculum,
and irrelevant exercises cause students’ poor performance in English language.
Student Item 2: Size of Syllabus Do you think your syllabus is heavier than you need?
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a little22%
fairly much38%
not at all20%
very much13%
Figure 2.1: Size of the syllabus viewed by the students
The students express different opinions about the size of syllabus. The results for the
item suggest that 38 % students consider their syllabus fairly much heavier; 22%
students, the second highest percentage, consider it a little heavier than they actually
require; whereas 20% learners term their syllabus very much heavier; the rest 20%
students suggest the syllabus not at all heavier for them. It may be mentioned that
merely the size of syllabus cannot impact a great deal in learning English, rather
syllabus with appropriate lessons/exercises and authentic materials can help students
learning English.
Littlejohn, suggests that selecting texts that are relevant to the life experiences
and culture of FL/SL can facilitate cognitive and language development (7). According
to Dudley-Evans, syllabus and contents of syllabus should be based on needs of
English; otherwise, irrelevant syllabus hampers students’ progress in learning a
language (4-16). According to White “A complete syllabus specification will include
all five aspects: structure, function, situation, topic, skills (92). The Alim English
syllabus contains 12 units comprising 79 lessons for two years of time which is not so
big at all. This view is reflected in the respondents’ opinions.
Teacher Item 2: Size of Syllabus Teacher: Do you think the syllabus is heavier than your students need?
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very much4%not at all
33%fairly much
42%
a little21%
Figure 2.2: Size of the syllabus viewed by the teachers
It is found that 42% teachers consider the syllabus fairly much heavier for the students;
whereas 33% teachers think not at all heavier; on the other hand 20% teachers consider
the syllabus a little heavier; the rest 4% teachers term the syllabus heavier very much.
On this issue, almost similar percentage of the respondents from both the teachers
(40%) and the students (38%) agree that the syllabus is fairly much heavier;
‘appropriate enough’ to study in two years.
The statistics show that 20% students consider the syllabus very much heavier;
yet, this opinion is supported by a small number (4%) of teachers. According to the
highest percentage of respondents (t & s), syllabus is appropriate in size and contents.
Widdowson says syllabus should focus interim objectives (37). Krashen and Terrel
suggest that contents of syllabus should largely depend on the course duration and the
objectives of the course (19).
Student Item -3: Task Enjoyment How much enjoyable do you find the task?
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very much7%
not at all43%
fairly much19%
a little31%
Figure 3.1 : Task enjoyment viewed by the students
The above statistics reflect that 43% of the learners evaluate that the task is not at all
enjoyable; while 31% students consider the task enjoyable a little; 19% learners suggest
the task fairly much enjoyable; whereas 7% learners acknowledge that the task is very
much enjoyable.
It is a very serious concern that the highest number of responding students
(43%) consider the task uninteresting and boring. Learning takes place when the
students find the task enjoyable and when it is presented by the teachers in coherent and
simple manners.
Hutchinson and Waters suggest that contents of syllabus should be useful,
meaningful and interesting for the students. While no single subject will be of interest
to all students, materials should be chosen based, in part, on what students, in general,
are likely to find interesting and motivating (23-24). Dougill expresses concern on the
use of subject matter that may be uninteresting (277)
Teacher Item -3: Task Enjoyment How much enjoyable do your students find the task?
125
very much10%
not at all30%
fairly much20%
a little40%
Figure 3.2: Task enjoyment viewed by the teachers
The above pie chart depicts that 40% teachers think that the task is a little interesting;
while 30% teachers consider the task not at all interesting; 20% teachers term the task
interesting fairly much; and the rest 10% teachers evaluate the task very much
enjoyable.
A considerable numbers of respondents of both groups (S= 31%, T= 40%)
acknowledge that the task is a little enjoyable though the percentage is less than 50%.
Here is a contradiction between the teachers and the students, because 43% students
take the task as not at all interesting; while 40% teachers comment that the task is a
little enjoyable. Therefore, the authority should prepare and introduce enjoyable tasks
for the students to motivate effective learning. Spontaneous learning takes place if the
lesson is interesting; therefore, new items should be presented in realistic contexts. It
needs be ensured that the presentation is not stereotyped. Stereotyped presentation
makes lessons monotonous and activities uninteresting.
Grimm suggests it is teachers’ responsibility to a large extent to make the lesson
interesting and efficient teachers who have training are mostly capable of doing so (17).
Student Item- 4: Practice of English Language Skills Do you exercise the four skills of English language (LSRW) in your English Class?
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Listening
Yes23%
No77%
Speaking
Yes31%
No69%
Figure 4.1.1 Practice of listening skills Figure 4.1.2 Practice of speaking skills
The above figure (Figure 4.1.1) displays that 77% students respond negatively with
regard to listening practices in the class; while 23% students reply in the affirmative.
As shown in the figure (figure 4.1.2) 69% students disclose the fact of not practicing
speaking in the class; whereas 31% students admit that they do practice speaking in the
class.
Reading
Yes45%No
55%
Writing
Yes72%
No28%
Figure 4.1.3: Practice of reading skills Figure 4.1.4: Practice of writing skills
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In the above statistics (Figure 4.1.3), it is observed that 55% students disclose the fact
of not practicing reading in the class; 45% students suggest that they do practice
reading in the class. As found in the pie chart, 72% students hold positive opinion with
regard to writing practices; on the other hand 28% students comment negatively on the
practice of writing skill in the class. This grim reality of teaching learning condition
comes out through their opinions.
The preface to the book English For Today, For Classes 11-12 claims that
integrated exercises are carried out for achieving the four skills: listening, speaking,
reading and writing. But, in reality the study discovers that the most two important
skills: listening and speaking either neglected or avoided by the teachers in the class.
This study supports Galina (2003) which reveals that listening and speaking
practices are avoided by the teachers in the classroom. Her study on the second year
university students in Lithuania reveals that 65% students are with the opinion that
teachers have avoiding tendency in practicing speaking skill; and 57% students unveil
the truth of not practicing listening in the class. So, a strong correlation is observed
between the findings of the present study and that of Galina (2003).
Teacher Item - 4: Practice of English Language Skills Do you arrange exercise of four skills of English (LSRW) in your English class?
Listening
Yes36%
No64%
Speaking
Yes46%No
54%
Figure 4.2.1: Practice of listening skills Figure 4.2.2: Practice of speaking
skills
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The chart (Figure 4.2.1) indicates that 64% teachers confess of not practicing listening
in the class; while 36% teachers claim of practicing listening while teaching. This study
discovers the truth that the teachers are reluctant in practicing listening. The figure
(figure 4.2.2) displays that 54% teachers are unenthusiastic with regard to practice of
speaking; whereas 46% teachers claim that they practice speaking in the class.
Reading
Yes70%
No30%
Writing
Yes88%
No12%
Figure 4.2.3: Practice of reading skills Figure 4.2.4: Practice of writing skills
As shown in the chart (figure 4.2.3) 70% teachers respond that reading exercises are
arranged in the class; 88 % teachers claim (Figure 4.2.4) that they do arrange practice
of writing in the class. A large number of teachers (64%) and students (79%) comment
that listening practice is either neglected or avoided in the class. Therefore, a strong
correlation exists between the teachers and the students with regard to practicing the
listening and speaking by the teachers in the class.
Pande (2003) in her study on the teachers teaching English at the higher
secondary level in Tamil Nadu state schools reveals that in the English classes the
teachers speak Tamil frequently due to their inefficiency in English as a foreign
language. The study of Pande (2003) correlates the present study, because the present
study finds that teachers teaching English in the Alim class are weak in both listening
and speaking. Since the teachers themselves are not sufficiently fluent in listening and
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speaking, they feel reluctant and uncomfortable to speak English, and they avoid
arrangement of practices of four skills of target language in the class.
Student Item -5: Role of the Present Syllabus
Which of following needs does the present syllabus meet?
(You may choose more than one options)
passing examination 99%
understanding teacher's lecture 21%
using English with others 74%
reading English books and newspaper 40%
getting good job 32%
using internet 9%
watching TV programmes 42%
writing letters 43%
Table-5 : Role of the present syllabus viewed by the students
The above table states 99% students think that the present syllabus meets the need of
passing examination ; 74% students answer that using English with other may be
done by studying the present syllabus; 43% students believe that the syllabus may help
them in writing letters; 42% students choose watching TV programme option; 40%
students mark reading English books and news paper option; 32% students suggest
that the syllabus may help them getting good job; while 21% students think that the
present syllabus may help them understanding teachers lectures; 9% students
mark(√) using Internet option. The fact is, the most of the students study the syllabus
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with a view to passing the examination, which is considered a hurdle in the way of
career formation; therefore, it is found that the teachings and learning in Alim class is
examination oriented. It is stated in the preface to the book English For Today, For
Classes 11-12 that the book provides opportunities for practicing the four skills of
English language: speaking, listening, reading and writing, usually in an interactive
mode, and the textbook is to provide ample opportunities for the students to use
English for a variety of purposes in interesting situations.
Teacher Item -5: Role of the Present Syllabus
Which of the following needs does the present syllabus meet?
(You may choose more than one options)
passing examination 92%
understanding teacher's lecture 38%
using English with others 78%
reading English books and newspaper 40%
getting good job 82%
using internet 11%
watching TV programmes 33%
writing letters 52%
Table-5: Role of the present syllabus viewed by the teachers
Here, 92% teachers believe that the syllabus helps the students passing examination;
82% teachers assure that the syllabus may help them getting good job; 78% teachers
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think that the present syllabus can play the role of using English with others; where
as 52% teachers tick (√) the writing letters option; 40% teachers suggest that the
syllabus plays role in reading books and newspaper; 38% teachers claim that the
syllabus may help the students understanding the lecturer; 33 % teachers think that
the syllabus helps the students watching TV programme.
