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.
 6

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
 7

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
 8

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/
Expressions
Abbreviations

BISE : Board of Intermediate and Secondary Education

BMEB : Bangladesh Madrasha Education Board

BTEB : Bangladesh Technical Education Board

CA : Communicative Approach
 9

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

 10

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
 11

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--------------------------------------------------------------

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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)---------------------------------

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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---------------------------------------------

 17

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------------------------------

Difficulties with the lesson viewed by the teachers----------------------------

9.2

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-------------------------------------

 18

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
 20

Appendix 2 Teacher Questionnaire ---------------------------------------------------------

Appendix 3 English Syllabus---------------------------------------------------------------

Items and Distribution of Marks--------------------------------------------

Appendix 4

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
 21

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
 22

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',
 23

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
 24

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).

 26

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 Ph. D Ph.D(Medical)

(Engr)
24+ XIX Ph. D Post Ph.D
MBBS Dipl (Education)

23+ XVIII M.Phil M.Phil(Medical

22+ XVII MA/MSc/MCom/MSS/MBA LLM M. B MSc(Engr) MSc.(Agr) M B A M.Ed & M MA(LSc)

B S A(Edn)
BDS

21+ XVI Bachelor Masters (Prel) LLB(Hons) BSc.Eng BSc.Eng BSc B B A B.Ed BP ED Dip.(LSc) Kamil
(Hons) BSc.Agr (Tech.Edn) &Dip.Ed
BSc.Text
20+ XV Bachelor BSc.Leath
(Pass)
19+ XIV Diploma Diploma Fazil
(Engineering) in
18+ XIII
Nursing
17+ XII Secondary Examination HSC HSC C in C in Diploma Alim
Vocational Edu. Agri in
16+ XI HIGHER SECONDARY EDUCATION
Comm

15+ X Examination SSC TRADE Certificate/ ARTISAN COURSE e.g. CERAMICS

SSC Vocational Dakhil
14+ IX SECONDARY EDUCATION

13+ VIII
JUNIOR SECONDARY EDUCATION
12+ VII
 48

11+ VI

10+ V PRIMARY EDUCATION

Ebtedaie
9+ IV

8+ III

7+ II

6+ I

5+ PRE-PRIMARY EDUCATION

4+

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

 51

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

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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 The Rising Sun

Wednesday 5 January Wednesday 12 January
Dear Mita Apa, Dear Mita Apa,

I’m a first year college student and my annual I read Nazneen’s letter published in your
exams are close at hand. I need to study a lot. column on 5th January. I can understand
However, conditions (…) shoulders. On top of Nazneen’s problems about living in a large
that, my aunt (my father’s sister) has just and a family, but (…) the fence. From my
new baby boy. He screams all (...) a lot on me experience, I know how awfully boring
and so do my grandparents. It seems that I am life can be in a nuclear family. I’m also a
at everybody’s beck and call. The house hasn’t college student like Nazneen. (…) with
yet shed (…) family. I even have to share my their work. My only brother goes to
room with my younger brothers and sisters university in the morning and comes back
and at times, with my cousins, I wish I were in late in the evening. Everybody is too (...)
a small family. Tell me what should I do? uncles, aunts, and cousins. I hope Nazneen
realises that having a small family does
Nazneen
not necessarily make one happy.
Aminpur, Sirajganj
Zinnia

Rajabazar, Dhaka

(English For Today, For Classes 11-12: Lesson 1: Unit 1)

Controlled and free practice of language

 71

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 - very, very much

other side

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.
 72

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.
 75

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 - very, very much

other side

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.
 76

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
 81

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;

SL Level of Education Qualification for Teachers

Non government Government Institution

Institution
1 Secondary Schools/ B.A. with English B.A, B. Ed. with elective English at
Madrashas graduate level or M.A. in English
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2 Higher Secondary M.A. (2nd Class) M.A (1st class) in English or B.A
College/ Madrasha in English (Hons) M.A (2nd Class) in English
3 Bachelor Degree / M.A (2nd Class) M.A (1st Class) in English or B.A
Fazil course in English (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
 87

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

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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

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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
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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
 91

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
 92

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,
 115

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 Number of Number of Total Enrolment

Madrashas Madrashas Teachers

Alim 1315 25634 5,50,813

Fazil 1039 23336 5,29,952

172
Kamil 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;

Serial Name of Madrasha Respondents

No. 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?

