Annotated Bibliography

Date: 2 May, 2023

Course: Eng 327

Submitted by: Md. Limon Prodhan

ID: 18303001

Dept: ENH
Topic: A Study of English Language Learning in Rural Areas of Bangladesh: Challenges
and Different Perspectives

Introduction

English language teaching (ELT) has been a crucial component of the educational system

in Bangladesh for many years, but its effectiveness in terms of producing proficient speakers of

the language has been a subject of concern for researchers and educators alike. The majority of

students in Bangladesh appear to view English as nothing more than a subject to get good grades

in, despite the fact that it is widely acknowledged as a necessary tool for communication and

professional success in today's world. Due to this belief and method of teaching ELT, learners

have poor verbal skills and inadequate communicative competence. Researchers and educators

have investigated a number of approaches to enhance ELT in Bangladesh to solve this problem,

including the use of native languages as a facilitator and the adoption of communicative

language teaching (CLT) methods.

This annotated bibliography aims to shed light on the current state of ELT (English

Language Teaching) in Bangladesh that researcher found and identify the challenges and

limitations teachers have to deal with and provide practical methods to improve students'

speaking and listening comprehension skills in rural areas of Bangladesh.

1.

Barman, A. K. (2020). English Language Teaching at Secondary Level in Bangladesh: An

Unsuccessful Story. American Journal of Education and Learning, 5(1), 112-122.

 In Bangladesh's educational system, English is regarded as essential, but its importance

has yet to be completely appreciated. Numerous research studies have been conducted on this

issue, including Asim Kumar Barman's study, "English Language Teaching at Secondary Level

in Bangladesh: An Unsuccessful Story." The study's main objective was to assess the state of

English language instruction in secondary schools in Bangladesh, focusing on communicative

approach usage and its effects on students' speaking and listening comprehension skills. An

examination-oriented curriculum, uneven mark distribution, inappropriate or subpar

infrastructure, poor class setup, a lack of qualified instructors, a lack of enthusiasm, and

ineffective monitoring are some of the factors the study identified as contributing to the failure of

ELT-based teaching strategies to achieve their goals. Instead of truly understanding the language,

students often study English to pass exams, which results in limited verbal competence.

The major findings of the study include the inadequacy of the current English language

competence assessment system, which does not measure language proficiency, and the absence

of speaking and listening comprehension tests. Additionally, the study revealed that 80% of

students solely study English to pass exams at the secondary level in Bangladesh. The study is

being conducted in secondary schools in Bangladesh, where Bangla is the primary language of

instruction. Secondary school students and English language teachers are the participants. A

mixed-method approach was utilized in the study's research methodology to collect both

qualitative and quantitative data. Interviews, classroom observations, and a questionnaire were

used to gather the data. The communicative method, which emphasizes the value of teaching

language through communication, served as the theoretical foundation for the study. According

to the report, 96% of secondary English classes do not use the communicative approach. All
instruction and discussion in class is conducted in Bangla, and teachers do not encourage the use

of English. Due to a lack of practice and exposure, students were unable to develop

communicative competence in English.

2.

Mirza, G. H., Mahmud, K., & Jabbar, J. (2012). Use of other languages in English language

teaching at tertiary level: A case study on Bangladesh. English Language Teaching, 5(9),

71-77.

There has been debate among educators for many years over the use of the mother tongue

or the native language in the teaching and learning of second languages. The usage of Bangla,

the national language of Bangladesh, in the instruction of English as a second language is

covered in this section. According to the study, it might be helpful to convey new vocabulary

words, clarify challenging grammar rules and complex concepts, and provide directions and

suggestions by using Bangla. It should be used selectively to prevent indifference and reliance on

the local tongue. The required circumstances in which the use of the first language is appropriate

should be carefully identified by teachers.

The study also discovered students have trouble understanding complex grammatical

rules, which can be remedied by highlighting the distinctions between the target language and

the learner's native tongue. But it's important to remember that learning a language requires

meaningful and practical use of the target language. Teachers should carefully prepare their

lessons and assignments to give students enough exposure to the target language. They should
only use their mother tongue to facilitate learning, not to impart knowledge. They should talk

with students about the advantages of using the target language in the classroom and urge them

to use it as often as possible.