The students as well as the teachers think that the present syllabus can do
various functions, and they have common opinions on the role of the current syllabus,
98% students and 92% teachers think that the present syllabus aims at passing the
examination; teachers (82%) and students (74%) suggest that syllabus may help them
getting good jobs.
Sysoyev (2001) reveals that designing a course syllabus should serve learners’
interest and needs that should go into students’ analysis, formulations of goals and
objectives of the course, conceptualisation of the content, selecting the materials,
course planning, evaluating the course.
Student Item -6: Learning Style How do you like learning?
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individually44%
in pairs37%
in large group8%
in small groups11%
Figure 6.1: Learning style viewed by the students
The results for this item suggest that 44%, students generally prefer learning
individually; 37% students prefer to work in pairs; On the other hand 11% of students
like learning in small groups; while, 8% students prefer learning in a large group.
The findings support the study of Zuhal Okan and Erdogun (2000) which
reveals that 50% students prefer learning individually, whereas 35% students prefer
learning in pairs. The present study is also supported by the study of Januleviciene and
Kavaliauskiene (2005) which discloses that 33% students prefer learning individually,
and another 33% students have a preference in learning in pairs; 20% students like to
learn in small groups. It may be mentioned that the above three studies present almost
same results indicating that students mostly prefer to learn individually; and in pairs.
The data surprisingly contradicts the learner-centered approach which has been widely
advocated by a number of English language practitioners, who are with the opinion that
pairs or small groups work is indispensable. Lately, pair work has been considered as
the most effective way of developing communicative skills in target language.
Teacher Item -6: Learning Style
How do your students like learning?
133
individually42%
in pairs36%
in large group8%
in small groups14%
Figure 6.2: Learning style viewed by the teachers
The above statistics suggest 50% teachers believe that students prefer learning
individually; and 42% in pairs; 6% in small groups; while 2% teachers think that their
students like to work in large group.
Students prefer learning individually due to shyness in one hand, and poor level
of confidence on the other hand. The students do not like to disclose their weakness to
their fellow mates. This study correlate the investigation done by Zuhal Okan and
Erdogan (2000) their study reveals that 58% teachers find that the students prefer
learning individually; besides, 35% teachers believe that their students choose to learn
in pairs.
The study finds a strong correlation between the teachers and the students. The
correlation indicates that the teachers are aware of their students' preference in learning
style. It is obvious that students do not like working in a large group, and their teachers
are aware of that. This is a clear message to the teachers that students feel more
comfortable, productive and relaxed by working individually or in pairs, where their
voices would be heard, and views listened to and valued.
Student Item -7: Shyness in Speaking English
Do you feel shy while speaking with others in English?
134
yes52%
no38%
some times10%
Figure 7.1 Personality style viewed by the students
The above statistics reflect that 52% learners feel shy in speaking English with others,
usually they are introvert learners; another 10% learners feel shy in some contexts or
environment, they also may be termed as introvert group; but 38% students are active
and lively in language behaviour and practice, they are extroverts and risk taker; they
usually not in fear in mistakes. Introverts are quiet, prefer to meeting close friends and
usually avoid excitement. The introverts feel shy to speak with too many people
especially with the less acquainted. The extroverts are sociable, like parties, have many
friends and need excitements; they are sensation-seekers and risk-taker, lively and
active.
Teacher Item -7: Shyness in Speaking English Do your students feel shy to speak English with others?
Yes68%
No11%
Some times21%
Figure 7.2: Personality style viewed by the teachers
The statistics display that 68% learners are introvert, they feel shy in speaking English
with others; 21% students suggest that they sometimes feel shy but not always; 11%
students claim that they do not feel shy at all. Ellis has hypothesized that extrovert
135
learners are more likely to perform better in interpersonal skills. Ellis' suggest that the
introvert learners are more likely to succeed academically in language learning (520).
Despite these hypotheses regarding the characteristics of the different
personality types, it is suggested that teachers should depend upon their own evaluation
in observing learners' behaviours. Teachers’ motivations work very positively for the
students to overcome shyness, and become good language learners.
Student Item -8: Nature of Lessons Is your lesson interesting?
very much11%
not at all19%
fairly much18%
a little52%
Figure 8.1: Nature of lessons viewed by the students
The statistics show that 52% students enjoy the lesson a little; while 19% students
enjoy not at all; 18% learners enjoy fairly much; though 11% students term the lesson
very much interesting. As stated in the preface to English for Today For Classes 11-12,
the book includes a wide range of topics from both national and global contexts. It
claims that the topics are appropriate and interesting to the learners thematically,
culturally and linguistically.
Shethi (2004) investigated a study among the students in the Loknath Women
College in Uttar Pradesh. She found that in a ‘one and a half hour’ English class with
an interesting lesson, 125 out of 128 students remained active and stayed in the class
until the class ended. Another day, with the 131 students of same class with the same
teacher with a considerably less interesting lesson, 21 students went outside with or
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without permission of the teacher, 9 students felt drowsy, 33 students remain busy
among themselves, 5 students were imitating the teacher’s lecture being out of notice of
the teacher; and when the class ended after one and half hour there were only 37
students in the class.
Thus, the study provides a vibrant picture of impact of interesting and less or
uninteresting lesson. Lessons of English textbooks should be useful, meaningful,
interesting and motivating for the students.
Teacher Item 8: Nature of Lessons
How much interesting the lesson is?
very much10%
not at all18%
fairly much20%
a little52%
Figure 8.2 : Interesting lessons viewed by the teachers
From the above chart, it is found that 52 % teachers consider the lesson interesting a
little; while; 20 % teachers tick for fairly much; whereas 18 % teachers find the lesson
not at all interesting; and the rest 10 % teachers find the lesson interesting very much.
Surprisingly, the responses of the students strongly coincide with those of teachers,
because the equal number of the teachers (52%) and the students (52%) consider the
lesson a little interesting, and the both groups are largely aware of the fact that the
lesson should be made interesting for better learning.
Student Item 9: Difficulties of Lessons
Do you feel any difficulties with the lessons?
137
very much10%
not at all11%
fairly much20%
a little21%
Figure 9.1: Difficulties with the lessons viewed by the students
As it is noticed in the chart, 45% respondents reply that the lesson is very much
difficult; while 23% students comment fairly much difficult; 21% students find the
lesson a little difficult ; on the other hand 11% students find the lesson not at all
difficult for them. It is usually assumed that lesson should be more difficult than the
present stage of students; otherwise students will lose interest in learning.
It is generally assumed that difficulty of materials, as a general rule, should be
slightly higher in their level of difficulty than the students' current level of English
proficiency. Materials at a slightly higher level of difficulty than the students' current
level of English proficiency allows them to learn new grammatical structures and
vocabulary.
Student Item 9: Difficulties of Lesson
Do you feel any difficulties with the lesson in teaching English?
138
fairly much10%
very much8%
a little28%
not at all54%
Figure 9.2: Difficulties with the lessons viewed by the teachers
With the same issue, 54% teachers consider the lessons not at all difficult in teaching
English; 28% teachers suggest the lessons a little difficult; here, the responses show a
strong disagreement between the students and the teachers. The highest numbers of
teachers (54%) consider the lessons not at all difficult; while the highest percentage of
students (45%) suggest that the lessons are very much difficult for them.
If the teachers feel the lessons difficult to teach, they must practice the lessons
at first before they teach their students. For effective teaching, a teacher should be well
prepared and follow an appropriate lesson plan for teaching in the class.
Student Item -10: Relevance of Lessons
Are your lessons relevant to your day to day activities?
139
fairly much37%
very much13%
a little40%
not at all10%
Figure 10.1: Relevance of lessons viewed by the students
From the above statistics it is found that 40% students consider the lessons a little
relevant to day to day activities; while 37% students judge it fairly much relevant;
whereas 13 % students term the lessons very much relevant to day to day activities;
and the rest 10% students suggest not at all relevant to their every life.
The information presented in the lessons should be correct and recent. It should
not be biased and should reflect background cultures of learners. Lesson should include
activities of learners’ native day to day activities to help students understand the
message the lesson is conveying.
Hutchinson and Water suggest that learning easily takes place if the subject
matter of the lesson is familiar to the learners; therefore, it is important for the syllabus
presenter to formulate the lessons with the items from learners’ known activities (123).
Teacher Item -10: Relevance of Lessons
Are the lessons you teach relevant to day to day activities?
140
fairly much38%
very much6%
a little42%
not at all14%
Figure 10.2 : Relevance of lessons viewed by the teachers
With regard to the relevance of lessons, 42% teachers find the lessons a little relevant;
38 % teachers think that the lessons are fairly much relevant to day to day activities;
14 % teachers blame the lessons not at all relevant; though 6% teachers suggest very
much.
It is found that the highest percentage of the teachers (42%) and the students
(40%) consider the lesson a little relevant to daily activities, and satisfactorily the
second highest percentage of teachers (38%) and students (37%) think that the lesson is
fairly much relevant to their day to day activities; therefore the opinions of students
strongly correlate the comments of the teachers.
Brewster reveals that a foreign language is most successfully acquired when
learners are engaged in meaningful use of culturally well-known corpora which creates
interest and of some values to the learner (53).
Student Item-11: Activeness of the Teachers and the Students
Who speak more and remain busy in the class?
141
students talk more11%
teachers talk more89%
Figure 11.1: Activeness in the class viewed by the students
As depicted in the above chart, 89 % students confirm teachers ‘exclusive involvement
in the class; while 11% students ensure that students talk more in the class. This finding
contradicts the communicative views of learning, in which the learners are the active
players and teachers are merely guides and facilitators.
Teacher Item-11: Activeness of the Teachers and the Students Who speak more and remain busy in the class?
students talk more30%teachers talk
more70%
Figure 11.2: Activeness in the class viewed by the teachers
The chart depicts, 70% teachers reveal that the teachers speak more in the class; while
30% teachers confirm the students’ involvement more in the class. In the study, it is
found that teachers speak more in the class and remain busy, but in the communicative
approach, students should be more active in the learning process and the teachers’ role
should be of facilitators. So, students’ involvement needs to be increased in the
teaching- learning process.
