Masters thesis azam (1)

Master’s Thesis
FACTORS AFFECTING STUDENTS’ ENGLISH ACHIEVEMENT AT
SECONDARY LEVEL IN BANGLADESH: THE COMPARATIVE
STUDYOF NARAYANGANJ AND BHOLA SADAR UPAZILLA
M102291
AZAM MD. GOLAM
Graduate School for International Development and Cooperation
Hiroshima University
September 2012

Title of the
Master’s Thesis
FACTORS AFFECTING STUDENTS’ ENGLISH ACHIEVEMENT AT
SECONDARY LEVEL IN BANGLADESH: THE COMPARATIVE STUDY
OF NARAYANGANJ AND BHOLA SADAR UPAZILLA
Student ID Number M102291
Name of the Student Azam Md. Golam
Main Academic Advisor Assoc. Prof. Kusakabe Tatsuya
ABSTRACT
The objective of the study is to explore the factors affecting students’ English
achievement at the secondary level in Narayanganj and in Bhola of Bangladesh. To identify
these factors, data was collected from both primary and secondary sources; first-hand
evidence was assembled from the 10th grade secondary school students, English teachers,
principals, guardians, community members and Upazilla Education Officers in the
Southeastern part of country, Narayanganj Sadar Upazilla (sub-urban area) and Southern part
of the country, Bhola Sadar Upazilla (rural part), following different research instruments such
as observations, questionnaires and interviews. Eight secondary-level schools were chosen
purposefully for collecting the oral and documentary evidence from two regions. Between the
two areas, Narayanganj Sadar is one of the industrial areas in the country, near the capital city
of Dhaka. On the other hand, Bhola Sadar is one of the coastal areas of Bangladesh. Also
75 % of the county’s population resides in Bhola. Secondary data was collected by reviewing
closely linked existing literatures as well as websites and other written documents. A number

of semi-structured interviews were conducted in the written as well as recorded forms with
every single stakeholder. Furthermore, a survey in the form of a questionnaire was conducted
in a total of 8 schools, having distributed questionnaires on the random basis only among the
students, English teachers and school principals during the study time, September-October,
2011. Inductive Thematic Analysis was employed to analyze the numeric interview data. The
major findings of the study indicated that: in the case of English achievement, students in
Bhola are weaker than the students in Narayanganj. In Bhola, they need trained English
teachers and in Narayanganj, teachers expect a lower student to teacher ratio. It was revealed
that 75% of English Teachers in Narayanganj also have more than 10 classes every week of
English lessons while 50% in Bhola conducted less than 10 classes per week. They do not
have adequate teaching-learning materials and aids, standard salary and social status, in
particular. In Bhola, teachers factors and in Narayanganj school factors affecting students’
English achievement. It was recommended that each school, public and private, should
appoint at least a couple of English teachers who are capable enough to teach English to all
secondary-level students meticulously; reasonable teacher-student ratio should be 1:35. Tutors
salaries and status should also be enhanced. Government and other stakeholders should give
emphasis to providing need based support in Bhola to increase the English achievement of the
secondary level.
Key words: English achievement, qualitative data, lack of trained teachers, large
student sizes. ii

Acknowledgement
Though it would be difficult to recognize all persons who have contributed to this study, the
author wishes to take this opportunity to express appreciation for , and acknowledge
assistance from many people whose time, efforts, and cooperation have made possible the
completion of this study within the allotted time.
Professor Kusakabe Tatsuya, major advisor, has rendered invaluable assistance, guidance
and encouragement throughout the entire line up.
Professor Yoshida Kazuhiro and Professor Baba Takuya, academic advisors have been
especially helpful for gathering scholastic guidance, need based information and have raised
important questions, and given encouragement throughout.
The author is indebted to Mr Sheikh Farid for his ceaseless cooperation and fueling ideas.
Appreciation is extended to Mr. Nazmul Ahsan and Mr. Masumur Rahman for assistance
with the research design and other aspects of the study. The author is grateful to the Deputy
Commissioner of Bhola and Narayanganj, school principals, English subject teachers in
various schools, guardians, community members, students and Upazilla Education Officers
from which the evidence was obtained.
For proof-reading of the manuscript, recognition is extended to Mr. Julian N. Branch,
hailed from U.S and Mr. Omar Ejaz hailed from U.K.
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Dedication
To be honest, I would like to offer my piece of work to my beloved parents for their
patience, support, and encouragement; without their cooperation it would not have been
possible to complete the study.
There is no disbelief in my brain that without their ceaseless support and bonafide
attitude I could not have worked and finished this schoolwork. I am happy to present my
development by this application even though the reality that I have been living far away from
them.
I also confer this piece of work to my former colleagues in Bangladesh, without whose
hold up, responsiveness and regard, it would not have been up-and-coming to stay in Japan
for two years and achieve the target.
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Table of Contents
Contents…………………………………………………………………………………. .page
Abstract …………………………………………………………………………………...i
Acknowledgement………………………………………………………………….…… iii
Dedication............................................................................................................................iv
Table of Contents………………………………………………………………………… v
List of Tables……………………………………………………………………………vii
List of Figures…………………………………………………………………..………viii
List of Acronyms………………………………………………………………….xiii
Chapter One: Introduction ………………………………………………………….1
1.1 Background of the Study ………………………………………………………......1
1.2 Problem Statement…………….…………………………………………………….3
1.3 Objective of the Study …… …..………………………………………………….....4
1.4 Significance of the Study……..…...………………………………………………4
1.5 Research Questions ………………...………………………………………………..5
1.6 Conceptual frame work……………………………………………………………...6
1.7 Research Method…………………………………………………………………..…6
1.8 Limitations…………..……….……….…………………………………..…………..7
v

1.9 O rganizat ion o f t he t hes is……… ..…….………………………………...8
Cha pte r Two: Lite rature re vie w …………………………………………. 9
2.1Review of relevant literature ....................................................................... 9
2.2. Education system of Bangladesh………………………………………...12
2.3 Education for All ( EFA)………………………………………………….13
2.4 The state and status of English in Ba ngladesh ……………………..15
2.5 Lesson content of English subject text book for grade ix and x….16
2.6 Curriculum analys is of English …………………………………………..18
Chapter Three: Methodology……………………………………………………………20
3.1 Research design……………………………………………………………. 20
3.1.1 Study site………………………………………………………………… 20
3.2 The study sampling and instrumentations………………………………… .22
3.2.3 Imple mentat ion…………………………………………………………….23
3.3 Description about Bhola and Narayanganj sadar upazilla…………………...24
Chapter Four: Data Analysis and Interpretation………………………………………25
4.1 Aggregate analysis of the students’ opinion………………………………….25
4.2 English teachers opinion…………………………………………………… .54
4.3 School Principals opinion……………………………………………………..81
4.4 Guardians’ opinion……………………………………………………………106
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4.5 Community members’ opinions ……………………………………………………. .129
4.6 Upazilla education officer’s opinion…………………………………………………...150
4.7 Questionnaires: Information about English teachers…………………………………....164
4.7.7 Questionnaires: Information about Students……………………………………….....167
4.7.14 Questionnaires: Information about School principals……………………………….172
4.8 Class observation………………………………………………………………………..174
Chapter Five Discussion and Policy recommendations……………………………………179
5.1 Discussion ……………………………………………………………………………..179
5.2 Conclusion……………………………………………………………………………..186
5.3 Policy recommendations ……………………………………………………………….189
5.4 Further Study …………………………………………………………………………...191
References ……………………………………………………………………………….192
Appendices ………………………………………………………………………………193
Appendix 1 : Interview Questions for stakeholders ……………………………………….194
Appendix 2 : Questionnaires for Students………………………………………………..…196
Appendix 3: Questionnaires for English teachers ……………..............................................196
Appendix 4 : Questionnaires for school principals …………...............................................197
vii

List of Tables
Table 2.3.1 Number of Secondary Schools, Teachers and Enrolment 1995-2009……….14
Table-2.5.1 Lesson content of English subject text book for Grade ix and x…...................17
Table 3.2.1 Description of the sample and instrumentation……………………………….22
Table 4.1.21 Comparison (students)………………………………………………………46
Table 4.2.21 Comparison (English teachers) ……………………………………………..74
Table 4.3.21 Comparison (school principals)……………………………………………..96
Table 4.4.21 Comparison (guardians) .……………………………………………………121
Table 4.5.21 Comparison (community member)……………………………………………144
Table 4.6.21 Comparison (education officer)………………………………………………160
Table- 4.8.1 Classroom environment of the schools……………………………………….174
Table- 4.8.2 Teaching method followed by the English teacher in the schools…………….176
Table-4.8.3 practicing four incorporated skills in the classroom……………………………177
Table-4.8.4Teaching aids and teaching materials……………………………………...……177
viii

List of Figures
Figure 1.6 Conceptual framework…………………………………………………………….6
Figure 2.3.1 Education expenditure in total budget of Bangladesh………………………......15
Figure : 3.1.2 Map of the People’s Republic of Bangladesh screening location of two research
areas ……………………………………………………………….. ………………………..21
Figure4.1.1 Factors for low English achievement( students) …………………………… ..26
Figure 4.1.2 Motivation ……………………………………………………………………...27
Figure 4.1.3 Opinion about present course …………………………………………………..29
Figure 4.1.4 Contribution of modern technology ……………………………………………30
Figure 4.1.5 Recommendations to boost up English learning………………………………..31
Figure 4.1.6 Government assistance………………………………………………………….33
Figure 4.1.7 Skills for English teacher……………………………………………………..…34
Figure 4.1.8 Importance’s of English skill among all subjects……………………………….36
Figure 4.1.9 Environmental contribution …………………………………………………….38
Figure 4.1.10 Indication on English subject comparing to other subject…………………….39
Figure 4.1.11 Study hour on English subject…………………………………………………41
Figure 4.1.12 Number of English books ……………………………………………………..42
Figure 4.1.13 Helping hand…………………………………………………………………..43
Figure 4.1.14 Future plan …………………………………………………………………….44
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Figure 4.1.15 Participatory method …………………………………………………………45
Figure 4.2.1 Factors for low English achievement (English teacher)……………………....54
Figure 4.2.2 Motivation ……………………………………………………………………...55
Figure 4.2.3 Present courses ………………………………………………………………....57
Figure 4.2.4 Contribution of modern technology………………………………………….…58
Figure 4.2.5 Recommendation to boost English learning…………………………………….59
Figure 4.2.6 Government assistance………………………………………………………….61
Figure 4.2.7 Required English skill for English teacher……………………………………...63
Figure 4.2.8 Importance of English skill among all subject………………………………….65
Figure 4.2.9 English education environment ………………………………………………...66
Figure 4.2.10 Teaching plan ………………………………………………………………….68
Figure 4.2.11 Teachers’ strategy…………………………………………………………...69
Figure 4.2.12 Class room leadership…… ………………………………………………….71
Figure 4.2.13Assistance from principal ……………………………………………………..71
Figure 4.2.14 English language club………………………………………………………....73
Figure 4.2.15 Pair work ……………………………………………………………………...74
Figure 4.3.1 Factors for low English achievement (school principal)……………………..81
Figure 4.3.2 Motivation……………………………………………………………………..82
Figure 4.3.3 Present courses ……………………….……………………………………… 83
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Figure 4.3.4 Contribution of modern technology …………………………………………...84
Figure 4.3.5 Recommendation to boost English learning……………………………….…..85
Figure 4.3.6 Government assistance………………………………………………………....87
Figure 4.3.7 Required of English skill for English teacher………………………………….88
Figure 4.3.8 Importance of English skill among all subject ………………………………..90
Figure 4.3.9 English education environment …………………………………………….....91
Figure 4.3.10 Supervision of English class by Head teacher………………………………..93
Figure 4.3.11 Parental education and income……………………………………………….93
Figure 4.3.12 Criteria to evaluate English subject teacher………………………………….94
Figure 4.3.13 In service training to English teachers……………………………………….95
Figure 4.3.14 Effect of location of school…………………………………………………..95
Figure 4.3.15 Strategy to improve English learning………………………………………...96
Figure 4.4.1Factors for low English achievement (Guardians)…………………………....106
Figure 4.4.3 Present course………………………………………………………………….108
Figure 4.4.4 Contribution of modern technology …………………………………………..109
Figure 4.4.5 Recommendation to boost English learning…………………………………...110
Figure 4.4.6 Government assistance………………………………………………………...111
Figure 4.4.7 Required English skill for English teacher…………………………………….113
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Figure 4.4.8 English skill among all subject………………………………………………...114
Figure 4.4.9 Environmental contribution…………………………………………………..115
Figure 4.4.10 Approach to learn English…………………………………………………....116
Figure 4.4.11 English class supervision…………………………………………………..…117
Figure 4.4.12 Extra class and home work…………………………………………………...118
Figure 4.4.13 Participation of school meeting …….……………………………………......119
Figure 4.4.14 English teacher use teaching material………………………………………..120
Figure 4.4.15 Family education and income………………………………………………121
Figure 4.5.1 Factors for low English achievement (Community member) ……………..129
Figure 4.5.2 Motivation………………………………………………………………….…130
Figure 4.5.3 Offered course………………………………………………………………...131
Figure 4.5.4 Contribution of modern technology ………………………………………….132
Figure 4.5.5 Recommendation ……………………………………………………… …133
Figure 4.5.6 Government assistance………………………………………………………134
Figure 4.5.7 English skill for English teacher …………………………………………..135
Figure 4.5.8 English skill among all subject ………………………………………………137
Figure 4.5.9 Environmental contribution……….…………………………………………138
Figure 4.5.10 Contribution of political promise…………………………………………….139
Figure 4.5.11 Class room management role………………………………………………...140
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Figure 4.5.12 School supervision……………………………………………………………141
Figure 4.5.13 Involvement as volunteer…………………………………………………….142
Figure 4.5.14 Interaction with English teacher……………………………………………..143
Figure 4.5.15 Teachers’ salary ………………………………………………………………144
Figure 4.6.1 Factors for low English achievement ( Education officer )…………………....150
Figure 4.6.3 Offered course………………………………………………………………..152
Figure 4.6.4 Contribution of modern technology………………………………………….152
Figure 4.6.5 Recommendation to boost up English learning………………………………153
Figure 4.6.6 Government assistance……………………………………………………….153
Figure 4.6.7 Skill for English teacher………………………………………………………154
Figure 4.6.8 Importance among all subjects……………………………………………….155
Figure 4.6.9 Environmental contribution………………………………………………….156
Figure 4.6.10 Possible change of English syllabus…………………………………………156
Figure 4.6.11 School Supervision…………………………………………………………...157
Figure 4.6.12 Local need of English………………………………………………………...158
Figure 4.6.13 Teachers’ dissatisfaction……………………………………………………...158
Figure 4.6.14 English learning beyond class……………………………………………….159
Figure 4.6.15 Purpose of English learning………………………………………………….160
xiii

