Thesis 2019http://dspace.ewubd.edu:8080/handle/2525/30342026-04-04T20:57:40Z2026-04-04T20:57:40ZChallenges in Speaking English: Perceptions of Tertiary Level Students in BangladeshMitul, Sharmin Akterhttp://dspace.ewubd.edu:8080/handle/123456789/33552021-12-23T05:11:00Z2019-10-10T00:00:00ZChallenges in Speaking English: Perceptions of Tertiary Level Students in Bangladesh
Mitul, Sharmin Akter
English is a compulsory subject in the national curriculum of Bangladesh and students have to
study English for twelve years. Even after twelve years of learning English, most of the students
lack proficiency in speaking English. Often it can be seen that tertiary level students struggle
while speaking in English in classrooms. Therefore, the research intends to find out the
challenges that the learners face in speaking English in the Bangladeshi tertiary level classrooms.
This paper investigates the existing challenges in spoken English inside the classrooms.
With this purpose, the researcher has taken interviews of some university students. Students who
were fresher in universities and took basic courses of English were selected for the interview. In
total, twenty four students were selected basing on opportunity sampling from three different
private universities of Bangladesh. Interview questions for the students were made following
previous interview protocol of related studies. Interview questions were translated into Bangla
and interviews were conducted in Bangla. After a thorough analysis in qualitative method,
recommendations have been provided for the learners and teachers. Upon analysis of the obtained data, the research findings indicate that insufficient vocabulary,
lack of supportive environment, lack of self-confidence, nervousness, shyness, insufficient
knowledge of sentence formation are some of the major challenges in speaking English
encountered by tertiary level students in Bangladesh. The investigation concluded with a couple
of recommendations for new measures, which ideally will refresh the teaching of speaking skill
in private universities with far more prominent extension and achievement.
This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh
2019-10-10T00:00:00ZUse of Metacognitive Language Learning Strategies to Learn English at Secondary LevelKhan, Mohammad Mehedi Hasanhttp://dspace.ewubd.edu:8080/handle/123456789/33542021-12-23T04:57:31Z2019-10-11T00:00:00ZUse of Metacognitive Language Learning Strategies to Learn English at Secondary Level
Khan, Mohammad Mehedi Hasan
Metacognitive language learning strategies (MLLSs) have significant impact on learning
a new language. These language learning strategies help students to understand and regulate their
learning process and to achieve language learning goals. But a large number of students of
Bangladesh lack the knowledge of MLLSs and they cannot use MLLSs appropriately to learn
English language. Besides, very limited studies have been done on MLLSs in this context.
Therefore, this study aims to explore to what extent MLLSs are used at secondary level. This
study tries to answer two research questions. Firstly, it tries to explore to what extent students
use it. Secondly, it tries to show to what extent teachers teach or encourage to use MLLSs to
improve their language skills. Eight teachers and eighteen students were selected basing on
opportunity sampling from six different schools. Four schools were from rural areas and two
schools were from urban area.
It is a qualitative research and semi-structured interview was conducted to collect data.
Interview questions for the students were made following part D (metacognitive strategies) of
Strategy Inventory for Language Learning (SILL) of Oxford (1989). And the questions for the
teachers were made following some interview protocol of related study. Interview questions
were translated into Bangla and interviews were conducted in Bangla.
The results of the study show that students’ use of MLLSs in learning English is very
limited. They use only a few strategies. Furthermore teachers have little awareness of MLLSs.
They attributed this lack of awareness to the current syllabus and curriculum, limited time and
the quality of students for not being able to teach or encourage to use MLLSs.
This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh
2019-10-11T00:00:00ZAn Investigation of the Use of Language Learning Strategies of Bangladeshi Learners: Secondary Schools in FocusAkter, Sumaiyahttp://dspace.ewubd.edu:8080/handle/2525/30352019-04-10T07:49:31Z2019-03-27T00:00:00ZAn Investigation of the Use of Language Learning Strategies of Bangladeshi Learners: Secondary Schools in Focus
Akter, Sumaiya
As a global language the growing demand of English is noteworthy. To survive as a
global citizen in this global world English is indispensable. Countries as well as people all
around the world are now paying special attention to learn English. Knowing English allows
people to communicate with the whole world. In this modern technological era, the whole world
is in our grip. To take advantages of technology, knowing English is inevitable.
Realizing the crucial demand of English, like other counties, Bangladesh is also aware of
learning English. The reality is in spite of making English a compulsory subject from grade one
to grade twelve and pouring a lot of money into English, the national English proficiency level is
not developing. It is proved with numerous research works that employing language learning
strategies in the process of learning second/foreign language is a fruitful way. Learners of all the
countries and all the levels do not use the same set of language learning strategies. It varies
according to a number of variables such as age, gender, motivation, proficiency level, aptitude,
background, culture and so on. So, to make language teaching and learning effective, it is
essential to know the types of strategies which are used by the learners frequently in their process
of learning.
Research studies are being conducted on this issue throughout the world. Asian countries
are also in the list but in Bangladesh it is very few in number. For this reason, English instructors
cannot employ proper Language learning strategies in their teaching materials. This study aims at
measuring awareness as well as dig up a common set of language learning strategies employed by the secondary school students in Bangladesh. The researcher hopes that it will help to change
the scenario of ELT in secondary schools in Bangladesh.
This study used the most accepted and the most reliable instrument as the research
questionnaire developed by oxford (1989) titled Strategy Inventory for Language learning
commonly known as SILL (ESL/EFL version). In almost all the Asian countries the Sill has been
translated into the native languages to enhance the success rate of the research. The researcher of
this current study could not find any reference of conducting research by translating the
questionnaire (SILL) into Bangla. The researcher translated the Strategy Inventory for Language
Learning (SILL) into Bangla so that the result of the research can be more reliable. While
translating the SILL, the age level and the understanding level of the participants were kept in
consideration.
The study was conducted in two phases. The first one was quantitative phase using the SILL and
the second one was qualitative phase using an open ended questionnaire. From these two phases
of investigation, the awareness of using language learning strategies among the secondary school
EFL learners has been measured and a list of commonly used language learning strategies of
secondary school students in Bangladesh has been developed.
This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh
2019-03-27T00:00:00Z