142
According to the Communicative Approach to teaching and learning, learners
are more important than teachers, materials, curriculum, methods, or evaluation. As a
matter of fact, curriculum, materials, teaching methods/ approaches, and evaluation
tools should all be designed for learners and their needs. Students should be more
active than teachers, and it is the teachers’ responsibility to ensure the students’
involvement in the class.
Student Item 12: Explanation of Grammar Rules
How much does the teacher explain the grammar rules?
fairly much22%
very much10%
a little40%
not at all28%
Figure 12.1: Explanation of grammar rule viewed by the students
The present study shows 28% students complain that the teachers not at all explain the
grammar rules in the class; 40% students acknowledge a little explanation; 22%
students admit fairly much explanation; while 10% students suggest that the teachers
explain the grammar rules very much. Goodey suggests that explanation of grammar
rules are necessary; grammar should be taught in the context of communication, not as
passive knowledge (7-8).
Teacher Item -12: Explanation of Grammar Rules
143
How much do you explain the grammar rules?
fairly much64%
very much8%
a little24%
not at all4%
Figure 12.2: Explanation of grammar rule viewed by the students
The chart depicts, 64% teachers claim that they explain the grammar rules fairly much;
while 24% teachers for a little; 8% teachers claim very much explanation; whereas 4%
teachers confess that they not at all explain the grammar rules in the class.
This study reflects a disagreement and contradiction between the teachers and
students with regard to explanation of grammar rules. 64 % teachers and 22% students
agree that teachers explain the grammar rules fairly much in the class but the majority
of the students (not at all 28%, a little 40%) disagree with the teacher.
Student Item 13: Encouragement by the Teacher
How much does your teacher encourage you to speak English with your classmates?
144
fairly much17%
very much12%
a little50%
not at all21%
Figure 13.1: Teachers’ encouragement viewed by the students
As found in the table, 50% students, the highest number, acknowledge the teachers’
a little encouragement in speaking English with the classmates; while 22% students
blame the teachers for not at all encouragement to speak English; though 12 % students
admit that the teachers encourage them very much.
Larsen-Freeman states that the teachers with an internal locus of control are
under less stress and more successful in teaching (161). It is clear that teacher’s
efficacy affects students directly. There is a tight correlation between teacher efficacy
and students performance. Dörnyei states "Good enough motivator" (45) is such a
concept that a desired outcome by students can occur with the help of this certain
teacher’s function.
Teacher Item 13: Encouragement of Teacher
How much do you encourage the students to speak English with their classmates?
145
fairly much37%
very much40%
a little18%not at all
5%
Figure 13.2: Teachers’ encouragement viewed by the teachers
As the above pie chart displays, 40% teachers claim that they encourage their students
very much to speak English with others; whereas 37% teachers suggest that they
encourage their students fairly much; 22% teachers encourages a little; while 5%
teachers confess that they not at all encourage their students to speak English with
their classmates.
Teacher’s encouragement and support are must for achieving the
communicative competence. The highest percentages of teachers (40%) encourage the
students very much, but the highest percentages of students (50%) think that the
teachers encourage them a little.
The study supports the investigation of Katayoon and Tahririan (2006), which
reveals that 59% students blame their teachers for not encouraging them in speaking
English in the class or out side of the class. There is a high correlation between
motivation and learning. Internal desire to educate people, to give knowledge and value
is always in teaching as a vocational goal. Lack of motivation may cause teachers to be
less successful in teaching a foreign language. Without having intrinsic motivation,
lack of success is inevitable. If there are not any factors for motivating students, the
productivity will decrease dramatically.
Student Item 14: Explanation of Text and Vocabulary
146
How much does the teacher explain the text and the vocabulary items in English? fairly much8%
very much7%
a little21%
not at all64%
Figure 14.1: Explanation of text and vocabulary items viewed by the students
Regarding explanation of the text and the vocabulary items, 64% students respond that
teachers explain the text and the vocabulary item not at all; 21% students admit that the
teachers explain a little; 8% students mark fairly much; and the 7% students suggest
that the teachers explain vocabulary item very much.
There is a reciprocal relationship between vocabulary acquisition and reading
comprehension. The better the students' vocabulary knowledge is, the better they
perform with reading comprehension tasks. Similarly, the more the students read using
the appropriate skills and strategies, the more their vocabulary develops. The very grim
and shocking news is 64% students blame that their teachers not at all explain the text
and vocabulary items. This directly contradicts the communicative view of teaching.
Teacher Item 14: Explanation of Text and Vocabulary
How much do you explain the text and the vocabulary items in English?
147
fairly much42%
very much24%
a little30%
not at all4%
Figure 14.2: Explanation of text and vocabulary item viewed by the teachers
It is observed, 42% teachers claim that they explain the vocabulary items fairly much;
30% teachers suggest that they do explain a little; on the other hand 24% teachers claim
that they explain the text and vocabulary very much; the rest 4 % teachers confess that
they not at all explain the text and vocabulary items in the class.
There is a clear disagreement between the teachers and the students with regard
to explanation of the text and the vocabulary items. The highest numbers of the
students (64%) suggest that the teachers explain the text and the vocabulary items not
at all. Teachers (42%) claim that they explain the vocabulary fairly much. It is very
harmful and negative attitude from the teachers, which must impede the learning of the
students.
Gao Jiajing’s study (2005) in Beijing, on the students of Gulling Institute of
Technology in China reveals that 72% learners prefer to develop their vocabulary
through reading the new texts with the explanation of text in the target language.
Tozcu and Coady (2004) point out learning vocabulary is an important aspect of SL/FL
acquisition and academic achievement, and it is vital to reading comprehension and
proficiency, to which it is closely linked.
Student Item 15: Teacher’s Sympathy and Friendliness
How much is the teacher sympathetic and friendly to you?
148
fairly much12%
very much11%
a little43%
not at all34%
Figure 15.1: Teacher’s sympathy and friendship viewed by the students
As observed in the figure, 43% students consider the teachers a little sympathetic and
friendly; while 34% students express that their teachers are not at all sympathetic and
friendly; 12 % students suggest that teachers are fairly much friendly and sympathetic;
and the rest 11% students confirm that the teachers are very much sympathetic and
friendly to them.
The roles of teacher and student seem simple and straightforward, but to be a
successful teacher, there are ambiguous areas in the relationship that he/she will need to
maintain. However, good teaching also requires the development of a personal interest
in students, so teachers must balance detached professionalism with personal
friendship. Teachers should treat all students with courtesy and dignity, regardless of
gender, race, class, sexual orientation, religion, nationality, politics, or other personal
attribute.
Teacher Item -15: Teacher’s Sympathy and Friendliness
How much sympathetic and friendly are you to your students?
149
fairly much38%
very much20%
a little36%
not at all6%
Figure 15.2: Teacher’s sympathy and friendship viewed by the teachers
As the above chart states, 38% teachers claim themselves fairly much sympathetic and
friendly to their students; whereas 36% teachers consider them a little sympathetic and
friendly; while 20% teachers claim that they are very much sympathetic and friendly.
The rest 6% teachers confess that they are not at all sympathetic and friendly to their
students.
It is widely believed that effective learning takes place when nice relationship
between the teachers and the students prevails. The statistics display that the
relationship between the teachers and the students are not healthy enough in favour of
fruitful teaching and learning. Though 38% teachers claim that they are friendly and
sympathetic to the students, but the students strongly disagree with them. Only 12%
students admit that their teacher is fairly much friendly and sympathetic. The huge
numbers of students (43 %) suggest that teacher is a little friendly, and the second
highest percentages of students (34%) disclose the fact that teachers are not at all
friendly and sympathetic to them, which obstructs the learning.
Student Item 16: Use of the Text Book How much does your teacher follow the book in the class?
150
fairly much24%
very much56% a little
19%not at all
1%
Figure 16.1: Use of the textbook viewed by the students
The above statistics display 56% students assure that the teachers follow the text book
very much; and 24% for fairly much; while 19% students suggest that the teachers
prefer textbook a little; whereas the rest 1% learners certify that the teachers not at all
follow the textbook. Littlewood reveals that experienced teachers can teach English
without a textbook, yet it is not easy to do it all the time, though they may do it
sometimes. Many teachers do not have enough time to make supplementary materials,
so they just follow the textbook (21).
Teacher Item 16: Use of Text Book
How much do you follow the book?
fairly much50%very much
40%
a little10%
not at all0%
Figure 16.2: Use of the textbook viewed by the teachers
Teachers express almost same opinion with regard to following the text book in the
class. Here, 50% teachers admit that they make use of the text book fairly much in the
class; similarly, 40% teachers confirm that they follow the book fairly much; on the
other hand only 10% teachers suggest that they take assistance from the book a little.
The both groups of respondents suggest that teachers use the textbook as an important
151
tool of instruction for teaching English. Though, the linguists do not appreciate the use
of text book too much.
Sheldon identifies three main reasons for using textbook. Firstly, developing
classroom materials is an extremely difficult, arduous process for teachers. Secondly,
teachers have limited time in which to develop new materials. Thirdly, external
pressures restrict many teachers with various dimension and they can not prepare
classroom materials for their own (237-245).
Student Item 17: Use of English in the Class by the Teacher
How much does your teacher speak English in the class?
fairly much11%
a little23%
not at all60%
very much6%
Figure 17.1: Use of English by the teachers viewed by the students
As noticed in the table, 60% students disclose that their teachers speak English not at
all in the class; while 23% students confirm that the teachers speak English a little for
giving instructions and explanations. On the other hand, 11% students say fairly much;
and the 6% learners suggest that teachers speak English very much in the class.