Figure 4.7.1Academic qualification of English teachers………………………… ……….164
Figure 4.7.2 Number of English class conducted by English teachers per week…………..165
Figure 4.7.3 In-service training received by English teacher………………………………165
Figure 4.7.4 Number of English teacher……………………………………………………166
Figure 4.7.5 Gender wise English teachers…………………………………………. …….166
Figure 4.7.6 Age composition of English teachers………………………………….. …….167
Figure 4.7.7 Size of family members……………………………………………………….168
Figure 4.7.8 Students’ English achievement in the 10th grade in both regions……………..168
Figure 4.7.9 Students’ favorite subject……………………………………………………...169
Figure 4.7.10 Findings from both regions…………………………………………………..170
Figure 4.7.12 Use of modern technology …………………………………………………171
Figure 4.7.13 Library facilities in schools…………………………………………………171
Figure 4.7.14 Principal as English teacher…………………………………………...…..172
Figure 4.7.15 School type………………………………………………………………..172
Figure 4.7.16 Status of schools ………………………………………………………….173
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List of Acronyms
BANBEIS: Bangladesh Bureau of Educational Information and Statistics
BD: Bangladesh
DEO: District Education Officer
EFA: Education for all
MOE: Ministry of Education
UNESCO: United Nations Educational Scientific and Cultural Organization
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1
Chapter One
Introduction
1.1 Background of the study :
The present structure of the formal education in Bangladesh can be divided into six
stages: the primary school is 5 years, junior secondary school is 3 years, secondary school is 2
years, higher secondary school is 2 years, undergraduate school is 4 years and graduate school
is 1 year. Generally, the medium of instruction in the educational institutions in Bangladesh is
Bangla for all subjects except English. This study has aimed to identify the possible factors
that have impacts on the English achievement of students at the secondary level in
Bangladesh.
It is generally agreed that the ability of our learners in English classes, especially at
the secondary level, is not satisfactory, due to some underlying factors. On this issue, Das
(1998:02) remarks the state of learning and teaching English in Bangladesh is quite miserable.
Furthermore, Hasan (2005) discovers that the syllabus and curriculum are examination
oriented, and prevent students from acquiring language competency.
It is heartening to note that English has a case of historical relevance in Bangladesh.
Before 1947, people had more reason to use it as a means of communication. For practical
reasons, it was also largely used as a medium of instruction in education. After 1947, the
underlying factors to use and learn the language remained almost the same. Since 1971, the
state and status of English became more dependent on the constitution (Part 1) and language

2
policies. In this regard, the language gains no constitutional recognition. There is a
disagreement between what curriculum should be used in the secondary level. Zillur Rahman
Siddiqui , former advisor of the caretaker government and Vice-Chancellor of a public
university ( Jahangirnagor University ) of Bangladesh (2003) regrets that ‘we lack a definite
national policy on language, based on consensus of the people, and that is the main reason of
the apparent downfall of the overall standard of both English and Bangla’. This provides an
adequate ‘background to the policy decisions and the current status of English’ (Banu &
Sussex, 2001). In Bangladesh, resource allocation for education in general, and English
teaching in particular, has been one of the lowest in the world ( Hamid, Sussex and Khan
2009 ).Consequently, quality English teaching, particularly in rural schools, is far from
adequate.
English, here, is introduced as a compulsory subject from the 1st grade and continues
with the same position up to class/grade 15. When the secondary level is measured, English is
taught as an obligatory subject consisting of two papers each carrying one hundred marks.
The 1st paper of English includes a reading, vocabulary, writing , paragraphing and
composition writing test. The 2nd paper encompasses grammar, filling an application form,
dialogue writing, summarizing, and story writing. In this study, the secondary level is
preferred as at this level students are presumed to receive essential knowledge and proficiency
necessary for their later lives. In this study, two areas were chosen as research fields, because

3
there needs to be a large sample size to understand the students’ English achievement at the
secondary level in Bangladesh.
Therefore, it is significant to take into account, contain factors observed by the
researcher against the low achievement in English skill of the secondary-level students having
focus on the two contrasting geographical locations. The suburban part Naraynganj sadar
upazilla, an industrial area which is situated near the capital city Dhaka and also a remote
neighborhood called Bhola sadar upazilla in Bangladesh.
1.2 Problem Statement
Bangladesh has a single unified educational system. However, it has diversity in the
local areas in terms of religion, culture, socio-economic conditions etc. As Bangla is spoken
by 99 % of the people, the practical use of English, especially in the rural areas, has become
extremely limited. Bangladesh has had a long period of academic attachment to English to the
acquisition of English as a second language. Against such a background, however, it is
generally agreed that the standard of competency of our learners in English is not satisfactory
in comparison to the time they expend in learning the language. Huq (1986:02) in this regard
observes, despite the considerable amount of time devoted to English instruction, the general
proficiency and achievement of the majority of the students graduating from high schools is
unsatisfactory and disproportionately low. Since the inception of Bangladesh, it has been
noticed that the national mean of English in the two public examinations S.S.C ( Secondary

4
School Certificate ) and H.S.C ( Higher Secondary School Certificate) have been amongest
the lowest score compared with other fundamental subjects. Among the failures, about 90%
fail the English section (Bangladesh Education Statistical Book, 1995).
1.3 Overall Objectives of the Study
1. To identify the differences of the English Education achievement between
Narayanganj and Bhola area of Bangladesh;
2. To find out issues of development of English education in secondary schools of
Narayanganj Sadar and Bhola Sadar Upazilla in Bangladesh; and
3. To find out the teachers’ demand to the government for improving the students’
English achievement at the secondary level.
1.4 Significance of the Study
The knowledge of English is more critical as well as important in the context of the
global marketplace, the knowledge of society and in the age of digital information technology.
Dr. Mohamamad Farashuddin (2011), former Governor of Bangladesh Bank, and founder
Vice-Chancellor of East West University Bangladesh said , ‘‘proficiency in English is a must
for the nation to abolish poverty, hunger, disease, illiteracy and indignity.’’ This research is
aimed at making contributions towards the quality improvements of English education in
secondary schools in Bangladesh. By clarifying the factors that influence students’ English
achievement, this study attempts to suggest a way of how to improve achievement and
effective policy input.

5
The results of this study can be used for a variety of purposes. Principally, it will help
teacher-trainers, educational administrators, policy makers, researchers and teachers in
Bangladesh to identify the factors likely to increase students’ English achievement. Here, this
study will try to point out some areas where steps may be taken to promote English teaching
and learning conditions in Bangladesh, encompassing the secondary-level students, rural as
well as suburban .
1.5 ResearchQuestions :
1. What are the factors affecting students’ English achievement at the secondary levels
of Bhola Sadar and Naraynganj Sadar Upazilla in Bangladesh?
2. What is the actual situation of students’ English achievement at the secondary level
in both rural and urban settings?
3. Which policy inputs are useful in improving students’ English achievement?

6
1.6. Conceptual framework
1.7 ResearchMethod
In order to get broad information from two territorial jurisdictions; in Bhola and in
Narayanganj on Students’ English achievement at the secondary level, the author primarily
relied on first hand evidence, sourced stakeholders voices, 328 secondary level students, 32
English subject teachers, 8 school principals, 80 guardians, 40 community members, 2
upazilla education officers as well as other documentary evidence. To get to know the actual
picture of English achievement at the secondary level, 4 secondary-level schools ( 2
government and 2 non government) from Narayanganj and 4 secondary-level schools( 2
government and 2 non government) from Bhola areas were selected . All over Bangladesh,
English
Achievement
Bhola
Lack of trained
teachers
Ineffective
course
Lack of good
deal of content
Weak
base
Narayangonj
Large student size
Lack of studetns'
active participation
Lack of practice
and exercise
Ineffective
course

7
schools follow unique educational systems, identical curriculums, similar textbooks and so on.
Moreover, students are sitting the same public examinations nationwide. Furthermore,
academic instructional time and academic year are alike across the territorial jurisdiction of
the country. Thus, the study carried out in these two regions can be generalized to all other
regions to a certain extent. Among 2/3 sections in each school, the author chose one section
from each school in Bhola and in Narayanganj. One section of grade ten was intentionally
chosen, and not to interrupt the other subject of studies. The average student number in the
model classes was ranging from 36 to 46, and there was a total of 328 students. The author
conducted observation meticulously in the classrooms and distributed questionnaires to the
stakeholders: students, English teachers and school principals. Most of the oral evidence
was recorded and noted immediately on the spot. Inductive Thematic Analysis was employed
to analyze the numeric interview data.
1.8 Limitations of the Study
The researcher visited two territorial jurisdictions, interviewed the stakeholders, handed
questionnaires and observed the classrooms, related to the research. Most of the field work
consisted of making tape recordings but did not focus on religious as well as political affairs
in these areas. Moreover, as the study was conducted within some chosen schools, the results
of the research cannot describe the entire picture of the secondary English education in those
two regions.

8
Also, there were 32 teacher samples for this research. This number could be increased to
make the findings of the study more dependable about the factors affecting student's English
achievement at the secondary level in Bangladesh.
1.9 Organization of the Chapters
This thesis consists of five chapters. Chapter one includes background of the study,
purpose of the lessons significant to the study, method of study, conceptual framework
and limitation of the schoolwork. Chapter two depicts review of relevant literature across
the country and beyond the territory, on the issue, factors affecting student's secondary
level English achievement in suburban as well as rural areas. Chapter three explains the
methodology applied to this study, sample area, sample school, duration, and procedure of
the data collection and analysis. Chapter four focuses on analysis of the result and
interpretation of the data. Chapter five includes findings and policy recommendation and
some suggestions for future study.

9
Chapter Two
Literature Review
2.1 Review of the Relevant Literature
The author has tried to make an intensive review of related literature about the factors
which are affecting students’ English achievement at the secondary level across the country
and beyond. Several researches on this topic were conducted in developing as well as
developed countries. In developing countries some researcherｓ showed that school factors
were more important for students’ English achievement than family factors. Regarding
Bangladesh, there is no specific study on the issue. Therefore; further investigation is needed
to determine which factors influence students’ English achievement at the secondary level of
Bangladesh.
Hasan (2005) conducts a linguistic study on the ‘‘English Language Curriculum at
the Secondary Level in Bangladesh’’ He discovers 82% of rural and urban secondary school
students complain that English is not sufficiently used in the class; with an average 68% of
teachers admiting that they do not arrange the practice of the four skills (reading, writing,
listening and speaking) of English language in the classroom.

10
Another survey shows that the trained teachers are more efficient than non-trained
teachers at the secondary level of the English language in Ukraine ( Johnson 2001 ). Moreover,
Stephen Krashen (2002) hypothesizes the ‘affective filter’ that consists of various
psychological factors, such as anxiety, motivation, and self-confidence which can strongly
enhance or inhibit second language acquisition.
Snow (1994) advocates that students of any age, and in any culture will differ from one
another in various intellectual and psychometric abilities. This is noticed in both general and
specialized prior knowledge, in interest and motives and in personal styles of thought and work
during learning. Furthermore, these differences often relate directly to differences in students
learning progress.
Malaka (2001) has explored the motivational problems in teaching-learning English as a
secondary language at high school level with a particular reference at 9th,10th,11th standards in
Brazil.
Rashid (2005) carries out research on the strategies to overcome communication
difficulties in the target language situation of Bangladeshis in New Zealand. He found that
some distinctive new features have emerged as to the difficulties and the possible use of
strategies in the communication of target language. The 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 English conversation.
Wilkins (1994) points out that a teacher is an important variable in foreign language

11
situations, and teacher’s skill, and personalities are instrumental in creating the conditions for
learning a language.
Gardner (1985) proposes that second language acquisition is ‘truly a
socio-psychological phenomenon. It is concerned with the development of communication
skills between an individual and members of another cultural community.
Krashen (1982) contends that learners with high motivation, self-confidence,
self-efficacy, a good self-image, and a low level of anxiety are well equipped for success in
second language acquisition. .
Gardner and Lambert (1972) have emphasized the significance of studying each
language-learning setting in its own right, and thereby suggested that the configuration of
variables obtained from one setting will not be necessarily valid in another setting. For
example, the South Asian learners learn English for historical, political, social and cultural
reasons, which are radically different from those of South-East Asian or African learners.
Jayanthi (1982) 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 factors,
interactional awareness, interaction with text, etc., play a very important role over the effective
and efficient interactions of the students.
The role of English in Bangladesh is characterized by a multipurpose functionality.
For instance, English has been used for years and for different purposes, i.e. medium of

12
instruction in the higher educational institutions, mode of communication beyond the country,
Supreme Court language, and gradually it is becoming part of the socio-cultural system. As
the use of English is increasing day by day in different forms, there is significant evidence of
the use of English along with Bangla as code-mixing and code-switching (Banu & Sussex,
2001).).
Walberg’s (1984 ) theory of educational productivity requires nine factors to increase
students’ achievement of cognitive and affective outcomes. These factors are (a) student
aptitude variables or prior achievement, (b) Age, (c) Motivation or self-concept as on learning
a task; the instructional variables of (d) Quality of instruction (e) Quality of instructional
experience (f) Home environment (g) Classroom or school environment ( h) Peer group
environment, and (I)Mass media ( especially Television)
There is no exclusive study on this specific issue (factors affecting students’ English
achievement at secondary level in rural and sub-urban area in Bangladesh) has thus so far
been conducted in Bangladesh by any researcher. Therefore, it is important to conduct
research in the two sub-districts, sub-urban and in the rural areas on the basis of reality of
students, English teachers’, school principals, guardians, community members and upazilla
education officers, at secondary level in Bangladesh.
2.2 Education system of Bangladesh
The education pyramid of Bangladesh consists mainly of the following levels:

13
( a ) Pre-primary, ( b) Primary, ( c) Secondary, ( d) Higher Secondary, ( e) Undergraduate
and ( f) Graduate. After completing two years of pre-primary education, the primary level
extends over a period of five years, grade 1-5 catering to children of 6-10 years of age . The
Secondary level is divided into two sub-levels. Junior Secondary consists of grades 6-8 and
Secondary consisting of grades 9 and 10. At the end of the 10th grade, there is a public
examination known as the Secondary School Certificate ( SSC ) which is compulsory to pass
by all candidates seeking to attend two-year of Higher Secondary Level Schooling,
grades11-12. At the end of 12th grade, there is a further public examination leading to the
Higher Secondary Certificate ( HSC) , which is a prerequisite for admission to an
undergraduate program. This has two branches: One is the three years pass the course
( degree ) and the other course is a 4 years undergraduate ( Honors ) course followed by
graduation or a Master’s degree extends over two years in the case of pass graduates and one
year for Honors’ graduates. There are also some private institutions providing English
medium education. Bangladesh has a Madrasa system of education which emphasizes on
Arabic medium Islam- based education. This system is supervised by the Madrasa Board of
the country.
2.3 Education for All ( EFA)
The supreme law of the land stimulates the obligation and commitments made in respect
of primary education in the international forums. The Government is determined to ensure
education for All within the shortest time period. Moreover, Bangladesh was a signatory to the