Overall, the study's qualitative research has led it to the conclusion that speaking natively

in some circumstances does not impede learning the target language but rather serves as a

facilitator. However, excessive or improper use of the native tongue may make it difficult to

understand input, which will obstruct learning. The researchers suggest a number of strategies

for overcoming the challenges, including involving students in warm-up exercises, employing

support materials, and enticing students to use the target language while participating in group or

pair work. Depending on the level, need, attitude, and circumstance of the learners, the list of

suggestions may change.

3.

Nuby, M. H. M., Rashid, R. A., Rahman, A. R. M. M., & Hasan, M. R. (2020).

Communicative language teaching in Bangladeshi rural schools. Universal Journal of

Educational Research, 8(2), 622-630.

The article investigates the application of Communicative Language Teaching (CLT) at

the higher secondary level in rural Bangladesh. According to the research, CLT is only partially

used because of several factors, including a lack of exposure to the target language, teacher-

centered classrooms, an emphasis on exams rather than communication, and logistical

difficulties. According to the study, Bangla was frequently used as a teaching tool rather than the

intended target language of English. Because of their weak English proficiency, the teachers
primarily taught English in Bangla. Along with the listening and speaking abilities, the

communicative activities of group work, pair work, role-playing, and dialogue should have been

noticed.

The teachers' approach to instruction was "authority-oriented," where students prefer that

the teacher explain everything and conventional teaching ignores communicative, analytic, and

concrete students. In contrast to what CLT principles advise, the professors acted as a "all-

knowing font of knowledge" instead of a facilitator and guide. The researchers observed the lack

of informal conversation between kids and peers, teachers, or parents that could aid in language

development, in addition to official classroom interactions.

According to the study, teachers must increase their English language skills, speak the

target language in class, and engage the students in communicative activities to successfully

adopt CLT. To provide a favorable environment for the implementation of CLT in rural

Bangladesh, the study emphasizes the significance of giving teachers proper training, including

parents and improving infrastructure. The study concludes that without resolving the current

constraints, it will be difficult to properly adopt CLT in Bangladesh's rural areas, and the

student's communicative ability will stay low.

4.

Hossain, M. M. (2016). English language teaching in rural areas: A scenario and problems

and prospects in context of Bangladesh. Advances in Language and Literary Studies, 7(3), 1-

12.

The study examines the factors that affect the low achievement of English language in

rural areas in Bangladesh. The factors are classified into five categories are found using mixed
method research such as: lack of practice, lack of trained English teachers, improper teaching

methods, lack of conducive environment, and lack of library facilities. The study collected data

through a questionnaire that was distributed to the respondents. About 64% of the respondents

reported that rural area students do not practice English regularly because they think that English

is difficult, while 36% reported that students do not have an interest in learning English. Most

respondents (75%) believed that qualified English teachers do not go to rural areas due to the

absence of facilities, while 20% thought that poor salary was the reason. Teachers' disinterest in

teaching in rural areas was reported by 5% of the respondents. The study also found that the

environment plays a crucial role in learning a second language. Most respondents (84%) believed

that rural areas lack a conducive environment for learning, while 16% thought that the

atmosphere in rural areas should be improved. The study further revealed that a lack of library

facilities also affects English language learning. About 30% of respondents reported that there

are not enough library facilities, 40% reported that there are not enough updated books, and 30%

reported that there is an unavailability of quality books.

The study also examined different activities that are conducted in rural area educational

institutions to improve the students' receptive and productive skills. The study found that English

teachers in rural areas rarely conduct speaking exercises (75%), writing exercises (50%), and

reading exercises (10%). Moreover, there is no listening practice done in the classroom because

of the lack of listening materials. The study also conducted classroom observations and found

that rural area teachers face difficulties in classroom and time management, techniques of

evaluation, and giving feedback. For instance, 35% of teachers are in average performer

condition regarding classroom management, 25% of teachers are below average in time

management, and 30% of teachers are totally unable to use evaluation techniques.
 The study's findings indicate that a number of factors, including a lack of practice,

inexperienced English teachers, effective teaching strategies, a supportive environment, and

access to libraries, contribute to the low accomplishment of English language in remote

locations. According to the report, the government should take action to address these issues by

hiring experienced English teachers, providing essential infrastructure, and creating a curriculum

that is appropriate for rural areas. To raise the standard of education in rural areas, instructors

also need training in time management, classroom management, and evaluation strategies.