Bose (2001) suggests that English should be used in the class from the
beginning itself. Teachers should use English mainly in the activities such as:
introducing the lesson, checking attendance, organizing where students sit, presenting
new vocabulary, introducing a text, asking questions on a text, correcting errors, setting
homework, etc.
152
Teacher Item 17: Use of English in the Class by the Teacher How much do you speak English in the Class?
fairly much26%
very much12%
a little62%
not at all0%
Figure 17.2: Use of English by the teachers viewed by the teachers
The statistics reflect that 62% teachers confess that they speak English a little in the
class; while 26% teachers claim fairly much; whereas 12% teachers suggest that they
speak English very much; and no teachers correspond to the not at all.
It is found that there is a clear agreement between the teachers and the students
on the issue of using English in the class; the teachers (62%) confess that they speak
English a little, and almost same numbers of students (60%) support their confession.
But, it may be mentioned that teachers necessarily should use English as much as
possible in the class. According to the communicative approach of language teaching,
interaction must be done through the target language as much as possible.
Karavas puts stress on using English, and discloses that there is great value in
using English in the class. If the teachers use English most of the time, it will give the
students chances of practice of listening and responding to spoken English. This will
help them pick up words and expressions beyond the language of the textbook.
However, teachers may often need to use more complex language, for example, when
explaining a new word or a grammar point, or explaining how an activity works. In
such instances also, make your explanations as simple and clear as possible, so that the
students understand (187-188).
Student Item 18: Teacher’s Qualifications and Competence
153
How much is your teacher competent and qualified?
very much10%
not at all25%
fairly much19%
a little46%
Figure 18.1: Teacher’s qualification and competence viewed by the students
On the issue of evaluation of the teacher quality, 46% students consider their teacher a
little competent and qualified in teaching English; whereas 25% students term their
teacher not at all qualified and competent; though 19% students appreciate that their
teacher is fairly much qualified and competent; the rest 10% students certify their
teachers competent very much.
Stephen Krashen points out that the EFL teachers should have ability to
understand, to speak, to read and to write English; accuracy in pronunciation;
knowledge of foreign customs, culture and cross-cultural communication; knowledge
of linguistics and of the essence of language acquisition; and his/her ability to initiate,
to sustain, and to close basic communicative tasks in an appropriate way; ability to
prepare a lesson plan focusing on the teaching aim and to work towards the aim with
certain teaching strategies, should bear an open attitude towards foreign culture, share
with students what he/she knows about how foreign culture differs from his/her own,
and present them in teaching (50-59).
Teacher Item 18: Teacher’s Qualifications and Competence
154
Do you think you are qualified and competent to teach English at Alim level?
a little6%
fairly much50%
not at all0%very much
44%
Figure 18.2: Teacher’s qualification and competence viewed by the teachers
In self evaluation, 50% teachers claim that they are fairly much qualified and
competent in teaching English at the Alim level; on the other hand 44% teachers
evaluate themselves as very much competent; though very few number of teachers
(6%) think that they are a little qualified and naturally no teachers tick not at all option.
When the teachers claim that they are qualified and competent fairly much by 50%
and very much by 44%, then the students give almost opposite views 46% students
suggest that the teachers are a little competent and qualified; and 24% students opine
that the teachers are not at all competent an qualified.
It is generally believed that learners are the best assessors of teachers.
Therefore, many educational institutions have developed evaluation systems to be
performed by the students. The appointing administrations also make arrangement of
demonstration class for the teachers to be recruited for the institution.
Stephen Tchudi and Diana Mitchell (2005) in their book Explorations in the
Teaching of English suggests that teacher’s responsibility includes proper arrangement
of seats, board, and time to fit for certain activities. This also includes the teacher's
155
ability to be clear in the classroom and to change modes of presentation and types of
questions.
The teacher is also supposed to be able to engage students in the learning
process, to provide opportunities for feedback and to use group and individual activities
so as to bring students' initiative into full play (127-129). The teacher should have
patience, confidence, imagination, enthusiasm, humor and creativity. He/She should be
friendly, sympathetic and on good terms with the students, and have an affirmative
attitude towards the students and occasionally encourage them if necessary.
Student Item 19: Teacher’s Cooperation after Class
Does your teacher give you contact hours after the class?
a little33%
fairly much13%
very much11% not at all
43%
Figure 19.1: Teacher’s cooperation after class viewed by the students
As the table displays, 43% students suggest that the teachers not at all give them
contact hour after the class; while 33% students disclose the fact that the teachers give
a little contact hour; whereas 13% students suggest that teachers give fairly much time
after the class and 11% students tick very much option.
156
It is a very disadvantageous situation that the most of the teachers do not
provide extra effort for the students to learn English. If the students miss the teacher or
do not have access to teachers beyond the class hour for long time, students’ progress
may seriously be hampered.
Teacher Item 19: Teacher’s Cooperation after Class
Do you give contact hours to your students after class?
a little48%
fairly much26%
very much6%
not at all20%
Figure 19.2: Teacher’s cooperation after class viewed by the teachers
The displayed statistics show, 48% teachers confirm that they give a little time; while
26% teachers claim that they give time fairly much; whereas 24% teachers favour not
at all; on the other hand only 6% teachers suggest that they give time very much.
It is found that the teachers are mostly reluctant in giving extra time to their
students; teachers in large numbers agree with the students that they do not give
sufficient time. Surprisingly, though it is a fact, 43% students complain that the
157
teachers not at all give time after the class hour, quite a good number of teachers (20%)
confess the truth that they do not give extra time.
Student Item 20: Use of Teaching Aids and Equipment
Which of the following teaching aids and equipment are available in your classes?
Audio0%Video
0%Overhead projector
0%
Blackboard100%
Figure 20.1: Use of teaching aids and equipment viewed by the students
On the issue of using teaching aids and equipment, the students provide surprising
response. The 100% students disclose that they use only blackboard in the teaching
learning activities, though they are asked to tick more than one option if they feel fit to
them. This is the reality that the students of madrasha education system are deprived of
the modern teaching aids and equipment; even they are not acquainted with the modern
but familiar aids and equipment.
Student Item 20: Use of Teaching Aids and Equipments Which of the following teaching aids are available in your teaching situation?
158
Audio0%Video
0%Overhead projector
0%
Blackboard100%
Figure 20.2: Use of teaching aids and equipment viewed by the teachers
The statistic displays that, like the students 100% teachers confirm that they use only
blackboard in the class for teaching English. This information exclusively correlates the
opinion given by the students. Materials include textbooks, video and audio tapes,
computer software, and visual aids, these influence the content and the procedures of
learning. Modern technologies, such as Overhead Projector (OHP), slides, video and
audio tape recorders, video cameras, and computers support the learning and strengthen
the teaching learning activities.
Student Item 21: Correction of Oral production
When you speak do you want to be corrected by the teacher?
immediately, infron of every
one 6%
later, in private64%
later, at the en of the activityin
front of every one
30%
Figure 21.1: Correction of speaking viewed by the students
The issue of correction seems to bother learners. It is found that 64% students prefer to
be corrected later, in private, and 30% students like to be corrected by the teacher
159
later, at the end of the activity in front of every one; on the other hand 6% students
would not mind to be corrected immediately, in front of every one. It is understood
that students feel shy if their weakness is shown before other students in the class; on
the other hand they feel humiliated if they are corrected before their fellow mate.
Teacher Item 21: Correction of Oral Production
Do you correct your students when they speak English?
immediately, infron of every
one 10%
later, in private58%
later, at the en of the activityin
front of every one32%
Figure 21.2: Correction of speaking viewed by the teachers
The chart displays that 58% teachers dislike correcting their students publicly and
prefer correction after the class is over; while, 32% teachers prefer to correct later, at
the end of the activity, in front of every one; and 10% teachers do not hesitate to
correct their students before every one. Here, there is a very high positive correlation
between the teachers and the students; teachers are aware of preferences of the students
on the matter of corrections. The present study supports the investigation of Daiva
(2003) his study on the secondary students in Malaysia reveals that students do not like
to be humiliated being corrected in front of every one. His study discovers 80%
learners prefer to be corrected later, in private.
160
Harmer (2001) opines that he best time to correct is as late as possible'.
Moreover, 'teachers have the problem of 'dominating students’; and therefore; such
correction can be counter-productive. Correction is done appropriately if it is
supportive, offers insights and does not interrupt language learning / acquiring
opportunities. Bartram & Walton, (1991)' reveal you never correct
a mistake, you always correct a person'. Bartram & Walton, disclose three reasons, why
the active involvement of students in the process of dealing with mistakes is important:
it stimulates active learning, induces cooperative atmosphere, and develops
independent learners
Ancker (2000) describes that 'error correction remains one of the most
contentious and misunderstood issues in the second and foreign language teaching
profession'. His (Ancker, 2000) survey to the question 'Should teachers correct every
error students make when using English?' covers responses from teachers, teacher
trainees and students in 15 countries. 25% (out of 802) of teachers and 76% (out of
143) of students support this type of corrections, while 75% of teachers and 24% of
students, respectively, are against of each and every correction.
Littlejohn (1999) agrees that error correction is an essential condition for
successful acquisition of any language, although they are at variance on ways of
conducting it.
Learners must be given practice in self-correction of their own work either
individually or in pairs but only if they prefer peer cooperation. However, in my
opinion, students definitely need training in rectifying mistakes independently, i.e.
without teacher's interference.
161
Bartram & Walton, (1991) at the end of error self-correction activity, say teacher's
feedback, is crucial and must be performed in a way to have a long-term positive effect
on students' ability to monitor their own performance.
Student Item 22: Correction of Works by the Classmates Do you mind if other students sometimes correct your written work?