14
declaration at the World Conference on Education for All held in Jomtein, Thailand, 1990.
Success of Bangladesh in primary as well as secondary level across the country regarding
achieving gender parity is recognized globally. Moreover, the Government of Bangladesh is
committed to implementing education of All ( EFA) . It also mirrors in the national plan of
action for Education for All (2002-2015 ).
Table 2.3.1 Number of Secondary Schools, Teachers and Enrolment 1995-2009
Year N. of
School
Total
no.
teacher
Female
teacher
% of
Female
teacher
Total
enrolment
Girl
enrolment
% of Girls
1995 12012 140059 19436 13.88 5115461 2402784 46.91
1996 12978 145188 20198 13.91 5585806 2627073 47.03
1997 13778 157077 22334 14.22 6124325 2921560 47.70
1998 14518 165213 24106 14.59 6769078 3464742 51.18
1999 15460 173897 25867 14.87 7236939 3758823 51.94
2000 15720 174146 26290 15.10 7646885 4020237 52.57
2001 16166 183277 30196 16.48 7887010 4196097 53.20

15
2002 16562 186949 31311 16.75 8162134 4360778 53.43
2003 17386 206557 39580 19.16 8126362 4322568 53.19
2004 18267 214673 47255 22.01 7503247 3925110 52.31
2005 18500 238158 48290 20.28 7398552 3868014 52.28
2006 18700 239431 48615 20.30 7419179 3876914 52.26
2008 18756 209496 46788 22.33 6819748 3661457 53.69
2009 19083 213482 53363 25.00 7356793 3796538 51.61
Source : BANBEIS-2010
Figure 2.3.1 Education expenditure in total budget of Bangladesh.
Source: Ministry ofFinance and Bangladesh Bureau ofStatistics-2010
2.4 The State and Status of English in Bangladesh
In the constitution of Bangladesh, Bangla is declared as a state language and there is no
0
20000
40000
60000
80000
100000
120000
Education Other

16
mention as to the status of English. Alongside Bangla, the constitution is, however, written
in English as the clause 2 ( two) of the Article 153 states,'' There shall be an authentic text of
this constitution in Bengali, and an authentic text of an authorized version in English both of
which shall be certified as such by the Speaker of the Constitutional Assembly’’.
English is a case of historical becoming in Bangladesh. During the period before 1947,
under the British, people had more reason to use it as a means of communication. For
practical reasons, it was also largely used as a medium of instruction in education. After, 1947,
during the Pakistan period, since 1974 to until 1971, the underlying factors to use and learn
the language remained almost the same. In Bangladesh period, since 1971 ,on the other hand,
English is set in a monolingual situation where its state and status become more dependent on
the constitution and language policy.
2.5 Lessoncontents of English subject text book for Grade ix and x :
English is a compulsory subject in Bangladesh at the secondary level as part of a foreign
language requirement. Its aim is to develop cognitive skills of the pupils, to understand
different cultures, languages as well as to develop communicative skills. The new curriculum
is encompassing a communicative approach to teaching and learning English in Bangladesh.
Textbooks provide learners with a variety of materials such as reading texts, dialogues,
pictures, diagrams, are tasks and other activities etc. These materials have been designed and
developed to practice the four basic language skills (reading, writing, listening and speaking).
The lesson content, mentioned in the textbook of grade ix and x can be seen in the table

17
below:
Table-2.5.1 Lesson content of English subject text book for Grade ix and x
Unit Lesson/ Topic
1 Hello and welcome!
2 Home is where the heart is
3 Schools of the world
4 Different skies
5 On the move
6 Eat well
7 What’s on ?
8 Opening the windows
9 Lives and jobs
10 Different strokes

18
11 Day in day out
12 Sparkling stars
13 Believe it or not
14 Buildings and monuments
15 Getting organized
16 Let’s enjoy poetry
17 Different lives
18 Days to remember
19 Holidays
20 Myths and fables
21 Let’s write
22 Mother earth
2.6 Curriculum analysis of English
Bangladesh has a single and unified education system. The NCTB introduced the
curriculum for the secondary level across the country, but the syllabus was not introduced to

19
the teachers and the textbook writers through any orientation. For instance government did
not arrange any proper training for the English teachers encompassing the new curriculum
and textbooks.
In order to implement change successfully, it is essential to understand that English is not
like most of the other subjects specified in the curriculum. For instance, unlike them, English
is not a content-based subject, but a skill-based subject. It is not about any particular topic, but,
rather, it is about practicing something on 4 skills.
The NCTB curriculum suggested an evaluation system that would assess the students’
progress by means of continuous assessment, and attainment by means of an end term
examination in line with their ability to use English in communication. However, it was
observed that out of eight schools, a few schools only developed evaluation tools in the light
of curriculum guidelines. The general-education boards and the schools affiliated under these
boards adopted an examination format that matches the one provided in the NCTB curriculum
guidelines. However, examination questions were mostly set from the set textbooks. So,
students always had a chance to memorize the answers of the questions. As a result, these
examinations failed to evaluate students’ ability or achievement to use English in
communication.

20
Chapter Three
Methodology
This chapter depicts the research setting, practical issues, along with research participations,
instruments, procedures of data collection, data analysis and et cetera. This study was
designed to recognize the potential factors that might have impacts on students’ English
achievement at secondary-level schools in the rural areas, Bhola and the Sub-urban regions,
Narayanganj.
3.1 ResearchDesign:
In this study, the qualitative research design is used to describe the stakeholders in their
natural settings.
3.1.1 Study site:
The study took place in Bangladesh in a rural area, Bhola, which is one of the largest
islands of Bangladesh and also an administrative district in the south-western part of the
country. And sub-urban region, Narayanganj, which is an industrial area, especially the jute
trade and processing plants and textile sector of the country. Bangladesh is highly diversified

21
in terms of socio-economic aspects. Urban area usually enjoys the comparative advantages, in
terms of education, communication, health care etc compared to rural communities. Thus, the
selection of a rural area, Bhola and an urban area, Narayanganj as a study field is very
meaningful to conduct a comparative study. Narayanganj sadar was selected as a
representative of a typical urban area as it is situated at the arm length of Dhaka, the capital
city of Bangladesh, and as it is endowed with some facilities available for the standard urban
life in Bangladesh. On the other hand, Bhola sadar was selected as a Representative of a
distinctive rural area of Bangladesh and the standard urban facilities are hardly found in this
area.
Figure : 3.1.2 Map of the People’s Republic of Bangladesh screening location of two
research areas

22
Research Area
Two Districts:
Narayanganj
and Bhola
5
3.2 The study sampling and instrumentations
Table 3.2.1 Description of the sample and instrumentations
Methodology School Total no.
Bhola (rural) Narayanganj ( sub-urban)

23
4 Schools 4 Schools 8 Schools
Questionnaire
and interview
164 Students
Grade 10
164 students
Grade 10
328 students
Questionnaire
and interview
16 English subject
teachers
16 English subject
teachers
32 English subject
teachers
Questionnaire
and interview
4 School principals 4 School principals 8 School principals
Interview 40 Guardians 40 Guardians 80 Guardians
Interview 20 Community
members
20 Community members 40 Community
members
Interview 2 Upazilla Education
Officers
2 Upazilla Education
Officers
4 Upazilla
Education
Officers
In order to get a broader information from Narayanganj and Bhola on students’ English
achievement at the secondary level, the author primarily relied on first hand evidence, sourced
stake holders voice and another documentary evidence.
The interviews were conducted, and the following groups were interviewed:
Students, English teachers, principals, guardians, community members, upazilla Education

24
Officers. The interviews allowed the privilege of asking follow-up questions and opinions and
views. The interviews were conducted in a recorded form in a separate room in the institution.
Questionnaires were distributed to English teachers, principals, and students from the
10th grade.
Class observations were conducted in Bhola and in Narayangnaj to conceive an idea
over the research period. Furthermore, most of the oral evidence was recorded, penciled and
image was taken. To get to know the natural picture of English teaching-learning at secondary
level, 4 schools from sub-urban and 4 schools from rural areas were chosen.
3.2.2 Data analysis:
Inductive Thematic Analysis was employed to analyze the numeric interview data.
3.2.3 Implementation:
The study was conducted in September 2011 and October 2011
3.3 Bhola and Narayanganj Sadar Upazilla
Bhola: Bhola as a remote area is having one of the largest islands in Bangladesh. It is
also an administrative district in south-western Bangladesh, placed in Barisal Division, with
an area of 3,737.21 km². It is bounded by Lakshmipur and Barisal Districts to the north, the
Bay of Bengal is to the south, by Lakshmipur and Noakhali districts, the (lower) Meghna
river and Shahbazpur Channel to the east, and by Patuakhali District and the Tentulia river to
the west.The town has a population of 39,964; male 52.39%, female 47.61%. The literacy rate
among the towns (City Corporation) people is 63.9%.It has a lower population densely and

25
has special livelihood groups’ i.e. marine fishers, salt farmers and so on. Also, it has special
disadvantaged groups, erosion victims, and island dwellers; It faces the extreme impact of
climate change or multi natural disaster. Transport services between remote islands and
mainland are poor, primitive and risky. It has 258 schools with 2428 teachers.
(Source: BANBEIS－2010,House hold surveys -2010 and the internet)
Narayanganj : Narayanganj is located twenty kilometers southeast from Dhaka. It
became a district headquarters in February 1984. The prominent river port of Bangladesh is
on the Shitalakshya River which divides the town into two parts, namely the Narayanganj
Municipal Area and Kadam Rasul Municipal Area. Narayanganj town is the center of business
and industry center, especially the jute trade and processing plants and the textile sector of the
country. The area of the town is 18.7 sq km with a population of 230,294. Among them male
are 53.51%, female 46.49%. The density of the population in on 12,315 per sq km and the
literacy rate among the towns people is 60.2%.It has 187 schools and 2,669 teachers.
(Source : BANBEIS-2010,House hold surveys -2010 and the internet)
Chapter Four
Data Analysis and Interpretation
As the author mentioned in Chapter 3, the evidence was collected from students, English
subject teachers, principals, guardians, community members and upazilla education officers in

26
Bhola and Narayanganj respectively. Inductive Thematic Analysis was employed to analyze
the numerical interview data. In this chapter, the author would like to describe the aggregated
analysis in the above-mentioned stakeholders in order named earlier:
4.1 Aggregate analysis of the students’ opinion:
The author has adopted a semi-structured interview for collecting the qualitative
evidence to craft information from individuals. During this field work, the author interviewed
164 students from Bhola and the same number of students from Narayanganj .
Factors: The students in the 10th grade were asked to identify the main factors responsible
for creating barriers to learn English. On the issue, one of the students (S1) of Bhola said,
‘‘ our education system, ways of teaching are liable for low English achievement’’ .S2
mentioned, ‘‘our environment was not favorable to learn English S3''. Advocated, ‘‘we are
many, but teachers are few’’.
Figure: 4.1.1 Factors for low English achievement
44％
29%
10% 9% 8%
49%
19% 17%
9% 6%

27
S4 said, ‘‘teachers are teaching in traditional method, a lagging behind from the source where
students can meet with English world, and we need ideal contents of English’’ S5 told the
author, ‘‘ during our school hour, we were not getting chance to borrow a book from the
library’’. In Narayanganj, students were asked in order to get information on the factors. One
of the respondents (S1) said, ‘‘ English achievement can be gained properly by practicing
English more and more and also reading; hearing can help us S2''. Replied, ‘‘I think, lack of
English subject teachers, and lack of environment is liable for low English achievement’’.
S3 mentioned, ‘‘our environment is not helpful to learn English and sometimes we do not get
sufficient teachers S4''. Said, ‘‘we cannot understand the contents, teaching method is not
appropriate to learn English. S5 said, ‘‘as a student, I am not getting the advantages to go to
a library, which I desire’’.
The identified factors can be categorized as five main groups namely – (1) lack of practice
44 % and 49 % (2) lack of English teacher 29 % and 19 % (3) teaching methods 10 % and
9 % (4) lack of a conducive environment 9 % and 17 % ) lack of library facilities 8 % and 6 %
at Bhola and Narayanganj respectively. The result showed the lack of practice was the main
barrier to succeed in English.
Figure 4.1.2 Motivation
Bhola (Rural)
Narayanganj
(Suburban)

28
Motivation: The motivation to learn English are summarized as instrumental and
integrative aspects. Learners sometimes want to affiliate with a different language community.
Such learners wish to join in with the minority or majority language’s cultural activities, find
their roots, or form friendships. This is termed integrative motivation which is learning a
language for the useful purpose. The second reason is utilitarian in nature. Learners may
acquire a second language to obtain employment or a promotion, or help their children’s
education. This can be termed instrumental motivation. Students hailed from Bhola and
Narayanganj were asked on ‘‘what sorts of motivation are required to learn English?’’
One of the respondents (S1 ) from Bhola said, ‘‘ students should be motivated to get a better
job in the future by learning English.’’ S2 told , ‘‘students should be motivated to be a full
man’’. In Narayanganj , students were asked the same question. Among them, one of the
interviewees (S1) said, ‘‘ students should be motivated to be a doctor’’. S2 asserted,
Instrum
ental
76%
Integrat
ive
24%
Instru
mental
40%
Integr
ative
60%
Bhola (Rural)
Narayanganj
(Suburban)

29
‘‘ students should be motivated positively to learn English to serve the nation’’.
The result showed that 76 % of the students were motivated to learn English for instrumental
aspects in Bhola while only 40 % in Narayanganj were motivated. On the other hand, the
integrative aspects as a source of motivation accounted for 24 % and 60 % in Bhola and in
Narayanganj respectively.
Present course: Students were asked in Bhola on how much you think the offered course
meet social demand. One of the students (S1) said, ‘‘ I think the offered course is not enough
to meet the social demand. It is not effective, is shaped only for passing in an exam. It cannot
satisfy our thirst for learning English ’’. S2 mentioned, ‘‘it is very effective to meet the social
demand, as we can get a job after passing the exam ’’. S3 said, ‘‘the offered course is helpful
we can bank on it to lead our daily life ’’.
Figure 4.1.3 Opinion about present course
Not
Effecti
ve
63%
Very
Effecti
ve
25%
Effecti
ve
12%
Not
Effect
ive
62%
Effect
ive
22%
Very
Effect
ive
16%
Bhola (Rural) Narayanganj (Suburban)