very much fairly much

13% 23%

not at all
21% a little
36%

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

very much
not at all 13% fairly much
20% 36%

a little
40%
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?
 122

very much
13% fairly much
38%

not at all
20%
a little
22%

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?
 123

very much
not at all 4% fairly much
33% 42%

a little
21%

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?
 124

fairly
very much much
7% 19%

not at all
43%
a little
31%

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

fairly
very much much
10% 20%
not at all
30%

a little
40%

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?
 126

Listening Speaking

Yes Yes
23% 31%

No
No
69%
77%

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

Yes
45%
No
55%

Writing

No
28%

Yes
72%

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 Speaking

Yes
36% Yes
No 46%
No 54%
64%

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 Writing

No No
30% 12%

Yes
70%
Yes
88%

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
 129

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
 130

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
 131

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?
 132

in small
groups
11% in large
group
individually 8%
44%

in pairs
37%

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

in small
groups
14%
in large
individually group
42% 8%

in pairs
36%

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

some
times
10%

yes
no
52%
38%

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?

Some
time s
21%

No
11% Yes
68%

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
fairly
much
much
11%
18%
not at all
19%

a little
52%

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
 136

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 much fairly

10% much
20%
not at all
18%

a little
52%

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

fairly
very much much
10% 20%

a little
not at all 21%
11%

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

very muc h fairly muc h

8% 10%

a little
28%
not at all
54%

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

very much
13% fairly much
not at all 37%
10%

a little
40%

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

very much
not at all 6%
14% fairly much
38%

a little
42%

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
more
11%

teachers talk
more
89%

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
more
teachers talk 30%
more
70%

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?

very much fairly much

10% 22%

not at all
28%
a little
40%

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?

not at all very much

4% 8%

a little
24% fairly much
64%

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

very much
12% fairly much
17%
not at all
21%

a little
50%

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

very much
40%

fairly much
37%

a little
not at all
18%
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?

very muc h fairly

7% much
8% a little
21%

not at all
64%

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

very much
24%

fairly
not at all much
4% 42%

a little
30%

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

very much fairly

11% muc h
12%

not at all
34%
a little
43%

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

very muc h
20%
not at all
fairly
6%
muc h
38%

a little
36%

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
muc h
24%

very much
a little
56%
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?

not at all fairly much

very much 50%
0%
40%

a little
10%

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?

very much fairly much

6% 11%
a little
23%

not at all
60%

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?
not at all
very much 0%
12% fairly much
26%

a little
62%

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 much
fairly much
10%
19%
not at all
25%

a little
46%

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?

not at all
very much
0%
44%

fairly much
50%
a little
6%

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?

very much
11%
fairly much not at all
13% 43%

a little
33%

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?

not at all
very much 20%
6%
fairly much
26%

a little
48%

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?

Audio
Video 0% Overhead projector
0% 0%

Blackboard
100%

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

Audio
Video 0% Overhead projector
0% 0%

Blackboard
100%

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?

later, at the en of immediately,

the activityin infron of every
front of every one
one 6%
30%

later, in private
64%

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,
later, at the en of
infron of every
the activityin
one
front of every
10%
one
32%

later, in private
58%

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?

No
32%

Yes
68%

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?

No
28%

Yes
72%

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?

Yes
34%

No
66%

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?

Yes
22%

No
78%

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 %
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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 Speaking
v. good good good
3% 6% v.weak v. good v.weak
10%
31% 7% 27%
medium
16%
medium
15%

weak weak
44% 41%

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.

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Reading
v.weak weak
good
2% 6%
32%

medium
44%
v. good
16%

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
v.weak
good weak
7%
24% 12%

v. good medium
20% 37%

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?
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Listening
good
v. good 6%
4% v.weak
30%
medium
20%

weak
40%

Speaking
v. good
2% good
medium 0%
8%
v.weak
49%
weak
41%

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.

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Reading
good v.weak
24% 18%

weak
v. good
16%
12%
medium
30%

Writing

good v.weak
20% 12%
weak
24%
v. good
16%
medium
28%

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
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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.
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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
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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

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(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
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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.

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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
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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.

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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.
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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

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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.

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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.
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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.
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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.
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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

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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:

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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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 202

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.

Very good Good Medium Weak Very weak

Skills

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

Very good Good Medium Weak Very weak

Skills

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.

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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

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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