Yes68%
No32%
Figure 22.1: Correction of works by the classmates viewed by the students
As can be observed 68 % students mind having their written work corrected by other
students, though 32% do not mind to be corrected by other students. Edge Julian in his
book ‘Mistakes and Correction’ reveals that teachers 'have to be sure that they are using
correction positively to support learning'. Actually students feel humiliated to be
corrected by the class mate or by some one similar to his position (41-47).
Teacher Item -22: Correction of Works by the Classmates
Does your student mind if other students correct your student’s work?
Yes72%
No28%
Figure 22.2: Correction of works by the classmates viewed by the teachers
162
As shown in the table, 72% teachers suggest that the students mind correcting their
work by other students; while 28% teachers tell that the students do not mind if other
students correct each other’s work. Here, teachers (72%) render a strong correlation
percentage regarding correcting students’ work. This correlation supports the
investigation of Erdogun (2005), he investigates on the under graduate students in
Turkey about the role of peer group in correcting work each other and finds that 66%
students appreciated correction by the peer group.
Stapa’s (2003) research on learners' perceptions on self- / peer-correction. In the
latest research paper, only 36% of learners would not mind having their written work
corrected by peers, while a vast majority of 64% are against peer-correction. As far as
self-correction is concerned, 28% of respondents would not mind correcting their own
work, while 72% would mind rectifying their own mistakes
Student Item 23: Self -Correction
Do you mind if the teacher sometimes asks you to correct your own work?
Yes34%
No66%
Figure 23.1: Self- correction viewed by the students
Regarding correcting their own work, students by 66% indicate that they would gladly
correct themselves without external intervention, while, 34 % students disagree with
them. The statistics correlate the study of Erdogun (2000) which reveals that 71%
students prefer their work corrected by themselves. Harmer (2001) mentions that
making mistakes is a natural process of learning and must be considered as part of
163
cognition. Mistakes that occur in the process of learning a foreign language are caused
either by the interference of the mother tongue or developmental reasons, and are part
of the students' interlanguage. Stapa’s (2003) research finds that 36% learners would
not mind having their written work corrected by peers; while a vast majority of 64% are
against peer-correction. As far as self-correction is concerned, 28% respondents do not
mind correcting their own work, while 72% students mind rectifying their own
mistakes.
Kavaliauskiene (2003) reveals that grammar mistakes and inadequate
vocabulary aggravate the quality of students' written work and oral presentations.
Generally speaking, self-correction of written work is easier for students than self-
correction of oral presentations, because the former is less threatening to learners and
the latter requires note-taking due to shorter memory spans of retaining utterances.
Teacher Item 23: Self -Correction Do your students mind if you ask them to correct their work themselves?
Yes22%
No78%
Figure 23.2: Self -correction viewed by the teachers
From the table, we understand, by rather high percentage which is 78% share this view
with their students. Teachers are aware of students’ preference on self correction.
Erdogun (2005) found that, teachers, by 78% shared this view with their students.
Bartram & Walton (1991) suggest mistakes are often a sign of learning and, as a result,
must be viewed positively. Teachers have to recognize a well known fact that 'learn
164
ability varies from person to person' and 'all language learning is based on continual
exposure, hypothesizing and, even with the correct hypothesis, testing and reinforcing
the ideas behind them'
Littlejohn (1999) agrees that error correction is an essential condition for
successful acquisition of any language, although they are at variance on ways of
conducting it. Reconciliation of viewpoints might be secured by turning to self-
correction. The prevailing opinion among some practitioners is that the teachers' task in
initiating self-correction in written work is to indicate the mistakes, but not correct
them.
Learners must be given practice in self-correction of their own work either
individually or in pairs but only if they prefer peer cooperation. However, students
definitely need training in rectifying mistakes independently, i.e. without teacher's
interference.
Student Item -24: Needs of English Why do you need English?
passing examination 81%
understanding teacher's lecture 22%
using English with others 74%
reading English books and newspaper 44%
getting good job 85%
using internet 6%
watching TV programmes 37%
writing letters 55%
Table -7: Needs of English viewed by the students
Students’ attitude towards English and their realisation of why they need English
determine how they will learn English. In response to the question “Why do you need
English?” 81% students think that they need English to pass the examinations; 74%
165
the students need English to communicate with others. 85% students want to learn
English to get good job; 55% students need English for writing letters; 44 % students
say that they need English to read books and English newspapers ; 22 % students say
that they need English to understand teacher’s lecture. This implies that teachers at
least sometimes use English in the class. 37% students need English for watching
television programmes.
The above statistics show that most of the students study English because it is a
curricular subject, and they have to read it to pass the examinations. However, the
number of students who realize the actual needs of English in practical life is not small.
Teacher Item 24: Needs of English Why do your students need English?
passing examination 85%
understanding teacher's lecture 32%
using English with others 86%
reading English books and newspaper 60%
getting good job 91%
using internet 11%
watching TV programmes 25%
writing letters 57%
Table -7: Needs of English viewed by the teachers
The above table reflects 91% teachers highlight that the students need English for
getting good job; the highest 86% teachers lay emphasis on English for using it with
others; 85 % teachers express that students need English for passing examination. On
the hand, 60% teachers think that learners need English for reading English books and
newspaper. 57% teachers suggest that English is needed for writing letters; 25 %
166
teachers tick watching TV programmes and the rest of the teachers choose to tick using
internet option.
This study strongly supports the investigation of Galina Kavaliauskiene (2003)
she carries out a study on the undergraduate students of Law University of Lithuania.
Her study reveals that students study English for the various needs, 78% learners study
English for better employment.
Student Item 25: Evaluation of Students’ Language Skills
Evaluate your different skills in English.
Listening
v.weak31%
weak44%
good6%
medium16%
v. good3%
Speaking
v.weak27%
weak41%
good10%
medium15%
v. good7%
Figure 25.1.1: Evaluation of listening skills Figure 25.1.2: Evaluation of speaking skills
The grim reality of learning a foreign language is revealed by the present study.
Surprisingly, 75% learners evaluate themselves as either weak or very weak in listening
in English; while 16% students claim that their listening status is medium. The present
study discovers that 68% students are weak or very weak in speaking; only 15%
students suggest that their speaking is medium in quality. The findings disclose that
their listening and speaking qualities are so poor that they can hardly communicate with
other people in English.
167
Reading
weak6%
v.weak2%
v. good16%
medium44%
good32%
Figure 25.1.3: Evaluation of reading skills
While evaluating the reading skill, 44% learners claim that their reading skill is
medium; while 32% students consider them good at reading; though 16% students
assess themselves as very good in reading.
Writing
weak12%
v.weak7%
v. good20%
medium37%
good24%
Figure 25.1.4: Evaluation of writing skills
With regard to writing capability, 37% and 24% students evaluated themselves as
medium and good respectively. The findings of the study discover that the Alim
students are relatively better in reading and writing than listening and speaking.
Teacher Item 25: Evaluation of Students’ Language Skills
Evaluate your students’ different skills in English?
168
Listening
v.weak30%
weak40%
good6%
medium20%
v. good4%
Speaking
v.weak49%
weak41%
good0%medium
8%
v. good2%
Figure 25.2.1: Evaluation of listening skills Figure 25.2.2: Evaluation of speaking skills
The pie charts display the learners’ strength and weakness in English in order of rank in
descending order. 70% teachers suggest that students are either very weak or weak in
listening; 90% teachers also reveal that the Alim students are either very weak or weak
in speaking English. The students’ self evaluation and the teachers’ evaluation on their
students’ listening and speaking qualities have strong correlations; the teachers are
aware of the weakness of their students’ listening and speaking.
169
Readingv.weak
18%
weak16%
good24%
medium30%
v. good12%
Writing
v.weak12%
weak24%
good20%
medium28%
v. good16%
Figure 25.2.3: Evaluation of reading skills Figure 25.2.4: Evaluation of writing skills
With regard to reading skill, 30% teachers reveal that students are medium in reading
English; while 24% teachers which is the second highest percentage suggest that their
students are good in reading English. 28% teachers comment that their students are
medium in writing English, while 24% teachers certify them as good in writing.
The charts reflect that students are comparatively well in reading and writing
than listening and speaking. It is also observed that there is high correlation between
the teachers and the students with regard to performance in English as a foreign
language. This correlation strongly agrees to the investigation of Bada (2000) which
reveal that 42% students are good in reading, while 38% students are medium in
writing. Uzpaline’s (2003) study reveals that more than 80% under graduate students
are either weak or very weak in listening and speaking in Lithuania.
Chapter 6
Conclusions and Recommendations
170
The present study entitled “English Language Teaching and Learning at the Alim
Level in the Madrashas in Bangladesh: Problems and Possible Solutions” has
achieved its objectives. The study has identified some problems that the Alim students
usually face while learning English as a foreign language. The study has also
discovered the teachers’ attitudes, behaviour, interaction with the students, teaching
techniques, etc. Here, in this chapter, the present researcher has summed up the whole
thesis in a brief manner and places some recommendations to overcome the situations,
enhance the quality of teaching-learning English language at the Alim level in the
madrashas in Bangladesh. Further researches in the same field are also advocated in
this chapter.
6.1 Findings of the Study in Brief
The present study unveils some lapses and mismatches between the expectations and
the existing conditions of English language teaching - learning at the Alim level.
During the study considerable correlations as well as contradictions are observed
between the students and the teachers on different issues on teaching – learning. The
findings of the study are briefly presented below:
1. The present study finds that the existing syllabus of Alim class is not highly
relevant to learning English language. Rather, it is a little relevant. There is a
strong correlation between the teachers and the students on evaluation of
syllabus.
2. Both groups of the respondents suggest that the lessons and tasks are not very
enjoyable.
171
3. The current study reveals that the students are very weak in listening and
speaking, because the practice of the two important skills is neglected or
avoided by the teachers in the class.
4. Majority of the students and the teachers suggest that the syllabus is
examination oriented rather than achieving communicative competence.