30
In Narayanganj pupils were questioned on the same issue to get an idea from them. One of
the respondents (S1) said, ‘‘the offered course is not sufficient to meet the social demand in
prevailing circumstances; I believe’’. S2 told, ‘‘The present course is helpful to get any scope
in a job market." S3 said, ‘‘Our present course is so useful to step further’’. An exclusive
interview was conducted in the respondents regarding the effectiveness of the existing English
curriculum in the 10th grade categorizing by ‘not effective’, ‘effective’ and ‘very effective’.
Most of the respondents of both regions identified the existing course as ‘not effective’ ( 63 %
and 62 % students in Bhola and Narayanganj). Few students identified the present syllabus
as ‘very effective’ which was (25 % and 16 % ) and ‘ effective’ (12 % and 22 % ) in Bhola
and Narayanganj respectively .
Figure 4.1.4 Contribution of modern technology
Technology: Students in both the regions were asked to answer on the contribution of
modern technology for their English achievement. One of the pupils (S1) in Bhola
73%
20%
7%
Very Essential
Essential
Others
0 50 100 150
57%
30%
13%
Very Essential
Essential
Others
0 50 100
Bhola (Rural)
Narayanganj
(Suburban)

31
articulated, ‘‘ I think modern technology is very essential because students can learn more
about English by modern machines like, T.V, computer, etc. " S2 said, ‘‘ It is essential, as
modern technology help us to improve English, develop our mind’’. S3 told, ‘‘Teacher cannot
use it; I think’’. On the issue, one of the respondents (S1) from Narayanganj area advocated,
‘‘If we would like to develop ourselves and our country, we should make the best use of
modern technology. It is very much essential for us now and future’’. S2 mentioned, ‘‘It is
essential, as we can learn about the world, and we can easily learn english’’. S3 said, ‘‘ I
cannot use it; we have no computer room’’.
The contribution of modern technology was found ‘very essential’ by 73 % and 57 % ,
‘essential’ 20% and 30 % , ‘ not essential’ 7% and 13 % students in Bhola and Narayanganj
area.
Figure 4.1.5 Recommendations to increase English achievement
0
20
40
60
80
49%
23% 23%
3% 2%
0
10
20
30
40
50
60
70
80
90
49%
26%
16%
5% 4%
Bhola (Rural)
Narayanganj
(Suburban)

32
Recommendations: Students from both the regions were asked to recommend how to
increase the English achievement. One of the participants (S1) in Bhola said, ‘‘ I have many
recommendations and most important is that trained and educated teacher should be given
for us’’. S2 said, ‘‘Students should practice English enormously’’. S3 told, ‘‘ I had some
recommendation on it. They are- students should practice speaking English, write 1-2 page
in English on the daily experience, read English story books, text books and use leading-edge
technology''. S4 mentioned, ‘‘ we should have proper opportunity a fluent, easy English
syllabus’’. S5 said, ‘‘ we need good environment, and debating club ’’. In Narayanganj,
students were asked on the same issue. One of the participants (S1) said, ‘‘ students should
read a dictionary so that they can learn more vocabulary; they should watch English news,
read English newspapers ’’. S2 said, ‘‘ we need teachers who can make the lesson
interesting, amazing and easy’’. S3 mentioned, ‘‘ we are not getting the chance to use
cutting-edge technology to develop our English skill, and we need a computer lab’’. S4 said,
‘‘ Our curriculum is not up to the mark; it has no scope to fuel listening and speaking practice
and there is no viva-voce system in the examination’’. S5 spoke, ‘‘authority should take a step
to increase our class duration immediately’’. With a view to increase the quality of English
learning, in the secondary level, the respondents’ recommendations varied substantially across
the regions. The result showed that 48 % of the respondents in Bhola recommended ‘skilled
teachers, 23 % on ‘ practice’ 23 % on ‘ use of modern technology 3 % on ‘curriculum’.
From the respondents 2 % did not recommend anyone of the above-mentioned factors. On the

33
other hand, the result showed a different scenario in Narayanganj where most of the
respondents recommended the necessity of ‘practice’ as an influential factor (49%) of
increasing English skills. The use of ‘modern technology’ , provision of ‘skilled teacher’ ,
‘appropriate curriculum’ were recommended by 17%, 26 % and 5 % of the respondents
respectively. None of the above-mentioned factors were recommended by only 3 % of the
respondents. Thus, the most influential factor for increasing the skill of English was ‘practice’
in Narayanganj and ‘ skilled teacher’ in Bhola.
Figure 4.1.6 Government assistance
Government assistance: Respondents were asked to respond on government assistance to
improve their English ability in both the jurisdictions. One of the respondents (S1) in Bhola
said, ‘‘ Government should appoint experienced English teachers for our betterment’’. S2 said,
‘‘ System of English teaching is to be changed, to be made digitalized’’. S3 told, ‘‘we should
0
10
20
30
40
50
60
70
80
90
50%
24%
12% 9% 5%
0
10
20
30
40
50
60
37% 35%
13% 10%
5%
Bhola (Rural)
Narayanganj
(Suburban)

34
be given the conducive environment, as the present environment is chaotic ’’. S4 told, ‘‘ We
cannot listen from our teacher, as there are many students in the class". S5 said ,
‘‘ Government should change the education system’’.
Regarding this issue, one of the respondents ( S1) in Narayanganj said, ‘‘ According to our
government declaration, we should be given modern classroom’’. S2 said, ‘‘Government
should let the teachers know how to make the students interest in English’’. S3 said, ‘‘ Our
environment is not suitable for learning English, as it is not proper to listen and express
ourselves fully’’. S4 said, ‘‘ Our class size is very big, should be reduced to fuel English
learning’’. S5 said, ‘‘ we have no interval between the classes ’’.
The areas of the government jurisdiction of assistance for improving students’ skill
were divided into five categories, which were (1) appointment of skilled teachers (2) building
modern class room (3) providing good environment (4) optimizing the size of class and (5)
others.
Figure 4.1.7 Skills for English teacher
32%
7%
10%
24%
27%
41%
11% 10%
8%
30%

35
English teachers’ skill: Students in Bhola and in Narayanganj were questioned about the
required skills for the English teachers to increase students’ English achievement. One of the
participants (S1) in Bhola said, ‘‘English teachers should know the proper English of teaching
method and to teach an ideal content for the students’’. S2 said, ‘‘Teachers should know four
skills of English. Without it, they cannot teach us properly.’’. S3 told, ‘‘ Fluency on speaking
English, writing, reading and listening capacity can make students curious about learning
English and become friendly’. S4 described, ‘‘They should possess creativity and create a
favorable environment to learn English in a classroom’’. S5 said, ‘‘Teachers should have
perfect knowledge to use cutting-edge technology and teaching by technology’’. By contrast,
students in Narayanganj are asked question about the skills of English teacher. Among them,
one of the participants (S1) said, ‘‘the teacher should have the skill to make the students
understand and to change the content ’’. S2 said, ‘‘To increase students’ English ability,
teacher should be skilled more in grammar and enrich their knowledge of English''. S3
mentioned, ‘‘ In the present period, teachers could have the keen idea how to use the
cutting-edge technology ’’. S4 told, ‘‘They should have creativity and understand the demand
Bhola
(Rural)
Narayang
anj
(Suburba
n)

36
of the students’’. S5 said, ‘‘The English teacher should be active and friendly attitude to
increase students’English achievement’’.
The effectiveness of appropriate skills required for English teachers was examined by
dividing into five broad categories, which were (1) Problem of content (2) proper knowledge
of the teachers (3) friendly attitude (4) creativity and (5) teaching by technology. It is found
that the skill of teachers to ‘change content', and the ‘proper knowledge’ of the teachers which
was supported by 32 % and 27 % in Bhola and by 41 % and 30 % of the students in
Narayanganj respectively.
Figure 4.1.8 Importance’s of English skill among all subjects
Importance’s of English skill: Students in both areas were asked question about the
importance’s of English skills among all subjects. Among them, one of the students in Bhola
said, ‘‘English skill helps us to learn more deeply from the books ’’. S2 said, ‘‘ It is an
Higher
Educatio
n
47%
Internati
onal
Languag
e
20%
Related
to
others
subject
13%
To
access
internet
13%
Others
7%
Higher
Educat
ion
33%
Related
to
others
subject
19%
Others
18%
Internati
onal
Langua
ge
16%
To
access
internet
14%
Bhola (Rural)
Narayanganj
(Suburban)

37
international language. It is important because we can communicate all over the world by
using of it’’. S3 mentioned, ‘‘When we want to know the other countries and read the famous
books, we have to consume ability of English .Also it is associated with all other important
subjects''. S4 said, ‘‘Books for higher study and internet resource is available in English''. S5
said, ‘‘ It helps to read many English books’’. Nevertheless, in Narayanganj students were
asked the same piece of question. One of the students (S1) in Narayanganj said, ‘‘ At higher
levels, every subject is taught in English. Except Bangla..Most of the books are written in
English. So, in order to complete higher study, we must have to learn English well ’’. S2 said,
‘‘ Among all subjects, the importance of English skill bears much importance because it helps
us to understand them quite easily ’’. S3 mentioned, ‘‘ It helps to understand the science
subjects, i.e. Physics, Mathematics’’. S4 told, ‘‘ It is an international language, and we are
living in a global village’’. S5 said, ‘‘ If we know English well, we can search the internet in
this modern period’’
The importance of English among all subjects was assessed by students based on the
usefulness of English for different purposes, which were broadly divided into five categories
such as (1) higher education (2) relation to other subjects (3) use as international language (4)
need to access the internet and (5) others. It was found that there was a substantial variation
in assessing the importance of English within the different kinds of needs in Bhola and in
Narayanganj (33%-14%). However, there was a common tendency of giving higher weight on
‘higher education’ in both of the areas (47% in Bhola and 33 % in Narayanganj).

38
Figure 4.1.9 Environnemental contribution
Environment : How much environment contributes fueling to achieve English was asked
question to get respondents in Bhola and in Narayanganj. One of the students in Bhola said,
‘‘ I think free adn fair environment is essential for teaching and learning English. It has
lofty contribution’’. S2 said, ‘‘ It is important and can play an important role to fuel English.
If we spend most of the time with the English-speaking people and communicate with them,
our English learning or skill will be developed’’. S3 told, ‘‘ It helps us to learn easily, it has to
some extend contribution’’. It follows that students in Narayanganj were asked question
on the same issue. One of the respondents (S1) in Narayanganj said, ‘‘Environment is an
instrumental for learning English. We need such an environment, which will help us to
understand the lecture of teacher ’’. S2 said, ‘‘Environment is a good contributor to fueling
English, so we need good environment. S3 told, ‘‘Every success depends on perfect
High
contrib
ution
63%
Mediu
m
contrib
ution
26%
Less
contrib
ution
11%
High
contrib
ution
48%
Mediu
m
contrib
ution
35%
Less
contrib
ution
17%
Bhola (Rural)
Narayanganj
(Suburban)

39
environment. So, environment is useful and can contributes to fueling English’’.
Environmental aspects can play an important role in fueling English. A majority of the
respondents in Bhola and in Narayanganj ( 63 % in Bhola and 48 % in Narayanganj) agreed
that the English-friendly environment was the highest contributor to learning English.
Figure 4.1.10 Indication on English subject comparing to other subject
English subject: The eleventh question asked for an indication of English subject,
comparing to other school subjects. One of the students in Bhola said, ‘‘ I cannot
understand the subject easily , it is difficult. I cannot catch the lesson in the school. The
subject is not interesting to me at all’’. S2 said, ‘‘ English is very basic subject in our day to
day life, but I am not good in this subject’’. S3 said, ‘‘ I think; it is an international language;
I feel very interest to learn it, and it is easy to me’’. Conversely, one of the pupils in
Difficu
lt
37%
Neces
sary
23%
Easy
21%
Intere
sting
19%
Difficu
lt
24%
Neces
sary
18%
Easy
31%
Intere
sting
27%
Bhola (Rural)
Narayanganj
(Suburban)

40
Narayanganj said, ‘‘ In my view, it is easy to get access and implement to do anything’. S2
said, ‘‘ English is a global language, for our higher study, it is second to none. As it is an
essential subject, I feel interest in this subject’’. S3 said, ‘‘It is very tough subject; I cannot
conceive this subject by myself". The areas of interest of English subject were divided into
four categories, which were (1) Difficult (2) Necessary (3) Easy and (4) Interesting.
The results revealed that a significant number of students (37%) in Bhola identified
English subjects as ‘difficult’. Very few students ( 21 % ) acknowledged as ‘easy’. However, a
mentionable number of (31 % ) pupils from the Narayanganj recognized it as ‘ easy’ and some
students identified it as ‘difficult’. It was found that a good number of students in Bhola
thought that English is a difficult subject.
Study hour: The question asked for an indication of whether the students allocate time to
study. One of the interviewees in Bhola said, ‘‘ I spend one and a half hour every day for
English study purpose’’. S2 mentioned, ‘‘ I spent a couple of hours on study English’’. S3 said,
‘‘ During my study time my parents help me, and I spend more than three hours every day for
English study purpose except a holiday''.
Figure 4.1.11 Study hour on English subject

41
Nonetheless, one of the students in Narayanganj said, ‘‘Every day, I spend one hour for
English study in the morning time’’. S2 asserted, ‘‘ Around three hours, I make myself busy
with studying my English lesson with my sibling’’. S3 mentioned, ‘‘ I would like to be a
teacher like my father, so, I am devoting time for learning English more than three hours’’.
This study found that the highest number of students ( 68%) spent time for study equal or less
than 2 hours in Bhola . However, the highest number of ( 71 % ) students devoted more than
three hours for studying English subject. In fact, students in Bhola allocates less time for
studying English regularly.
Figure 4.1.12 Number of English books
Less
than
or
equal
1
38%
Equal
or less
than 2
32%
Equal
or less
than 3
18%
More
than 3
12%
Less
than
or
equal
1
37%
Equal
or
less
than
2
47%
Equal
or
less
than
3
9%
More
than
3
7%
Bhola (Rural)
Narayanganj
(Sub-urban)

42
Number of English books: The question asked to the students for an indication whether
they are having enough English related books. One of the respondents from the Bhola said,
‘‘ I have three English-related books and one dictionary’’ .S2 mentioned, ‘‘ I have no
English-related book, but during examination, I borrow books from the library’’. S3 said,
‘‘ I have around ten books, and my brother has five books’’. Even so, one of the students from
the Narayanganj said, ‘‘ I have five English books’’. S2 mentioned, ‘‘ I love to collect
English books. I have unlimited detective, historical novels and some story books’’. S3 said,
‘‘ I have no book at present. I lend books from my friends’’.
The result indicated that the greater portion of students ( 62 % ) in Bhola thought that they
had less than or equal to 5 books while the minority of students ( 36% ) from the
Narayanganj advocated that they had in their ownership more than ten books. It showed that
students hailed from the Narayanganj grew an understanding about the importance of the
50%
24%
15%
5% 6%
0
10
20
30
40
50
60
70
80
90
Less
than or
equal 5
Equal
or less
than
10
More
than
15
No
Books
Equal
or less
than
15
35%
25%
21%
4%
15%
0
10
20
30
40
50
60
70
Less
than or
equal 5
Equal
or less
than 10
More
than 15
No
Books
Equal
or less
than 15
Bhola (Rural)
Narayanganj
(Suburban)