5.

Erling, E. J. (2017). Language planning, English language education and development aid

in Bangladesh. Current Issues in Language Planning, 18(4), 388-406.

The study examined the challenges of English language learning among primary school

students in both rural and urban areas of Bangladesh. The participants were primary school

students and teachers who teach English as a compulsory subject from class one. The research

methodology employed in the study was a qualitative approach, which involved in-depth semi

structured interviews and focus group discussions with the participants. The study also used

document analysis to analyze relevant educational policies and guidelines.

According to the paper, English has become a difficult language for students to master

because there aren't any modern learning facilities or enjoyable learning methodologies.

Additionally, teachers need to be given support from school administrators for teaching-learning

resources and training, and they frequently need more experience teaching English. The study's

main conclusions show that studying English in primary school poses serious difficulties for

Bangladeshi kids. A lack of contemporary learning resources, such as access to textbooks,

teaching aids, and instructional materials, hampers students' progress. Teachers' lack of training

in English teaching, knowledge of curriculum aims and objectives, and familiarity with modern

language learning methods and techniques contribute to the problem. Additionally, the absence

of teacher guides and insufficient time to prepare lesson plans affects their ability to conduct

English classes properly.

The study suggests that creating a stimulating atmosphere for language teaching, using

modern teaching methods, providing sufficient training to teachers, using instructional materials,

and implementing proper evaluation systems can help improve English language proficiency

among primary school students. It emphasizes the need for teacher training in English language

teaching, and the importance of incorporating joyful learning strategies to make learning English

a fun and engaging experience for students. Furthermore, it suggests that school authorities

should provide adequate support to teachers by providing necessary teaching-learning materials

and a conducive environment for teaching and learning.

Summery

The three articles talk about different aspects of teaching English as a second language

(ELT) in Bangladesh. The first article by Barman (2020) focuses on Bangladesh's failed attempt

to implement ELT at the secondary level. The study highlighted several problems, such as an

examination-oriented curriculum, uneven mark distribution, inadequate infrastructure, a shortage

of competent instructors, and insufficient monitoring, contributing to ELT-based teaching

practices' failure. According to the report, the communicative approach is lacking in 96% of

secondary English lessons. To increase students' speaking and listening comprehension skills, the

study suggests implementing a communicative method in secondary schools in Bangladesh.

 The second article by Mirza et al. (2012) examines using Bangla, the national tongue of

Bangladesh, to teach English as a second language. According to the study, it might be helpful to

convey new vocabulary words, clarify challenging grammar rules and complex concepts, and

provide directions and suggestions by using Bangla. It should be used sparingly to prevent

indifference and reliance on the local tongue. According to the study, teachers should encourage

students to utilize the target language as much as possible and only use the native language as a

facilitation rather than a teaching tool.

In their third study, Nuby et al. (2020) discusses using communicative language teaching

(CLT) in rural Bangladesh's higher secondary schools. According to the study, CLT is only

partially used because of several factors, including little exposure to the target language, teacher-

centered classrooms, an emphasis on exams rather than communication, and logistical

difficulties. The survey also discovered that the teachers' command of the English language

could have been better and that Bangla was frequently employed as a medium of instruction

rather than the intended target language of English.

Overall, the three articles emphasize the need to address several challenges in English

Language Teaching in Bangladesh, including poor infrastructure, a shortage of competent

instructors, a concentration on exams rather than communication, and the restricted use of the

English language as the target language. The articles advocate employing a communicative

method when teaching English, using the original tongue as a tool rather than as a medium of

instruction, and giving students ample exposure to the language to advance their speaking and

listening comprehension skills.