5. The students prefer learning individually and in some cases in pairs, and dislike
learning in a large group. The teachers are also aware of the students’
preferences in learning English.
6. The students blame that their prescribed textbook is a little helpful in learning
English language.
7. The highest numbers of students consider the lessons very difficult; while the
highest number of teachers contradict with students and comment that the
lessons are not at all difficult.
8. The present study finds that both the teachers and the students are with the
opinion that their lessons are a little relevant to their day to day activities.
9. The investigation finds that the teachers remain active, busy and talk more in
the class, while the students remain in the class as the inactive listeners. This
situation directly contradicts the communicative views of teaching and learning.
10. The present study finds that the syllabus is examination oriented, and the
reading comprehension and writing skills are tested in the examination, on the
other hand the two important skills: listening, and speaking are untouched.
11. The present study discovers that the English teachers do not explain the
grammar rules sufficiently in the class, though the majority of the teachers
172
contradict with the students and claim that they explain the grammar rules fairly
much.
12. The students blame their English teachers that they do not encourage them
enough to speak English with the classmates, but the teachers strongly
contradict with the students and claim that they encourage their students very
much.
13. The most of the students are with the opinion that their teachers do not teach
and explain the vocabulary items in English, though the maximum teachers
claim that they explain the vocabulary items in the class.
14. It is found that the teachers are more or less friendly and sympathetic to their
students.
15. The current study reveals that the maximum teachers follow the text book in
the class all the time.
16. The study finds that the most of the English teachers do not speak English
frequently in the class.
17. The students comment that English teachers are not qualified and competent
enough to teach English, but the teachers contradict with the students and claim
that they are competent enough to teach English in Alim class.
18. Most of the students disclose that their teachers do not give them extra time
after class hour, though the teachers claim that they give enough time to their
students after class hours.
19. It is found that the teachers use only the black board as the teaching aids and
equipment in the class. Modern technologies such as; overhead projector
173
(OHP), slides, video and audio tape recorders, computers, multimedia are totally
absent in the class activities.
20. With regard to correction of oral production, students do not like to be
humiliated before every one in the class. They like to be corrected at the end of
the activity and later, in private. The teachers are aware of the preferences of
learning styles of their students.
21. The present study reveals that the students mind if they are corrected by other
students in the class. Students feel humiliated to be corrected by their class mate
or by some one similar to their position.
22. Most of the students do not mind if they are asked to correct their works by
themselves.
23. Majority of the students suggest that they need English for various purposes:
for passing examination, for getting a good job, for communicating with others.
The teachers also express almost same opinions with regard to needs of English.
24. The current study discovers that the Alim students are either weak or very weak
in listening and speaking in English language. Their self assessment directly
correlates the opinion of teacher, the both groups of respondents are aware of
the weakness of the students.
25. The history of madrasha education reveals that the madrasha education passes a
long unsmooth way of journey, day by day this stream of education is becoming
inevitable in the society.
6.2. Recommendations
174
The present study is an attempt to sketch out a picture of English Language Teaching
and Learning at the Alim Level in the Madrashas in Bangladesh. The present study
has identified many of the teaching- learning problems. The findings and the analysis of
the data have been presented in the preceding chapter (Chapter Five). This chapter very
shortly presents the findings of the present study and puts forward some
recommendations with a view to overcoming the existing problems or at least lessening
the severity of the problems.
6.2.1 Recommendation for the NCTB
1) Language instruction has five important components: students, a teacher,
materials, teaching methods, and evaluation. Sheldon suggests that "textbooks
represent the visible heart of any ELT program" (237). So, the NCTB should
prepare textbook with a view to expediting English language teaching and
learning.
2) While preparing the books, the NCTB should look in whether they have met the
needs of the students.
3) English textbooks should be useful, meaningful and interesting for students.
The NCTB should produce meaningful an interesting textbook for the Alim
students.
4) As a general rule, materials should be slightly higher in their level of difficulty
than the students' current level of English proficiency. Materials at a slightly
higher level of difficulty than the students' current level of English proficiency
allow them to learn new grammatical structures and vocabulary.
175
5) English textbooks should have clear instructional procedure and methods, that
is, the teacher and students should be able to understand what is expected in
each lesson and for each activity.
6) Authentic materials should be included in the textbook contents.
7) Textbook should include original, retold and translated work of creative writers.
8) Lessons should be interesting and lively. Littlejohn, suggests that selecting texts
that are relevant to the life experiences and culture of FL/SL can facilitate
cognitive and language development (7).
9) Syllabus and contents of syllabus should be based on needs of English;
otherwise, irrelevant syllabus hampers students’ progress in learning a
language. According to White “A complete syllabus specification will include
all five aspects: structure, function, situation, topic, skills (92).
10) Text language should be presented in discourse manner. Opportunities should
be created for oral interaction. There should be sufficient opportunities of
practising different skills.
11) The textbooks should include variety of topics and themes.
12) Textbook should present all the four skills of English language. To make the
students guess and understand personal and other variations there should be
texts from different grounds.
13) Supporting notebooks and guidebooks should be examined whether they are
misguiding the teacher and student communities.
14) The activities of coaching centres and private schools should be monitored.
There should be a government body to look into this.
15) Communicative grammar books should be written in English, and the writer
should be trained up. Goodey suggests that grammatical rules and explanations are
176
necessary; grammar should be taught in the context of communication, not as
passive knowledge (7-8).
15) Teacher’s book that has been promised in the national curriculum (report 1995
Vol. II), should be published and distributed to the teacher so that the teachers
can get immediate help. And each lesson of this book should be vivid enough to
give teachers clear idea on how to teach the lesson effectively.
6.2.2 Recommendations for Madrasha Education Board
Madrasha Education Board (MEB) has been playing diverse responsibilities in the
madrasha education system. It plays the role of sole authority in formulating and
implementing polices, required for enhancing the teaching learning activities. The MEB
is responsible for preparing the textbooks in collaboration with the NCTB for different
classes. The English textbook English For Today, For Classes 11-12 produced and
published by the NCTB is prescribed by the Madrasha Education Board for Alim
(higher Secondary) class. The following suggestions are strongly recommended for the
Madrasha Education Board.
6.2.2.1 Recommendations for the Textbook and Syllabus
1) The Board should ensure communicative way of teaching by playing active
role.
2) The Board should arrange workshop, seminar, and training programmes for
textbook writers to make them interpret its curriculum.
177
3) Programmes can be broadcast and telecast through print and electronic media.
The writers and publishers must have some pre-qualifications, before they get
approval for writing books and notebooks.
4) The writer should have background in applied linguistics and in modern
teaching methods and approaches especially in communicative approach of
teaching.
5) Just holding the public examinations and issuing the certificates should not be
the sole responsibility of madrasha education board, rather they should have
constant thought of improving the teaching learning condition.
6) The education board should investigate different madrashas and look into
whether they have interpreted the curriculum and whether the teachers are
teaching the students in the same way as planners intended.
7) Government should establish some teachers training institutions for providing
training for the teachers.
6.2.2.2 Recommendations for the Test and Assessment
The Madrasha Education Board is entitled to holding all the examinations and issuing
certificates to the successful candidates. The following recommendations may be
considered for further improvement of this stream of education:
1. Questions should be setup following the basis of the communicative approach.
2. All the skills of language should be tested through different items and
activities.
178
3. Questions should not be set from any notebooks or guidebooks available in the
market; rather, they should be anew. Students will answer them using their
knowledge of English.
4. Question format should go on changes each year so as to encourage students to
read to learn instead of memorising the textbook-content. There should have
cohesion between the question paper and the syllabus items they practice.
6.2.3 Recommendations for the Teaching Aids and
Equipment
Teaching aids and equipment play very significant role in teaching and practicing
English language skills. The modern technologies may be used as teaching aids and
equipment for effective teaching. The present study finds that only the traditional
blackboard is used in all 100% madrashas in Bangladesh. Teaching aids should have
support for learning, which cover or expand on the content and make lesson easier and
interesting. However, with the development of technology, photos, visual materials,
and audio materials have become very important components of language teaching.
Teachers need to learn how to find them, and how to best exploit these varieties. On the
basis of findings in the present study the following technologies are recommended for
teaching English and giving instructions in the English class:
a) Audio cassettes b) Video facility c) Multimedia
d) Over head projector e) Computer f) Television
g) Picture h) Realia h) Documentary
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6.2.4 Suggestions for Teachers
Teachers are in direct contact with the students. They are responsible for the integration
of each work and activity in the class. With the changed view of language teaching the
teachers should change their role in the classroom. They are no more the ruler of the
class. They have to act as learning partners of the students, and manage the class very
tactfully so that leaning can take place in interesting manner. Teachers should
understand the value of the English language in this world. On the basis of the findings
the following remedies are suggested, it is expected that these remedies would eradicate
or at least minimise the problems encountered by the learners while learning English.
1) It is the result of keen observation that while teaching grammar in the class the
students blink and they forget it the next minute. To avoid this, oral test can be
given. By this, they will be able to remember what has been taught in the
classroom.
2) Teachers should create student - centered class, and take step to increase students’
involvement in the teaching learning process.
3) Of course, teachers must not depend on the education board in carrying out each
juggling act in their class. They must have a relatively free hand in designing their
class lessons. For this to happen, they must be acquainted with the approach and
methodology.
4) It is clear that teacher efficacy affects students directly. There is a tight correlation
between teacher efficacy and students performance. Dörnyei states "Good enough
motivator" (45) is such a concept that a desired outcome by students can occur
with the help of this certain teacher’s function
180
5) Teachers should be friendly and sympathetic to the students in the all ways of
learning.
6) Teachers should take class in the target language and they ought to encourage the
students to speak English in and outside of the class.
7) New words should be introduced to the students with the visuals of objects or
phenomena they represent. Words should not be learned apart from the objects to
which they refer. While teaching, objectives of each lesson must be clear to the
teacher. He/she should know what he/she is teaching to whom and why, and in
which circumstances they will be using it.