43
English. Accordingly, they kept collecting and studying more English book than their
counterpart in the Bhola.
Figure 4.1.13 Helping hand
Helping hand : The next question was asked for an indication about the potential assisting
person of the students. One of the participants from the Bhola said, ‘‘ My parents help me a
lot. They are well educated’’. S2 told, ‘‘ I get help from my teacher every day from lesson to
leisure’’. It follows that one of the respondents from the Narayanganj said to the author, ‘‘ I
try to find help from my parents, whenever I feel ’’. S2 said, ‘‘My parents are government
employee. They are busy with their job. I expect help from my teacher to prepare my lesson ’’.
It was found that quite a high portion of interviewees of both areas agreed that their teachers
helped them, and corrected their mistakes while doing other studies . It was observed that
Teach
er
52%
Parent
s
32%
Broth
ers
12%
Friend
s
4%
Teach
er
55%
Paren
ts
38%
Broth
ers
6%
Friend
s
1%
Bhola (Rural)
Narayanganj
(Suburban)

44
teachers were their first helping hand in both the zones.
Figure 4.1.14 Future plan
Future plan: The next question was asked for an indication of whether the students have any
future plans. One of the students from the Bhola said, ‘‘My father is a doctor. I would like to
be a doctor in a future''. S2 told, ‘‘my aim is to be an engineer’’. Yet, one of the respondents
from the Narayanganj said, ‘‘my plan is to be a teacher like my mother ’’. S2 said , ‘‘ I would
like to serve the society. I believe, a philanthropist or a doctor can go door to door to serve the
society’’. The study observed that there was a common tendency in both the regions to be a
doctor in their future life, which claimed 40% in Bhola and 34% in Narayanganj.
Figure 4.1.15 Participatory method
40%
23% 23%
14%
34%
12%
27% 27%
Bhola (Rural)
Narayanganj
(Suburban)

45
Participatory method: The next question asked for an indication of whether a participatory
method has an advantageous effect to learn English. One of the students from the Bhola said,
‘‘ I think, more participation, more knowledge. I believe on the issue of step’’. S2 said, ‘‘ I do
not believe it. It consumes time and makes gossiping’’ However, One of the participants from
the Narayanganj said, ‘‘It is very natural and popular to achieve the target’’. S2 said,
‘‘Participatory method is good, I like it ’’.
The results showed that a majority ( 67 % ) of respondents from the Bhola as well as a
majority ( 89% )of the interviewees from the Narayanganj agreed to the point that their
teachers should put more emphasis on workable participatory method rather than
individual work to cultivate the best results on English. It’s indicated that the participatory
way of learning is the potential and popular one among the students in both the regions.
27%
73%
No Yes
8%
92%
No Yes
Bhola (Rural)
Narayanganj
(Suburban)

46
Table 4.1.21 Comparison (Students opinion)
Issues/ Factors Bhola Narayanganj
Factors Lack of Practice
And lack of english
teacher44 % and 23 %
Lack of Practice and lack of
english teacher 49 % and
19 %
Motivation Instrumental (76%)
Integrative (24%)
Instrumental 40%
Integrative ( 60 %)
Course Not effective 63 %
Very effective (25%)
Effective (12%)
Not effective 62 %
Very effective (16% )
Effective (22%)
Modern technology Very essential 73 %
Essential (20%)
Very essential 57 %
Essential (30%)
Recommendation Skilled teacher 48%
Practice (23%)
Practice 49 %
Skilled teacher (26%)
Govt. assistance Appoint skilled teacher 50%
Modern classroom (24%)
Appoint skilled teacher (35%)
Modern class room 37 %
Required english To teach easy way 32 % To teach easy way 41 %

47
skill is required
for English teacher
Proper knowledge (27%) Proper knowledge (31%)
Importance Higher study 47%
International language (20%)
Higher study 33 %
Related to other subject
( 19%)
Environmental
contribution
High 63 %
Medium (26%),Less (11%)
High 48 %
Medium 35%, Less (17%)
Study of English
comparing with
other subjects
Difficult 37 %
Necessary 23%
Easy 31 %
Interesting 27%
Learning hour More than 3 hours 12% More than 3 hours 7 %
English books Less than or equal 5 (50 %)
Equal or less than 10 (24%)
Less than or equal 5 (35 %)
Helping hand Teacher (52 %)
Parents (12%), Brothers
(12%)
Teacher (55 %)
Parents (38%), Brothers (6%)
Future plan Doctor (40 %), Engineer
(23%)
Doctor (34 %), Teacher
(28%)

48
Participatory gain Yes (67 %),No (33%) Yes (89 %),No (11%)
Wrap-up:
Research results showed that lack of practice with English is the dominant in both areas.
Yet, it is more severe in Narayanganj. Because the size of the class was found comparatively
bigger in Narayanganj, on average 55 students were found to be taught in a section in
Narayanganj. This means; the students of the Narayanganj got relatively less opportunity to
continue their English education with their teachers. However, students have the opportunity
to learn English among themselves because of the large class sizes.
By contrast, lack of English teachers were found as a less significant factor of learning
English in both areas but it was relatively more significant in Bhola. The main reasons of this
is schools in Bhola suffer from the supplies of qualified English teachers due to lack of
teaching materials and teaching aids. The study revealed that in Bhola , 75% schools had less
than 5 teachers within these schools. Though, 75% of schools had more than 5 teachers in
Narayanganj.
The differences of the motivational aspects of learning English between rural and
sub-urban areas can be explained by the differences in the socio economic background of
students’ families. It is found that most of the families in Bhola are characterized by large
family size. Most people in Bhola are engaged in blue -collar jobs. Nonetheless, most of the

49
people in Narayanganj are engaged in white collar-jobs. Besides, the family sizes in
Narayanganj are smaller compared to Bhola.
These factors are mainly responsible for creating differential between instrumental and
integrative motivation. For example, the instrumental motivation for learning English is
higher in Bhola because the students are motivated to learn English for getting the job to meet
their immediate basic needs. Similarly, the integrative motivation for learning English is
higher in Narayanganj because most of their families are not suffering from the requirements
of basic needs. As a result, the students of this area want to learn English not only for getting
a job but for other purposes, and to also have their sustainable future.
Most of the students in these areas identified their English course as ‘not effective’. One
of the reasons may be the common course system. The merit and absorptive capacity of the
students are not the same across the rural and urban areas. As a result, the common course is
expected to be comparatively easy for the sub-urban students, and difficult for the rural
students. As a result, students in both areas think that the course is not effective to provide
required English knowledge to the students. This implies that there should be a regional need
based English curriculum. Students in Narayanganj can have advance English class, but in
Bhola, they cannot go into an advance English class. For example, 37% of respondent in
Bhola mentioned the English is very difficult comparing to other subjects while 31% of the
respondents in Narayanganj identified it as an easy subject.

50
It is found that the demand for modern technology is very high in both areas. But, it is
highest in the rural area. This can be explained from two grounds. First, this suggests that the
use of modern technology in the education system in Bangladesh is very rare. As a result,
students have high a demand to access modern technology for learning English. However, the
schools in the sub-urban area have relatively better access to need based cutting-edge
technology, for example, use of computer, the internet, etc. This is why; the demand for
modern technology is comparatively lower in Narayanganj.
Recommendations of the students are consistent with their identification of factors liable
for low English achievement. That students in Bhola recommended to appoint the skilled
teachers dominantly. Nonetheless, the students in Narayanganj recommended creating the
facilities for practicing English. Similarly, the requirements of the students to the government
to appoint the skilled teachers are higher in Bhola and construction of modern classrooms is
in higher demand with students in Narayanganj. These findings are also consistent with the
responses given by the students in both areas of the earlier questions.
A significant number of students in both areas revealed that their preferences for
acquiring English skills for their English teacher to change the content i.e. teachers are using
difficult content. This means the teaching method in both areas is complex.
Students in both areas dominantly want to learn English to increase their English fluency.
These suggest that there are no sufficient books, journals, and documentary evidence etc in

51
their mother language for pursuing under graduation or graduation . As a result, a result,
English becomes the most important factors when students want to pursue graduation in
Bangladesh.
A conducive environment for learning English is degraded in Bhola compared to
Narayanganj. As a result, the demand for an improved English environment is very high in
Bhola . Walberg (1984) Theory of Educational Productivity requires nine factors to increase
students’ achievement of cognitive and affective outcomes. Classroom or school environment
is one of them.
If we compare the study of English with other subjects, we find it is difficult in Bhola
while it is easy in Narayanganj. It means; the existing curriculum of English is not suitable in
both areas. This may be the probable cause of identifying the existing curriculum as less
effective by most of the respondents in both areas.
Students in Bhola are found to devote more study hours in learning English compare to
the Narayanganj. Remarkably, 12% of the students spent more than 3 hours for studying
English in Bhola, while this ratio is only 7% in Narayanganj. Despite the English achievement
in Narayanganj is still better than Bhola. This finding is also consistent with other findings.
English, achievement is determined not only by the study hours but also by other factors.
They are students’ family background, conducive environment etc which is relatively better in
Narayanganj.

52
Finding on the English books along with text book and assistance of the students
learning English also supports the other findings. It is found that a significant number of
students in Narayangannj read more than 15 English books along with their English textbook
while only 6% in Bhola . In the same way, students in Narayanganj are comparatively more
supported by their teacher and parents.
This indicates that students in Narayanganj have better access to all favorable
components of learning English.
Results also found that students in both areas are motivated to learn English for selecting
a prestigious job in the future. A significant number of respondents in both areas want to be
doctor, engineer and teacher in the future.
Finally, the participatory method of learning English can be very effective on the basis of
the students’ opinion in both areas.

53
4 .2 English Teachers’ opinions:
The author interviewed 32 English teachers from both the regions.
Figure 4.2.1 Factors for low English achievement
Factors: The English subject teachers at the secondary level of the study were asked to
identify the main factors liable for creating barriers to achieve English by the students.
Non
English
Subject
Teache
r
12%
Social
Uncon
scious
ness
19%
Lack of
Trainin
g
19%
Lack of
Qualifi
ed
Teach
er
25%
Large
Studen
t Size
25%
Non
English
Subject
Teacher
6%
Social
Unconsci
ousness
12%
Lack of
Training
19%
Lack of
Qualified
Teacher
19%
Large
Student
Size
44%

54
Teachers in Bhola were asked question to answer on factors for students’ low English
achievement. One of the English teachers (T1) in Bhola said, ‘‘There are many factors for low
English achievement, like, students are many in the class; we are not expecting it’’. T2 said,
‘‘ Most of the factors are family illiteracy and lack of efficient English subject teacher as well
as lack of proper environment’’. T3 said, ‘‘ It’s rooted cause is ignorance, families most of
them are illiterate. English subjective teachers are not sufficient’’. T4 mentioned, ‘‘Teachers
do not have enough training from home and abroad; their quality is low’’. It follows that,
teachers were asked question to get an answer on the same issue in Narayanganj. One of the
interviewees said, ‘‘The factors that are liable for students low English achievements are
namely; 1. Students are many, they are not practicing English in classroom 2. Teachers are
not active and sincere and 3. Teachers are not fond of using four skills (reading, writing,
listening and speaking)’’. T2 said, ‘‘We need good environment, qualified and trained
teachers’’. T3 told, ‘‘Students do not get favorable environment in the class room . They
ignore it as it is a foreign language. They do not feel interest in it for not having guidance and
teachers’’. T4 said, ‘‘lack of trained English subject teacher and guardian are not conscious
enough to lead their children properly’’. The identified factors can be categorized as five main
groups such as – (1) Large student size 25 % and 44 % (2) Lack of qualified teacher 25 % and
19 % (3) Lack of training 19 % and 19 % (4) Social unconsciousness 19 % and 12 % (5 ) Non
English subject teacher 12 % and 6 % in Bhola and Narayanganj respectively. The result
showed that a large student size and lack of qualified teacher was the main barrier to succeed

55
in good English.
Motivation: The motivation to learn English is summarized as instrumental and integrative
aspect. Teachers in Bhola were asked question to answer on what kind of motivation is
required for students to learn English. One of the teachers (T1) in Bhola answered, ‘‘ English
is an international language; It is called the lingua-franca. To get a lucrative and prestigious
job both in a local and global market English is a must’’. T2 said, ‘‘Students are motivated to
learn English in different ways such as; he or she is convinced that English is an international
language, and it is an essential in every spare of life both for higher education and
communication’’. T3 said, ‘‘ They should be encouraged being obsessed to learn English for
implementing a commitment to country people’’. Nonetheless, One of the teachers in
Narayanganj said, ‘‘ They should be encouraged and motivated through praise or
prize-giving’’. T2 mentioned, ‘‘Students should be motivated to be able to secure a higher
Integrati
ve
37%
Instrum
ental
63%
Integrati
ve
62%
Instrum
ental
38%
Bhola (Rural)
Narayanganj
(Sub-urban)

56
position’’. T3 said, ‘‘ They should be motivated to be a full man ’’.
The result was very consistent with the findings from the students’ responses. It was
found that 76 % of the students were motivated to learn English for instrumental aspects in
Bhola while the same was only 40 % in Narayanganj. However, the integrative aspects as a
source of motivation accounted for 24 % and 60 % in Bhola and Narayanganj respectively.
Here, it revealed that 37 % of the respondent identified motivation as an integrative factor in
Bhola while this ratio was 62 % in Narayanganj.An opposite result found in case of the
instrumental factors were 63 % of the respondent in Bhola identified the motion for learning
English by the student as an instrumental phenomenon. It was only 38 % in Narayangann.
Figure 4.2.3 Present courses
Present course: Teachers were asked to give an answer about the existing course in both of
the areas. Among them, one of the teachers in Bhola said, ‘I think present course is not
Very
Effecti
ve
25%
Effecti
ve
31%
Not
Effecti
ve
44%
Very
Effecti
ve
19%
Effecti
ve
25%
Not
Effecti
ve
56%
Bhola (Rural)
Narayanganj
(Sub-urban)

57
effective. Because, the offered courses are not taught properly and perfectly everywhere in our
country.If this is possible to change, the result might be changed’’. T2 told, ‘‘ The offered
course is supported if the system is visited by the learned visitor from the central authority’’.
T3 mentioned, ‘‘I think the offered course will meet the social demand of English learning
in prevalent society’’. Nonetheless, one of the teachers in Narayanganj said, ‘‘ The offered
courses' namely communicative approaches are sufficient to meet the social demand of
English learning. But their application is rare in grass root level’’. T2 said, ‘‘ I think it can
meet the domestic demand to some extent. But, it needs to reform to cope with the standard of
an international arena’’. T3 also said, ‘‘ I do not think the courses meet the entire demand of
English learning in prevalent society. It inspires students to memorize elaborately’’.
An exclusive interview was conducted to the English regarding the effectiveness of the
existing English curriculum in the 10th grade, categorizing by ‘not effective’, ‘effective’ and
‘very effective’. Most of the respondents in both regions identified the existing course as ‘not
effective’ (44 % and 56 % in Bhola and Narayanganj). Few teachers identified the present
syllabus as ‘effective’ which was (31 % and 25 % ) and ‘ very effective’ (25 % and 19 % ) .

