http://dspace.ewubd.edu:8080/handle/123456789/117 Sat, 04 Apr 2026 12:11:12 GMT 2026-04-04T12:11:12Z http://dspace.ewubd.edu:8080/handle/123456789/4414 Application of CLT in English Version and Bangla Medium Primary Schools of Bangladesh: a Comparative Analysis Mahmud, Aroni English adopted a CLT approach in 1990s at all educational levels to teach English to Teaching English at a primary level require careful consideration and diverse teach. In line with this idea CLT was thought to be an effective approach in makers English language competency. The present study aims to explore whether of CLT in primary schools of Bangladesh has helped learners develop over English compared to previous decades. The study also tried to find out, how level teachers are applying CLT in the classroom. The study also intended to find out language and dissimilarities between English Version and BangIa Medium schools in CLT. A qualitative study was carried out to investigate the situation. In order to 4IIIa for the study, interview sessions with Head-teachers and teachers, Focus-Group with students, activities from EFT textbooks and classroom observation checklist were competency over English, as it has demanded. CLT cannot see the face of success until for implementing CLT are met beforehand. The findings of this research due to teachers' little knowledge of CLT, lack of proper teaching materials, diverse cultural and economic background, limited class duration, teachers limited language proficiency, student's low level of proficiency in English and lack of between English teachers and School management it has become difficult to . CLT in primary classrooms .. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh Thu, 04 Jun 2015 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/4414 2015-06-04T00:00:00Z http://dspace.ewubd.edu:8080/handle/123456789/4012 The Effectiveness of Teaching Language through Literature: An Inquiry into the Teaching of English at Tertiary Level Datta, Pratap The present English is considered as the most dominant language and teaching English is being given the supreme priority in every discipline all over the globe. To cope with this global trend, most of the private universities in Bangladesh offer English foundation Course (EFC) to the students of different disciplines with a view to enhancing their communicative skills in English language. However, the syllabus of EFC varies in different universities. Most of the universities follow a grammatical syllabus where literature components are avoided considering them useless in language teaching and learning. On the other hand, in some of these universities, literature is used in the classes of EFC. The reason behind integrating literature components in the classes is that literature can make a language class interactive and an interactive class can obviously improve communicative competence. Many researchers have already explored "how" literature should be used in teaching English language. However, no attempt has yet been taken to establish the efficacy of the teaching English language by using literature components. So, I have decided to conduct a descriptive research to establish the effectiveness of teaching English through literature by describing the existing phenomena of the teaching of English in EFC. This thesis submitted in partial fulfillment of the requirements for the degree of MA in English Language Teaching of East West University, Dhaka, Bangladesh Mon, 16 Aug 2010 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/4012 2010-08-16T00:00:00Z http://dspace.ewubd.edu:8080/handle/123456789/3355 Challenges 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 Thu, 10 Oct 2019 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/3355 2019-10-10T00:00:00Z http://dspace.ewubd.edu:8080/handle/123456789/3354 Use 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 Fri, 11 Oct 2019 00:00:00 GMT http://dspace.ewubd.edu:8080/handle/123456789/3354 2019-10-11T00:00:00Z