8) On the first hand, he/she must interpret what is intended in planning levels of the
curriculum, and be able to use communicative language materials and books
effectively.
9) He/she should engage the students in the leaning process. The students should not
be treated as empty vessel. Rather, they should be the most active participants in
the class.
10) Teacher is expected to come to the class with a pre-arranged plan and check
before whether all the activities prompt learning among the students.
11) While teaching, teacher should evaluate how far learning is taking place. After
the completion of each lesson, he/she must measure the students’ achievement
and make necessary changes with the findings of each class in the plan of the
classes to come.
12) No one can learn a language if he/she does not use it. So, the teacher should
create environment where students will use English. In the class, he/she
should use English. Bengali can be used as a checking device only.
181
13) Just adopting a communicative syllabus and textbooks, not certainly ensure
effective teaching. If the teachers fail to use this in a proper way, everything
will dismiss. So, a teacher development programme should be arranged at each
madrasha, which will continue for a certain period.
14) Development programmes can be taken at upzilla level. The experts from a
higher authority can monitor these programmes. Self-development scheme can
also help teachers to develop their teaching skills.
15) Teachers can give clues to the students to remember the grammatical feature of
the sentences.
16) Teacher must get special training as how to make the students to learn
grammar, without having disinterest towards the language.
17) Teachers can also explain some of the grammatical categories in Bengali to
make their students easily understand the grammar. Only grammar does not
unable the students for acquiring a second language, continuous practice of
language will help the students to steer the language.
18) The Teachers should be well-trained in handling English classes.
19) Teachers who have a very good English background will be best for teaching
the students to acquire a language, and they should help other teachers in
teaching English.
20) Teachers should avoid taking narrow steps for teaching English by giving clues.
21) Teachers should bring the students in a good manner, to make them read
Newspapers, listen to broad casting in English. This would help them to receive
proper pronunciation.
22) There should be a classroom interaction between teachers and students in a
good manner.
182
23) Teacher should record the students’ reading skills the tape recorder can be
played before them. It will help the students identify errors.
24) Teachers should give proper exercises to the students as their home work and
serious corrections should be done.
25) Teacher should make them use dictionary to know the meaning of the hard
words to enrich their vocabulary.
26) The students should be taught language with appropriate illustrations. This will
help the students produce correct sentences.
27) The Teacher should use teaching aids not only to simplify his/her methods but
also to explain the concepts. Before going to teach, Teachers have to plan what
to teach, How to teach and how much to teach.
28) The teachers only try to cover their syllabus within the stipulated time, so skill
oriented / learner oriented teaching should be encouraged.
29) To develop linguistic competence of the students, the language may be taught
linguistically. That is, linguistic approach in teaching of English from the
beginning would be helpful for the development of competence in English.
30) Different types of conversational discourse may be taught, and the students
should be given enough time for the development of conversational discourse in
the school hours. The conversational discourse training will eliminate language
shock and cultural shock. Further, that will help them develop communicative
competence of the students.
31) While teaching vocabulary of English, the grammatical functions and linguistic
features of words should be taught. Further, the semantic value of words should
be distinguished.
183
32) The similarities and differences between Bengali and English as a foreign
language should be taught.
33) While teaching pronunciation of words the phonetic similarities and differences
of the phonemes should be demonstrated in the class room, and practices should
be given in this area properly. Further, the awareness about the interference of
Bengali in the pronunciation of foreign sounds should be given timely to the
learners.
34) The students may be motivated to interact with teachers and peer groups in
English at home front in addition to the school atmosphere. Further, watching
English programs on TV, listening to radio, loud reading, reading dailies would
help to develop the spoken language of English
35) To avoid errors in writings, students may be practiced to write stories, and the
errors in the written items may be spotted then the reasons for the occurrence of
errors should be indicated to the students. Further, editing training should also
be given to the students.
36) To prevent Bengali interference on English sentence, various sentence types of
both Bengali and English should be differentiated and distinguished and that
should be demarked to the students.
37) To avoid the overgeneralisation of verb forms and other grammatical items the
regularity and irregularity of the language rules may be taught and reinforced.
38) To prevent the agreemental problems, the relationship between words should be
taught, and if the problems are due to Bengali structure, the relationship and
variation between the Bengali and English as a EFL sentences may be indicated
to the students.
184
39) To avoid orthographical errors, appropriate pronunciation drills should be given
to the students. By the preventing the Bengali sounds in their EFL
pronunciation, the spelling errors can be minimized in the learner’s writings.
40) Practice of differentiating the lexical and grammatical items, recognition of
unfamiliar words and understanding of their literal and contextual meanings
with the help of teacher or dictionary will enhance the reading
comprehensibility.
41) Practice of labeling parts of speech and recognizing the word endings and tense
markers will develop the linguistic competence of the students. Further, that
will be helpful for the enhancement of understanding ability of texts.
42) Easy and simple vocabularies should be used in reading materials. Further, the
hard and unknown vocabularies should be introduced in familiar contexts of the
students. If it is unfamiliar context, both the context and vocabularies will make
them trouble. So, use of unknown and hard words in familiar context of the
students will increase the understanding ability of the students.
43) Teaching of reading comprehension has to be introduced. That is, how to read,
how to understand a text and how to understand contextual as well as literal
meaning of words, will increase the reading ability of the students.
44) Teaching listening comprehension should not be ignored.
45) The tape recorded dialogues could be played before the students and they could
listen to them, then the theme as well as questions may be asked on the basis of
the dialogue. This type of practice will help the students' understanding capacity
as well as the communicative competence.
46) Introducing the listening games, sound discrimination (k, g, kh, gh),
Recognition of minimal pair (put, but), Recognizing morphemes (free and
185
bound morpheme) Recognizing syllables in words, Recognizing silent letters in
words, Identification of parts of speech etc. will help to build up listening ability
to discriminate SL/FL phonemes, morphemes and phonetic variation of sounds.
47) The students can be made listen different current vocabularies and allow them
write synonymous and antonymous for those vocabularies. Further, practice of
finding equal Bengali words for EFL as well as translation of sentences from
English to Bengali and vice versa will help to develop the linguistic competence
of the students.
48) Watching TV Programmes, films and listening to radio programs will certainly
help students understand how the native and non-native speakers use the
English language. It will help them also in understanding the dialectal variation
of the language.
49) Observing public announcements (Railway announcement, corporation
transport announcement) will help to strengthen the socio-linguistic knowledge
and presence of mind.
6.2.5 Suggestions for Students
Students need to be empowered by themselves in the learning activities. They should
minimise the dependence on a single source (teacher) for learning. Students are in need
of learning-while-doing with multiple options of learning resources. Students must be
self-directed and life-long learners in order to survive tough expectations of job
markets. The change from process-oriented to product-oriented and change from
teacher-centered to student-teacher-centered curriculum are wish of every higher
education institutions. Some general suggestions for the students are:
186
1) While speaking English, students are able to make mistake, but they should
not hesitate to speak whether it is correct or wrong.
2) Learning a foreign language is a step by step process and students should
make habit of speaking English with others as much as possible, they should
watch TV and English news bulletin to improve listening skills.
3) Students must develop their writing skills by writing summary, report writing.
4) Students should show interests in learning a foreign language.
6.3 Further Research With regard to enrolment, the madrasha education is the second biggest stream among
the three such streams: general education, madrasha education, and technical and
vocational education. At present madrasha education is not absolutely confined to
religion only, rather it spreads education on various fields: English, science,
information technology, business study etc. Many general subjects are included in its
curriculum and syllabi during the recent past. After passing Alim examination the
students can enter into any fields of study of knowledge; they are entitled to study at
any public and private universities, medical colleges, engineering colleges, etc.
Despite a major sector of education, no formal research is carried out in the
madrasha education till today. The present study entitled “English Language
Teaching and Learning at the Alim level in the Madrashas in Bangladesh:
Problems and Possible Solutions” is the pioneer research in the field of English
language teaching and learning in the madrashas in Bangladesh. During the study the
present researcher realises that exclusive study should be carried out on different
domains of applied linguistics and ELT for the further improvement of the present
187
situation. The present study has advocated some apt remedial measures to eliminate the
problems encountered by the students in the process of learning English. On the basis
of the present study, some of the areas are identified in the same field for further study.
i.Research should be carried out on the learning preferences, strategies, and styles
of Alim students in learning English as a foreign language.
ii. Study on error analysis among the Alim students can be carried out separately.
iii.The curriculum and textbook evaluation should be another field of study
iv.Research should be done on the testing and assessment systems at the Alim level.
v.Investigation may be done on the application and adoption of communicative
approach in the class.
vi. Evaluation study should also be done on the status of English language teachers
teaching English at the higher secondary level in the madrashas in Bangladesh.
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Appendix - 1
STUDENT QUESTIONNAIRE
This questionnaire has been developed for the purpose of research in the Department of
English at Jahangirnagar University, Savar, Dhaka, Bangladesh. The questions here are
related to English Language Teaching and Learning at the Alim Level in the Madrashas
in Bangladesh. The researcher gives you full assurance that your responses to the
questions will be kept confidential.
Thank you for your cooperation!
Student’s Name: --------------------------------------------
Madrasha’s Name: __________________________________
Boy / girl: ___________________ Roll: ____________________
Urban/ Rural: ______________________
Father’s Profession: Govt. service/No
govt.service/business/farmer/unemployed.
Mother’s Profession: Govt. service/No govt.service/business/house wife
Instruction: Please tick (√) the right answer
1) How much is the syllabus relevant to learning English?
not at all a little fairly much very much
2) Do you think your syllabus is heavier than you need?
203
not at all a little fairly much very much
3) How much enjoyable do you find the task?
not at all a little fairly much very much
4) Do you exercise the four skills of English in your English classes?