58
Modern technology : Teachers hailed from Bhola were asked about the contribution of
modern technology. One of the respondents (T1) said, ‘‘ I think modern technology can
contribute much for learning English. So, it is very essential’’. T2 mentioned, ‘‘It plays a vital
role for increasing English skill, and it works many ways. So, I think, modern technology is
essential for English achievement’’. T3 mentioned, ‘‘We can implement ICT system, such as
computer, projector, internet system’’. More importantly, teachers in Narayanganj replied on
the same issue. One of them said, ‘‘ I think modern technology is very essential for English
achievement. It can help us a lot’’. T2 said, ‘‘ Modern technology is essential for English
achievement. We cannot make our movement properly without it’’. T3 thought, ‘‘we cannot
use it in our school’’. The demand for providing modern technology by the government was
almost same in both areas. The contribution of modern technology was found ‘ very essential’
by 63 % and 50 % , ‘ essential’ by 25 % and 38 % , ‘ others’ by 12 % and 12 % in
Bhola and Narayanganj .
Others
12%
Essant
ial
25%
Very
Essant
ial
63%
Others
12%
Essant
ial
38%
Very
Essant
ial
50%
Bhola (Rural)
Narayanganj
(Sub-urban)

59
Figure 4.2.5 Recommendation to increase English learning
Recommendations: Teachers from Bhola were asked about the recommendation to increase
English achievement. One of the participants (T1) said, ‘‘ they should be taught by trained
teachers; teachers should be selected through demonstration class.’’ T2 mentioned, ‘‘ All
sorts of modern facilities should be ensured for them’’. T3 depicted, ‘‘ class duration is not
sufficient to teach them all the lessons’’. T4 said, ‘‘ offered curriculum must be changed
because there are some short-coming in this course’’. T5 depicted, ‘‘ Conversational English
must be included in examination, and private tutoring must be stopped’’. However, one of
the teachers from Narayanganj said, ‘‘ English is a skilled-based subject. To increase the
English skill of secondary-level, students should try to develop their skills gradually’’. T2 said,
‘‘ My recommendations are 1.The training which the teachers are receiving from the TQI and
Intruduce
Speak in
Exam
12%
Stop
Private
Tutoring
12%
Change
the
Curriculu
m
19%Use
Modern
Tech
19%
Enhance
Class
Duration
19%
Skilled
Teacher
19%
Intruduc
e Speak
in Exam
12%
Use
Modern
Tech
12%
Skilled
Teacher
13%
Enhance
Class
Duration
19%
Stop
private
tutoring
19%
Change
the
curricula
m
25%
Bhola (Rural)
Narayanganj
(Sub-urban)

60
other courses should be implemented strictly and immediately 2. Government should engage
more English teachers in teaching English.’’ T3 told, ‘‘We expect technological support from
the government’’ T4 said, ‘‘ Courses should be reshaped. Proper concentration should be
given on achieving 4 skills. Courses should be selected considering their practical use’’. T5
said, ‘‘Class tenure is limited, should be enhanced and after school or pre school tutoring
should be abolished’’. With a view to enhance the quality of English skill , in the secondary
level, the respondents’ recommendations varied substantially across the regions. The result
showed that 19 % of the respondents in Bhola recommended ‘skilled teachers, 19 % , on
‘ enhance class duration’ 19 % on ‘ use of modern technology 19 % on ‘change the
curriculum’ 12 % ‘ To stop private tutoring’ and the rest of 12 % ‘ to introduce spoken English
in an exam on the above-mentioned issues. Nonetheless, the result showed a different scenario
in Narayanganj where most of the respondents recommended the necessity of ‘the change of
existing curriculum’ as an influential factor ( 25 % ) to increase English skill. ‘ Enhance class
duration’ ,‘ Stop private tutoring’, Skilled teacher’ ‘ Use modern technology’ and Introduce
spoken English in examination’ were recommended by 19%, 19 % , 13 % , 12 % and 12 % of
respondents respectively. Thus, the most influential factors to enhance the skill of English
were ‘skilled teacher’, ‘ enhance class duration’ , ‘Use modern technology’ and ‘ Change the
curriculum’ rural and ‘ Change the curriculum’ in Narayanganj.
4.2.6 Government assistance

61
Government assistance: English teachers in both areas were asked to reply about different
kinds of assistance from the government. Teachers in Bhola were asked to reply to the
questions. One of the teachers (T1) from Bhola said, ‘‘ Fair appointment of skilled English
teacher, and making arrangement of effective training for them’’. T2 mentioned, ‘‘ Concerned
authority of government should keep an eye about an overall matter, should reduce student
size especially’’ . T3 said, ‘‘ We need to improve students’English achievement. So, we need
government assistance namely 1. Every secondary school should be equipped with modern
facilities and provide modern technology for teaching English. 2. An English language lab
should be set up in secondary school’’. T4 said, ‘‘ Teacher's social status is very low, should
be enhanced’’. T5 said, ‘‘ Teacher's salary is very low should be increased immediately ’’. Yet,
teachers from Narayanganj were asked the same question, and one of the interviewees (T1)
Provide
Modern
Technol
ogy
12%
Teache
rs'
Social
Status
19%
Lack 0f
Handso
me
Salary
19%
Skilled
Teache
r
25%
Reduce
Student
Size
25%
Provide
Modern
Technol
ogy
12%
Skilled
Teache
r
13%
Reduce
Student
Size
19%
Lack of
handso
me
salary
25%
Teache
rs'
social
status
31%
Bhola (Rural)
Narayanganj
(Sub-urban)

62
said, ‘‘teachers need foreign training to be skilled and to change their mental condition and
supplying teaching materials." T2 said, ‘‘ Government should provide modern technology to
improve students English achievement’’. T3 mentioned, ‘‘ Government could take an
appropriate step to reduce the students size especially in the secondary level’’. T4 told,
‘‘ Teachers cannot keep maintaining their family by the salary they get from the
government; it should be modified’’. T5 said, ‘‘ Teachers’social statuses are very low, need to
be provided based on present position of the other service’’. Government assistance is needed
to improve English skills were divided into five broad categories, which were (1) Reduce
students size (2) Provide modern technology (3) To enhance teacher's social status (4)
Lack of handsome salary (5) Skilled teachers. The study result revealed that the most
important areas for government assistance were to reduce student size and provide skilled
teachers in Bhola which was supported by 25 % each. Nevertheless, the most important area
for government intervention or assistance in Narayanganj is to raise the teacher's social status
(supported by 31 % ) . Only 19 % in Bhola also agreed. The demand for higher salary was
observed mostly in Narayanganj where 25 % of the respondents recommended to enhance
their higher salary. This ratio was only 19 % in Bhola. The requirement for the skilled
teachers was observed very high in Bhola compared to Narayanganj. This ratio was 25 % in
Bhola and 13 % in Narayanganj.

63
Figure 4.2.7 Required skill for English teacher
Skills for English teacher: English teachers were asked about the required skills to
increase students’ English achievement in both areas. One of the teachers in Bhola said,
‘‘ Good command in English language, subject based training and well behavior is needed for
an English teacher’’. T2 told, ‘‘ A teacher must be strategic so that he/she can make English
class amazing and interesting to the students’’. T3 mentioned, ‘‘ An English teacher should be
mastered in his subject. He should be very clever and have the ability to understand his
pupil’’. T4 said, ‘‘ Teacher should possess technological knowledge’’. Teachers from
Narayanganj also asked the same question. One of them said, ‘‘ The first and foremost thing is
to be positive. The English teachers should have the four skills. The skill of making lessons
content students friendly entailing well -behaved’’. T2 mentioned, ‘‘ teaching is a noble
Dependi
ng on
Technol
ogy
6%
Mastere
d on
Four
Skill
13%
To
change
the
content
25%
Proper
Knowle
dge
25%
Friendly
Attitude
31%
Depend
ing on
Technol
ogy
6%
To
change
the
content
19%
Proper
Knowle
dge
19%
Master
ed on
four
skills
25%
Friendl
y
Attitud
e
31%
Bhola (Rural)
Narayanganj
(Sub-urban)

64
profession. So dedicated teachers will have the skills of motivating students, understanding
the problems of the students, giving the assistance in solving the problems. As we have very
few opportunities in our country, we should work considering the limit ’’. T3 said,
‘‘ Proficiency, sound professional training in home and abroad is a vital thing for teacher’’.T4
said, ‘‘Skills of motivating, detecting the problems of the students and giving them solutions. ’’
. The effectiveness of appropriate skills required for the English teachers was examined by
dividing the skills into five broad categories, which were (1) Friendly attitude (2) Proper
knowledge of the teachers (3) To change the content (4) Mastered on four skill and (5)
teaching by technology. It was found that the skill of teachers ‘ Friendly attitude’, ‘Change
of content’ and the ‘Proper knowledge’ of the teachers mastered on the four skills were the
most significant factors in Bhola which gained the support of the teachers by 31 % , 25 % ,
25 % and 13 % in Bhola. However, ‘ Friendly attitude’ , ‘ Mastered on four skill’ , ‘ Proper
knowledge’ and ‘To change the content’ supported by 31 % , 25 % , 19 % and 19% in
Naraynganj .
Other attributes on skills of a English teachers was not remarkably important but the
‘Teaching by technology’ supported by 6 % of the respondents of each area. Thus, it implies
that English teachers should emphasize more on mastering ‘the friendly attitude’ than
depending on technology.
Importance of English : Teachers were asked in both areas about the importance’s of
English among all subjects. One of the respondents from Bhola said, ‘‘English is important

65
for learning another subject''. T2 said, ‘‘ All most all the books in higher education are
written in English. So, if one has minimum knowledge in English, he may get the advantage
from it when he goes for study’’. T3 mentioned, ‘‘ As English is an international language, so
it is very essential for all to bring out the theme among the world’s people’’. T4 said, ‘‘ To
access the internet it is a vital across the country and beyond the country’’. T5 said, ‘‘ It helps
to read many English books’’.
Figure 4.2.8 Importance of English skill among all subject
More importantly, teachers were asked on the same issue in Narayanganj . One of the teachers
(T1) said, ‘‘ English is important to all as it is the global language’’. T2 said, ‘‘ As an
international language, it bears a great importance to understand the content of all other
subjects ’’. T3 said, ‘‘ I can experience the references in various foreign books, enjoy the topic
0
1
2
3
4
5
6
6%
13%
19%
25%
37%
0
1
2
3
4
5
6
7
8
6%
12% 12%
19%
51%
Bhola (Rural)
Narayanganj
(Sub-urban)

66
on web, movies and English stories and get help from network. And also I can solve many
mathematical and scientific problems and equations’’. T4 said, ‘‘ As English is an
international language, there is no way to avoid it. Higher degrees in any subject are not
possible without it. For example, a student of social science must know English to search for
information on Google, search engine, concerning his subject’’. T5 said, ‘‘ It helps us to
improve our lexical resource’’. The importance of English among all subjects was assessed by
the teachers based on the usefulness of English for different purposes, which were broadly
divided into five categories such as (1) Higher education (2) International language (3)
Related to other subject (4) Need to access the internet and (5) others. It was found that
there was a substantial variation in assessing the importance of English within different
kinds of needs regarding Bhola ( 38 % - 6 % ) and in Narayanganj ( 50 %- 6 %). However,
there was a common tendency of giving higher weight on ‘higher education’ in both areas
( 38 % in Bhola and 50 % in Narayanganj) followed by international language ( 25 % in
Bhola and 18 % in Narayanganj ).
4.2.9 English education environment
less
Contribu
tion
12%
Medium
Contribu
tion
38%
High
Contribu
tion
50%
less
Contrib
ution
12%
High
Contrib
ution
38%
Medium
Contrib
ution
50%

67
Environment : Environmental aspect as mentioned earlier play an important role in fueling
English . Teachers were asked in both areas to answer about the contribution of environment
to fuel students’ learning. One of the teachers (T1) from Bhola mentioned, ‘‘ Yes, environment
has absolute contribution fueling English''. T2 said, ‘‘ Learning completely depends on
environment ’’. T3 said, ‘‘ To learn English, family environment is useful. We know that well
began half done.’’. It is clear that, teachers from Narayanganj were asked the same inquiry.
One of the teachers said, ‘‘ Environment contributes a lot fueling English because without
making environment of English-speaking and using zone none can be well versed in English’’.
T2 said, ‘‘Environment is probably important factor, for English learning’’. T3 said,
‘‘ Environment plays a role to speed up English skill’’. Unlike the finding found in student
interview section, the study revealed a mixed result from the teachers' respondents which
where 50 % of the respondents from Bhola identified the friendly environment as a highly
contributing were the same ratios in Narayanganj identified the environment as a ‘ medium
contributing factor’. Equal proportion 12 % of the respondent identified the environmental
aspect as a less contributing factor for fueling English. The result also revealed that the
contribution of the environmental factor perceived as high by the 38 % of the respondents in
Narayanganj. The same ration of the respondent identified environment as a medium
Bhola (Rural)
Narayanganj
(Sub-urban)

68
contribution in Bhola.
Teaching plan : The English teachers in the study area were asked about teaching plans as an
English teacher. One of the teachers (T1) from Bhola said, ‘‘ My plan is to improve my own
English at first, then I will make a lesson plan for all my English class, and lastly; I will
practice English everywhere.’’
Figure 4.2.10 Teaching plan
T2 said, ‘‘I always do my activities as per plan. I always try to make my classes
enjoyable. I have a plan to teach the students in the fullest sense’’. T3 said, ‘‘ As an English
teacher, I shall teach my students with sound mind. So that the students may realize the topic’’.
T4 said, I would like to learn more vocabulary; I give them tips to write freely, and sometimes
I ask the questions and answer it accordingly.’’. However, teachers from Narayanganj were
Increasing
vocabulary
To practice
free writing
on a topic
Practice
English
everywhere
To make
classes
enjoyable
To ask and
answering
questions
12% 12%
19%
26%
31%
Increasing
vocabulary
To practice
free writing
on a topic
To make
classes
enjoyable
Practice
English
everywhere
To ask and
answering
questions
14%
18% 18%
25% 25%
Bhola (Rural)
Narayanganj
(Sub-urban)

69
asked the same question and one of them said, ‘‘ I would like to apply the modern method of
teaching. I study more and prepare before conducting any class’’. T2 mentioned, ‘‘ At first, I
study the related lessons according to a lesson plan, then I prepare lesson notes, arrange
teaching aids, and conduct the class accordingly’’. T3 said, ‘‘ To develop all the four skills,
I follow some effective measures, like, asked them question, teach them vocabulary, learn
them how to write free hand writing and communicate with them in English’’. T4 said , ‘‘ My
target is to remove fearless of English from the mind of the students. Secondly, to develop the
capacity of listing and speaking among the students. Finally, I want to fulfill the aims and
objectives of the courses’’. The teaching plan can be categorized as five main groups such as –
(1) To ask and answering question 31 % and 25 % (2) To make classes enjoyable 25 % and
19 % (3) Practice English everywhere 19 % and 25 % (4) To practice free writing 12.5 %
and 19 % (5 ) Increasing vocabulary 12.5 % and 12 % in Bhola and Narayanganj respectively.
The result showed that to ask and answering question was the main teaching plan in both
areas.
Figure 4.2.11 Teachers’ strategy

70
Strategy: Teachers were asked about their strategy on pupils to improve their English
skill in both regions. From Bhola, one of the teachers (T1) said, ‘‘ At first I suggest them to
get by heart rules of grammar with vocabulary, preposition, group verb, phrase and idioms.
Then I suggest them to practice and write freely anything’’. T2 said, ‘‘ I would like to take an
exam every week for class ten. I also divide the students into two groups. One group captain
asks questions to another group and deliver the answer accordingly’’. T3 said, ‘‘ We should
follow a communicative method, because the method involves both the teacher and the
students’’. Nonetheless, teachers from Narayanganj were asked the same question. One of the
teachers said, ‘‘To improve English skill, I arrange debate and discussion of different topics’’.
T2 mentioned, ‘‘ I am providing unseen topics for developing writing skil,arranging debate
and presentation for developing speaking skill, practicing on seen comprehension for
Group
work
19%
Commu
nicative
method
25%
Practic
e
56%
Group
work
25%
Comm
unicati
ve
metho
d
37%
Practic
e
38%
Bhola (Rural)
Narayanganj
(Sub-urban)

71
developing reading skill’’. T3 told, ‘‘By establishing an environment, I help them to increase
their interaction in English’’ An exclusive interview was conducted to the respondents
regarding the strategies to improve students’ English skills in the 10th grade categorizing by
‘Practice ’, ‘Communicative method’ and ‘Group work ’. Most of the respondents in both
regions depicted ‘Practice’ (56 % and 38 % in Bhola and Narayanganj).Only a few teachers
mentioned ‘Communicative method’ which was (25 % and 37 % ) and ‘ Group work ’ (19 %
and 25 % ) .
Class room leadership: Class room leadership roles to improve students’ English skills
divided into five broad categories, which were (1) Conducive environment (2) Problem
solving (3) Encouragement (4) Proper leading (5) Group work. The study result
revealed that the most important area for classroom leadership was to ensure a ‘conducive
environment’ which were 37.5 % for Bhola and 31.25 % for Narayanganj. Problem solving,
encouragement and proper leading were supported by 25 % , 19 % , 12.5 % in Bhola .
Group work was only supported by 6 % of respondents in Bhola .
Figure 4.2.12 Classroom leadership

72
However, ‘Problem solving’, ‘ Proper leading’ and ‘ Group work’ were recognized by
18.75 % in Narayanganj. It was only 12.5 % which was supported by teachers in
Narayanganj ‘Encouragement’‘.
Figure 4.2.13 Assistance from principal
7%
12%
19%
25%
37%
12%
19% 19% 19%
31%
Super
vision
12%
Arrang
e
weekly
debate
13%
Teachi
ng
aids &
facilitie
s
19%
Imparti
al
attitud
e
25%
Encou
ragem
ent
31%
Superv
ision
6%
Arrang
e
weekly
debate
13%
Encour
ageme
nt
25%
Imparti
al
attitud
e
25%
Teachi
ng aids
and
facilitie
s
31%
Bhola (Rural)
Narayanganj
(Sub-urban)

73
Assistance from principal :Teachers in Bhola were asked about different kinds of
assistance from the school principal to improve their teaching skills. One of the respondents
said, ‘‘ School principal can encourage the teachers and students to fuel English in this
school’’. T2 said, ‘‘ We expect impartial attitude from our principal ''. T3 mentioned, ‘‘I need
some assistance from principal to improve students’ English skill’’. T4 said, ‘‘ Head teacher
can help me through supervision the classroom . Principal can arrange the debate weekly in
the school’’. It follows that teachers were asked on the same issue to depict their answer. One
of the participants hailed from Narayanganj said to author, ‘‘ We need some assistance from
principal; teaching aid and other facilities. Also, impartial attitude’’. T2 mentioned,
‘‘Incentive, encouragement from our head of the institution to increase students and teachers
English skill ’’. T3 said, ‘‘ Head teacher should arrange English debate for the students in
school,’’. T4 told, ‘‘ Principal could supervise the pupils and teachers during lesson and
beyond’’.
The responses to the question of assistance provided by the School Principal to improve
students English achievement has been categories into 5 broad groups such as encouragement,
supervision, arranging a debate, teaching aid facilities and impartial attitude. The result
showed that 31% of the respondents in Bhola felt ‘encouragement’ to be the main assistance
Bhola (Rural)
Narayanganj
(Sub-urban)

74
while the result shared 25 % in Narayanganj. The respondents from Narayanganj area
identified ‘ teaching aid and facilities to be the principal type of assistance supported by the
31 % of the respondents while only 19 % in Bhola. Other categories of assistance such as
supervision, and English debates is not strongly significant in both areas 12 % and 13 % in
Bhola and 6 % and 13 % in Narayanganj respectively. The result also showed an interesting
finding, that the equal level of respondents ( 25 % ) in both areas expect impartial attitude
from the School Principal which is very significant.
Figure 4.2.14 English language club
English language club : An exclusive interview was conducted at the respondents
regarding the effectiveness of the English club in the 10th grade, categorizing by ‘Enhance
listening, speaking power’ Authentic pronunciation ’, and ‘Better performance ’ . Most of
the respondents in both areas identified the role of an English club as a tool of increasing
Better
perfor
mance
19%
Authen
tic
pronun
ciation
31%
Listeni
ng,
speaki
ng
power
50%
Authen
tifc
pronun
ciation
25%
Better
perfor
mance
37%
Listeni
ng,
speaki
ng
power
38%
Bhola (Rural)
Narayanganj
(Sub-urban)

75
‘Listening and speaking power ’ (50 % and 38 % in Bhola and Narayanganj). Few teachers
endorsed ‘Authentic pronunciation’ which was (31 % and 25 % ) and a means of ‘ Better
performance’ (19 % and 37 % ) in Bhola and Narayanganj.
Pair work: Students working in pairs were found ‘ Better and effective’ 50 % and 38 % ,
‘Inspiration’ 25 % and 12 % , ‘ Problem solving ’ 25 % and 50 % in Bhola and Narayanganj
through an interview with teachers.
Figure 4.2.15 Pair work
Table 4.2.21 Comparison (English teachers’ opinion)
Proble
m
Solvin
g
25%
Inspira
tion
25%
Better
&
Effecti
ve
50%
Inspirat
ion
12%
Better
&
Effectiv
e
38%
Proble
m
solving
50%
Bhola (Rural)
Narayanganj
(Sub-urban)

76
Factors Large student size And lack
of qualified teacher 25 %
and 25 %
Large student size
And lack of qualified
teacher 44 % and 19 %
Integrative (37%)
Instrumental (38%)
Integrative ( 62 %)
Course Not effective 44 %, Effective
31% and Very effective 25%
Not effective 56 %,Effective
25% and Very effective 19%
Modern technology Very essential 63 %
Essential 25%
Very essential 50 %
Essential 38%
Recommendations Change curriculum 19 %
Enhance class duration 19%,
Skilled teacher 19%
Use modern technology 19%
Curriculum change 25 %
Enhance class duration 19%
Stop private tutoring 19%
Govt. assistance Skilled teacher 25%
Reduce student size 25%
Teachers ‘Social status31 %
Increase salary 25%
Required english skill Friendly attitude 31 %
Proper knowledge 25%
To teach easy way 25%
Friendly attitude 31 %

77
Expert of four skills 25%
International language 25%
Higher study 50%
Environmental contribution High 50 %
Medium 38% and Less 12%
High 38%
Medium 50 %and less 12%
Teaching plan To ask and answering
question 31%, To make
classes enjoyable 25%
To ask and answering
question 25%, Practice
English everywhere 25%,To
make classes enjoyable 19%
Strategy Practice
56 %,Communicative method
25%,Group work 19%
Practice 38 %
Communicative method
37%,Group work 25%
Class room leadership Conducive
environment38%,Problem
solving 25%,Encouragement
19%
Conducive environment
31%,Problem solving 19%
Assistance from Principal Encouragement 31 %
Impartial attitude 25% and
Teaching aids and facilities
Teaching aids and facilities
31 %, Impartial attitude 25%
Encouragement 25%

78
19%
English language club Fueling listening and
speaking 50 %,Authentic
pronunciation 31%
Fueling listening and
speaking 38 %,Better
performance 37%
Working in pairs Better and effective
50 %,Inspiration 25%,
Problem solving 25%
Problem solving 50 %
Better and effective 38%
Inspiration 12%
Wrap-up:
According to English teachers’ opinion, a large student size is a dominant problem in
Narayanganj, while lack of qualified English teachers is the main problem in Bhola. This
finding is consistent with the student opinion as most of the students in the urban area
mentioned that lack of practice was their main problem for learning English due to large
classroom size. Conversely, the students in Bhola mentioned that their main problem for
learning English was the lack of English teachers.
The opinion of the teachers regarding the motivational aspect of learning English is
nearly similar to the opinion of students. That is the students from Bhola should be motivated
by the instrumental factor while the students from Narayanganj should be motivated by an
integrative factor.
According to the English teachers’ opinion, the offered course is not effective to meet the

79
social demand irrespective of the areas. This opinion also supports the students’ view
regarding this issue.
The use of modern technology as an effective tool to learning English is also supported
by the teachers’ like the students in both areas. This implies that the use of modern technology
for fueling English skill is indeed as an essential factor in both areas.
To add to English achievement for the secondary-level students, the recommendations
of teachers substantially differ from the recommendation of the students. Unlike the students'
opinion, the teachers in both areas mostly recommended changing the curriculum for
increasing English skill, while the main proposal of the students in Bhola was to appoint more
skilled teachers and the suggestion of the students in Narayanganj was to improve the
environment of practicing four English skills, reading and writing in particular .
The English teachers in Bhola recommended to appoint skilled teachers and reduce
classroom to the government while the request from English teachers in Narayanganj was to
increase the social status , and to increase their salary. This suggest that the English teachers
in Narayanganj are relatively more efficient. Thus, they are very sensitive to their social status
and salary. So, there should be a differentiation in determining salaries based on location. For
example, teachers in Narayanganj should have some additional financial incentive to meet
their relatively higher living cost.
Teachers’ in both areas thought that a friendly attitude from teachers is a very effective

80
for learning English while the students in both areas requested to have less challenging
content to achieve English skill. This opinion implies that the students in both areas were
sufferings from a friendly attitude with their teacher. Proper in–service training, long term
fundamental training at home and abroad and motivation can make a positive change in the
teachers' attitude.
The teachers’ opinion regarding the importance of learning English is also consistent
with the opinion of the students. This implies that the students in Bangladesh mainly give
priority of English for pursuing graduation and /or graduation.
Like the students' opinion, the conducive environment can contribute highly for learning
English in both areas as per the teachers’ opinion. So, learning English in a friendly
environment is very essential for achieving higher leads of English in both areas.
The interview results for English teachers revealed some similarities and dissimilarities
in the role of their teachings. It was found that the teachers in Bhloa tended to say their
teaching plan encompassing asking and answering questions, mostly.
Teachers in Bhola also depended on the strategy of practice for improving the instruction
of English in the 10th grade. They wanted to ensure a conducive environment as a leader of
the English class and required encouragement as a form of assistance from the principal.
Moreover, they thought that the English club can contribute to learning English by providing
the facilities with listing and speaking. Finally, they evaluated students working in pairs as

81
very effective. By contrast, the teachers in Narayanganj wanted to set their curriculum based
teaching plan based on asking and answering questions and practicing English everywhere.
They used this strategy of practicing English for increasing the English proficiency in the 10th
grade. Like the teachers in Bhola the teachers in Narayanganj also wanted to establish a
conducive environment as a class leader, and they demanded teaching aids and facilities and
an impartial attitude from the principal as a form of assistance. The teachers’ also thought that
the role of the English club for fueling English could be very effective for providing listening
and speaking facilities to the students. This club could also help the students to have better
performance in their academic English. Finally, working in pairs could be meaningful for
problem solving; braining storming, sharing ideas and peach building. It is indeed better and
effective.
4.3 School principals’ opinions

82
Factors: The School principals at the secondary level were asked to identify the main
factors responsible for creating barriers for learning English. One of the school principals
( P1) from Bhola said, ‘‘ There are many factors for low english achievement. One of the main
factors is lack of skilled teachers ’’. P2 said, ‘‘Students are not practicing English in the class
room and beyond the class, also environment is not supporting them fully ’’. Getting beyond
the obvious, one of the principals from Narayanganj said, ‘‘Many factors are liable for low
english achievement. Such as non-trained teachers, not having english friendly environment,
lack of modern teaching and technology’’.P2 mentioned, ‘‘ Lack of proper environment and
practice is liable for students’ low english ability’’ The identified factors which were
supported by school principals can be categorized as three main groups such as – (1) Lack of
English teacher 50 % and 25 % (2) Lack of conducive environment 25 % and 25 % (3) Lack
of practice 25 % and 50 % in Bhola and Narayanganj . The result showed that lack of English
Lack of
practic
e
25%
Lack of
Condu
sive
Envt
25%
Lack of
English
teache
r
50%
Lack of
Condu
sive
Envt
25%
Lack of
English
teacher
25%
Lack of
practic
e
50%
Bhola (Rural)
Narayanganj
(Sub-urban)