Listening Yes No
Speaking Yes No
Reading Yes No
Writing Yes No
5) Which of following needs does the present syllabus meet?
(You can tick (√ ) more than one box.)
Passing examination
Understanding teacher’s lecture
Using English with others
Reading English books and
newspapers
Getting good jobs
Using internet
Watching TV programmes
Writing letters
6) How do you like learning?
individually in pairs in small groups in a large group
7) Do you feel shy in speaking English?
204
Yes No Sometimes
8) Is your lesson interesting?
not at all a little fairly much very much
9) Do you feel any difficulties with the lessons?
not at all a little fairly much very much
10) Are your lessons relevant to your day to day activities?
not at all a little fairly much very much
11) Who speak more and remain busy in the class?
students teachers
12) How much does the teacher explain the grammar rules?
not at all a little fairly much very much
13) How much does your teacher encourage you to speak English with your
classmate? not at all a little fairly much very much
14) How much does the teacher explain the text and vocabulary items in English?
not at all a little fairly much very much
15) How much is the teacher sympathetic and friendly to you?
not at all a little fairly much very much
16) How much does your teacher follow the textbook in the class?
not at all a little fairly much very much
17) How much does your teacher speak English in the class?
18) How much is your teacher competent and qualified?
205
not at all a little fairly much very much
19) Does your teacher give you sufficient contact hours after class?
not at all a little fairly much very much
20) Which of the following teaching aids are available in your classes?
(You can tick √) more than one option)
Black board
Over head projector
Audio cassettes
Video facility
Others (please specify)
21) When you speak do you want to be corrected by the teacher?
a) immediately, in front of everyone? yes no
c) later, in private? yes no
d) other (specify please).............................
22) Do you mind if other students sometimes correct your written work?
yes no
23) Do you mind if the teacher sometimes asks you to correct your own work?
yes no
24) Why do you need English? You can tick (√ ) more than one option
passing examination
understanding teacher’s lecture
206
using English with others
reading English books and newspapers
getting good jobs
using internet
watching TV programmes
writing letters
25) Evaluate your different skills in English. Tick (√) appropriate boxes.
Skills Very good Good Medium Weak Very weak
Listening
Speaking
Reading
Writing
Appendix-2
TEACHER QUESTIONNAIRE
This questionnaire has been developed for the purpose of research in the Department of
English at Jahangirnagar University, Savar, Dhaka, Bangladesh. The questions here are
related to English Language Teaching and Learning at the Alim level in the madrashas
in Bangladesh. The researcher gives you full assurance that your responses to the
questions will be kept confidential.
207
Thank you for your cooperation!
Name______________________________________
Designation___________________________________________
Full Time / Part Time Teacher____________________________
Male /Female __________________ Age ____________________
Academic qualification ______________________________
Name of Madrasha ____________________________________________________
Urban/Rural _________________ Date
_______________________________
Instruction: Please tick (√) the right answer 1. How much is the syllabus relevant for your students to learning English?
not at all a little fairly much very much
2) Do you think English syllabus is heavier than your students need?
not at all a little fairly much very much
3) How much enjoyable do you find the task?
not at all a little fairly much very much
4) Do you arrange exercise of four skills of English language in your class?
Listening Yes No
Speaking Yes No
Reading Yes No
Writing Yes No
5) Which of the following needs does the present syllabus meet? ?
208
Passing examination
Understanding teacher’s lecture
Using English with others
Reading English books and newspapers
Getting good jobs
Using internet
Watching TV programmes
Writing letters
6) How do your students like learning?
individually in pairs in small groups in a large group
7) Do your students feel shy in speaking English?
not at all a little fairly much very much
8) How much interesting the lessons are?
not at all a little fairly much very much
9) Do you feel any difficulties with the lessons you teach English?
not at all a little fairly much very much
10) Are the lessons you teach relevant to day to day activities?
not at all a little fairly much very much
11) Who speak more and remain busy in the class ?
students teachers
12) How much do you explain the grammar rules?
209
not at all a little fairly much very much
13) How much do you encourage the students to speak English with their classmate?
not at all a little fairly much very much
14) How much do you explain the text and vocabulary items in English?
not at all a little fairly much very much
15) How much sympathetic and friendly are you to your students?
not at all a little fairly much very much
16) How much do you follow the textbook in the class?
not at all a little fairly much very much
17) How much do you speak English in the class?
not at all a little fairly much very much
18) Do you think you are qualified and competent to teach English at Alim level?
not at all a little fairly much very much
19) Do you give sufficient contact hours to your students after class?
not at all a little fairly much very much
20) Which of the following teaching aids and equipment are available in your teaching
situation? You can tick (√) more than one
Black board
Over head projector
Audiocassettes
Video facility
Others (please specify
210
21) Do you correct your students when they speak English?
a) immediately, in front of everyone? yes no
b) later, at the end of the activity, in front of everyone? yes no
c) later, in private? yes no
d) other (specify please).............................
22) Do your students mind if they correct each other’s work?
yes no
23) Do your students mind if you ask them to correct their work themselves?
yes no
24) Why do your students need English?
You can tick (√ ) more than 1 options.
passing exam
understanding teacher’s lecture
using English with others
reading English books and newspapers
getting good jobs
using internet
watching TV programmes
writing letters
25) Evaluate your students’ different skills in English?
(Tick (√) appropriate boxes)
211
Skills Very good Good Medium Weak Very weak
Listening
Speaking
Reading
Writing
Appendix 3
English (Compulsory) for Alim class
The English syllabus of Alim class includes the following 12 units of the English For
Today, For Classes 11-12, published by National Curriculum & Textbook Board,
Dhaka.
Unit One : Families Home and Abroad
Unit Two : Learning English
Unit Four : Pastimes
Unit Six : Our Environment
Unit Eight : Towards Social Awareness
Unit Nine : Getting Educated
Unit Thirteen : We and our Rights
Unit Fourteen : Human Resources
Unit Seventeen : Modes of Communication
212
Unit Twenty : Jobs and Professions
Unit Twenty Three : Challenges of the New Century
Unit Twenty Four : People Everywhere
Distribution of Marks f) Seen Comprehension : 25
i) Objective questions :15
ii) More free questions : 10
g) Unseen comprehension : 25
i) Objective questions : 15
ii) More free questions : 10
c) Vocabulary: 10
iii) Cloze test with clues : 5
iv) Cloze test without clues : 5
h) Grammar: 10
i) Cloze test with clues : 5
ii) Cloze test without clues : 5
i) Writing: 10
i) Guided : 10
ii) More free : 10
213
j) Population Education ( Unit 24) : 10 ______________________ Total === 100 marks
Appendix 4
Syllabus English (Compulsory)
Alim Examination
Seen comprehension : 25 marks
According to the syllabus of the board there will be a seen comprehension passage from
the textbook followed by a choice of questions. The question type includes the
following;
a) Objective : 15 marks
(1) Multiple choice (2) True /False (3) Filling the gaps with clues (4) Information
transfer (5) Making sentences from substitution tables (6) Matching phrases/ pictures,
etc.
Note : Question will be set on any five of the above types. Each type will carry 3
marks (3×5=15) and each question will carry 1 mark.
b) More free : 10 marks
214
(7) Open ended (8) Filling the gaps with the clues (9) Summarising (10) Making notes
(11) Re-writing in a different form.
Note : Question will be set on any two of the above types. Each type will carry 5
marks (5×2=10) and each question will carry 1 mark.
The question should test the student’s ability to comprehend / understand the passage as
a whole. These are not to test their ability to copy sections/parts from it. Although the
seen comprehension passage will be from the set textbook, it will not, in any way
encourage memorization/note learning. The reason is that (i) the passage will be
reproduced on the question paper and (ii) the question will not be from the textbook,
rather these will be new.
Unseen Comprehension : 25 marks
There will be an unseen comprehension passage followed by a choice of questions.
This passage will be of a different type than that used in the seen compression .The
question type should include the following;
a) Objective : 15 marks
(1) Multiple choice (2) True /False (3) Filling the gaps with clues (4) Information
transfer (5) Making sentences from substitution tables (6) Matching phrases/ pictures,
etc.
Note : Question will be set on any five of the above types. Each type will carry 3
marks (3×5=15) and each question will carry 1 mark.
b) More free : 10
(7) Open ended (8) Filling the gaps with the clues (9) Summarising (10) Making notes
(11) Re-writing in a different form.
215
Note : Question will be set on any two of the above types. Each type will carry 5
marks (5×2=10) and each question will carry 1 mark.
Vocabulary : 5+5=10
There will be question on vocabulary contextualized in the form of short cloze passages
with and without clues. In order to facilitate/provide more communicative contexts, the
topics should be related to those already encountered by the students in the seen and
unseen comprehensions.
Grammar : 5+5 =10
There will be question on grammatical items contextualized in the form of short cloze
passages with and without clues. In order to facilitate/provide more communicative
contexts, the topics should be related to those already encountered by the students in
the seen and unseen comprehensions. There will not be any question to test the
student’s explicit grammatical knowledge. Explicit grammatical terms will not be used
in the question paper. The questions will rather test the use of grammatical items within
specific and meaning full contexts.
Writing : 20 marks a) Guided : 10
There will be a number of writing tasks; the following types of exercises should be
included;
iii) Producing sentences from substitution tables
iv) Reordering sentences
Note: There will be no alternative questions
b) More Free: 10 marks
The following types of exercises should be included;
iii) Answering questions about themselves
iv) Continuing a passage
216
Note: There will be no alternative questions
Population Education : 10 marks
The unit 24 entitled “People, People Everywhere” is the compulsory unit for the Alim
students. The students must answer the question set on this unit. The questions may
include multiple choices, filling the gaps, answering questions matching
phrases/pictures, writing a short paragraph.
M. Enamul Hoque Assistant Professor of English
University of south Asia Bangladesh