83
teachers in Bhola, and lack of practice in Narayanganj was the main barrier to succeed in
English.
Motivation: School principals in both regions were asked to answer question about
motivation of students to learn english. Among them, one of the school principals from Bhola
said, ‘‘ They should learn english to serve the society . They are the future of the nation’’.P2
said, ‘‘They should get a better job to support their family and relatives’’. Is spite of all this,
one of the principals from Narayanganj said, ‘‘English is an international language. It will be
the only language in tertiary level education. It has priority in having a job and running it
well’’.P2 said, ‘‘To build up their sustained future, it is essential to learn and to
communicate the world. ’’. The motivation to learn English are summarized as instrumental
and integrative aspects. The result showed that 75 % of the students were motivated to learn
Instru
mental
75%
Integr
ative
25%
Instru
menta
l
25%
Integr
ative
75%
Bhola (Rural)
Narayanganj
(Sub-urban)

84
English for instrumental aspects in Bhola while only 25 % in Narayanganj. Nevertheless, the
integrative aspects as a source of motivation accounted for 25 % and 75 % in Bhola and
Narayanganj .
Figure 4.3.3 Present course
Present course : Head teachers were asked about the effectiveness of the existing
course . One of the interviewees from Bhola said, ‘‘ I think the offered course is not effective ,
should be enriched’’. P2 mentioned, ‘‘ I think, the courses do not play an important role to
teach English. Students have to depend on teachers’’. P3 depicted, ‘‘ The offered course can
meet the social demand in the existing society, ’’. Nonetheless, one of the head teachers from
Narayanganj said, ‘‘ It is ok, but more attention should be needed both in listening and
speaking skills’’. P2 described, ‘‘ I think, there are so many lacking of English curriculum to
Effecti
ve
25%
Verry
Effecti
ve
25%
Not
Effecti
ve
50%
Effecti
ve
25%
Verry
Effecti
ve
25%
Not
Effecti
ve
50%
Bhola (Rural)
Narayanganj
(Sub-urban)

85
fulfill the social demand and learning English’’. P3 said, ‘‘ It should be enriched. P4 said , ‘‘ I
think , the offered course is appropriate to meet the social demand ofEnglish learning in
prevalent society’’. An exclusive interview was conducted to the respondents regarding the
effectiveness of the existing English curriculum in the 10th grade categorizing by ‘not
effective’, ‘effective’ and ‘very effective’. Half of the respondents ( 50 % ) in both regions
identified the existing course as ‘not effective’ . One -fourth of the principals in the each area
identified the present syllabus as ‘very effective’ which was 25 % and rest of the
respondents depicted as‘ effective’ which was 25 % every zone .
Modern technology : School principals in both areas were asked about the
contribution of modern technology for English achievement. From Bhola, one of the
Essen
tial
25%
Verry
Essen
tial
75%
Verry
Essen
tial
25%
Essen
tial
75%
Bhola (Rural)
Narayanganj
(Sub-urban)

86
participants said, ‘‘ I think, the contribution of modern technology for English achievement is
good. But circumstances are not favorable’’. P2 asserted, ‘‘ I think, modern technology can
play a vital role in developing English learning’’. P3 explained, ‘‘Technology is one of the
greatest wonder of our modern life . We can achieve English knowledge thoroughly from
home and abroad at a low cost by technology. As an example, I can buy English learning
program of BBC named Khola Jalana’’. However, school principals were asked the same
question in Narayanganj. One of the school principals from Narayanganj said, I think, modern
technology can help the students to understand any topic easily and help the students to
achieve the language’’.P2 mentioned, ‘‘ I believe, the contribution of modern technology for
enhancing English achievement is very essential. Without ICT there is no way for English
achievement ’’.P3 advocated, ‘‘I think, modern technology is very much essential’’. P4
described, ‘‘ The contribution of modern technology has no alternative’’. The contribution of
modern technology was found ‘very essential’ which was supported by 75 % and 25 % ,
‘essential’ 25% and 75 % , in Bhola and Narayanganj .
Figure 4.3.5 Recommendation to increase English learning

87
Recommendation: Head teachers were asked about the recommendation to increase
the English achievement of the secondary students in both jurisdictions. One of the
interviewees from Bhola said, ‘‘Listening, reading, speaking and writing should be practiced
more and more’’. P2 described, ‘‘ The education sector of our country is low esteemed. The
pay scale for the teachers’ is miserable. For this region, brilliant student does not come to this
sector and the students are being deprived from this service’’. P3 assumed, ‘‘At first,
meritorious students should be engaged in schools. Appointment system should be strict to get
skilled teacher’’. Conversely, one of the school principals from Narayanganj assumed,
‘‘Creating positive environment in the class room, speaking practicing of English in the class
room and using the latest teaching aids will help the students to achieve English’’. P2
believed, ‘‘ To increase English learning of secondary level, we should emphasis on the four
basic skills of the languages’’.P3 depicted, ‘‘Government should appoint expert and
Skilled
Teach
er
75%
Practic
e
25%
Skilled
Teach
er
25%
Practic
e
75%
Bhola (Rural)
Narayanganj
(Sub-urban)

88
meritorious teacher, to arrange regular training , to provide teaching aid and environment for
the students’ English achievement’’ . P4 mentioned, ‘‘The recommendation for the English
learning of secondary level students are given below: 1.Grammar based learning 2. To
increase the vocabulary of the students .3. Phonetics 4. To give an environment to learn
English and 5. To open a language club every secondary school’’.With a view to increase
English achievement, in the secondary level, the respondents’ recommendations varied
substantially across the regions. The result showed that 75 % of the respondents in Bhola
recommended ‘skilled teachers’, 25 % , on ‘ practice’ . It followed that , the result showed a
different scenario in Narayanganj where most of the respondents recommended the necessity
of ‘practice’ as an influential factors (75%) and skilled teacher only 25% for increasing
English skill. Thus the most influential factor for increasing the skill of English was
‘practice’ in Narayanganj and ‘ skilled teacher’ in Bhola.
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Modern
Classroom
Size of
Class
Appoint
Skilled
Teacher
25% 25%
50%
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
Modern
Classroom
Appoint
Skilled
Teacher
Size of
Class
25% 25%
50%

89
Government assistance: School principals were asked question about the government
assistance to improve students’ English achievement in both regions. One of the respondents
(P1) from Bhola asserted, ‘‘Government should give necessary equipment and teachers
training should be arranged’’.P2 said , ‘‘ To improve students’ English achievement, skilled
subjective teacher must be appointed’’.P3 mentioned, ‘‘Government should appoint learned
teachers to improve students’ English achievement and class size is to be reduced’’. Head
teachers were asked on the same issue and one of the respondents from Narayanganj said ,
‘‘ It is essential to Provide computers, internet access, IT facilities and training at home and
abroad’’.P2 said, ‘‘ Modern facilities, environmental support, small classroom, more training
facilities, more skilled teachers and technological support are needed by the government’’. P3
said, ‘‘I think government should take initiative; 1. To develop the ICT sector 2. To Train up
the English teachers.’ The areas of the government assistance needed to improve the English
skill were divided into three categories which were (1) To appoint skilled teachers (2) To
reduce the class size and (5) To provide modern classroom. The study result revealed that the
most important areas for government assistance were to ‘appoint skilled teachers’ and to
ensure ‘moderate class size’ in Bhola and in Narayanganj which were supported by 50% of
the School principal in both areas. Also, ‘modern class room’ was reinforced by 25 % of Head
Bhola (Rural)
Narayanganj
(Sub-urban)

90
teachers in both regions. ‘The size of class’ was supported by 25 % of respondents in Bhola ,
the same number of respondents in Narayanganj recognized on ‘ appoint skilled teacher.
Figure 4.3.7 Skills for English teacher
Skill for English teacher: School principals were asked question about the required
English skill to increase students’ English achievement. One of the participants (P1) from
Bhola said , ‘‘Teachers have to acquire latest knowledge and they have to know how to teach
English effectively’’. P2 mentioned, ‘‘Students friendly English skill for the English teacher is
essential ’’. P3 said , ‘‘ An English teacher must have to acquire technique about English
teaching, proper pronunciation is also important ’’. P4 asserted, ‘‘Teacher should have
capacity to teach smoothly with friendly attitude during the class and beyond’’. By contrast,
school principals from Narayanganj were asked the same question. One of the participants
Proper
knowle
dge
25%
Friendl
y
Attitude
25%
To
change
the
content
50%
Proper
knowle
dge
25%
To
change
the
content
25%
Friendl
y
Attitude
50%
Bhola (Rural)
Narayanganj
(Sub-urban)

91
from Narayanganj said, ‘‘The teachers should have the good command over the 4 basic skills.’’
P2 said , ‘‘ 1. Teachers need to visualize in both language and linguistic 2.Teachers must be
experienced in teaching with modern ideas 3. Teachers will be under continuous monitoring
and training’’. P3 asserted, ‘‘Four skills in english learning, listening, speaking, reading and
writing are important to be achieved by the teachers. I think, as an English teacher one should
possess these skills’’. P4 stressed on friendly attitude and to make easy content. The
effectiveness of appropriate skills required for the English-teachers was examined by dividing
into three broad categories which were (1) To make easy content (2) Friendly attitude ( 3)
Proper knowledge of the teachers . It was found that the skill of teachers to ‘make the content
easy’ and the ‘friendly attitude’ of the teachers were the most significant factors which were
supported by 50 % of the school principals in both areas. 25 % in both areas was supported
‘proper knowledge’ of the teachers.
Other attributes of the skill of the English teachers were not remarkably important but
the ‘friendly attitude’ in Bhola which was supported by 25 % of the respondents and in
Narayanganj ‘to make easy content’.
Figure 4.3.8 Importance of English skill among all subjects

92
Importance of English: School principals were interviewed by the author in both areas
on the importance of English skill among all subjects. From Bhola, one of the participants
(P1) said, ‘‘ English is very important to take future step for education and to access
internet’’. P2 said , ‘‘ English is an international language and we are the member of a global
village’’. Most importantly, one of the interviewees from Narayanganj said, ‘‘there is so much
importance of English skill among all subjects, because English is the international language.
In graduate level, almost all books are written in English. So, we have to know English for
our betterment’’.P2 said, ‘‘It makes graduation easier and make international communication
easier through using internet’’. P3 said, ‘‘the importances are many. They can strengthen the
mental power of the learners to understand or master the other subjects and also help them to
share the international issues’’. P4 mentioned, ‘‘English skill is essential to build up the future
Interna
tional
langua
ge
25%
To
Acces
s
interne
t
25%
Higher
Study
50%
Interna
tional
langua
ge
25%
To
Acces
s
interne
t
25%
Higher
Study
50%
Bhola (Rural) Narayanganj
(Sub-urban)

93
career among all the students’’. The importance of English among all subjects was assessed
by the principals on the basis of the usefulness of English language for different purposes
which were broadly divided into three categories such as (1) To complete graduation (2) To
access internet and (3) International language. It was found that there was a common tendency
in assessing the importance of English within the different kinds of needs in Bhola as
compared to Narayanganj, having given higher weight on ‘higher education’ in both areas
(50 % in Bhola and in Narayanganj). ‘To access internet’ and ‘international language’
supported by the same number of respondents (25 % of each area ) .
Figure 4.3.9 English education environment
Environment: Environmental aspects can play an important role to increase
English achievement. School principals were asked question about the contribution of English
friendly environment to increase English achievement in both areas. One of the participants
25% 25%
50%
0
0.5
1
1.5
2
2.5
Less
Contribution
Medium
Contribution
High
Contribution
25% 25%
50%
0
0.5
1
1.5
2
2.5
Less
Contribution
High
Contribution
Medium
Contribution
Bhola (Rural)
Narayanganj
(Suburban)

94
(P1) from Bhola said, ‘‘English achievement completely depends on environment’’. P2
mentioned, ‘‘To learn english , environment is needed. If we can start English learning
smoothly from our childhood in the family environment, it can be a great foundation for our
future learning’’. P3 said , ‘‘Environment plays an important role to learn english’’. P4 said ,
‘‘Environment has few contribution’’. Head teachers from Narayanganj were asked on the
same issue, and one of them said, ‘‘Without environment, English achievement is impossible’’.
P2 said , ‘‘ English is not our mother language. So, any language except our mother tongue is
hard to be learned.’’. P3 described, ‘‘Environment is not so important’’. P4 believed, ‘‘ It
contributes greatly’’. Majority of the respondents in Bhola which was supported by 50 %
agreed that the English-friendly environment was the highest contributor of learning English.
But , ‘ Medium contribution’ supported by 50 % school principals in Narayanganj. A few
number of participants ( 25 % ) mentioned as less contribution in both areas . One-fourth of
the respondents supported environment as ‘ high contribution’ to increase English in
Narayanganj .
Supervision of class by principal: An exclusive interview was conducted to the respondents
regarding the necessary to supervise of English class by the school principal. The supervision
of English class is required to see how much English the students learn and use in their real
life situation. The supervision of English class in the 10th grade, having categorized by ‘Often’,
‘Every day’ and ‘some times’. Half of the respondents ( 50 % ) in both regions endorsed as
‘Often ‘and ‘ Every day’ in Bhola and in Narayanganj .

95
Figure 4.3.10 Supervision of English class by school principal
One -fourth of the principals of the each area depicted as ‘Some times’ which was supported
by 25 % and rest of the respondents portrayed as‘ Every day’ and ‘ Often’ which were
25 % every zone .
Figure 4.3.11 Parental education and income
Some
times
25%
Every
day
25%
Often
50%
Som
e
times
25%
Often
25%
Every
day
50%
Essen
tial
25%
Verry
essent
ial
75%
Essent
ial
75%
Verry
essent
ial
25%
Bhola (Rural)
Narayang
anj
(Suburban
)

96
Parents’ education and income: Parents’ education and income can provide leading edge
facilities and conducive environment for the students to achieve English, play an important
role. The result disclosed that 75 % of the respondents mentioned parents’ education and
income are ‘very essential’ to learn English in Bhola while the same was only 25 % in
Narayanganj. However, on the same issue of parental education and income for students
English achievements, supported as ‘Essential’ which were accounted for 25 % and 75 % in
Bhola and Narayanganj.
Figure 4.3.12 Criteria to evaluate English subject teacher
Interacti
ve with
the
students
50%
Art of
teaching
and skill
50%
Interacti
ve with
the
students
25%
Art of
teaching
and skill
75%
Bhola (Rural)
Narayang
anj
(Suburban
)

97
English teachers’ evaluation: The criteria to evaluate English teachers was examined
by dividing into two broad categories which were (1) Art of teaching and skill (2) Interactive
with the students. It was found that the art of teaching and skill of teachers was the most
significant aspects supported by 50 % and 75 % of the school principals in Bhola and in
Narayanganj. Another category, ‘interactive with the students’ was supported by 50 % and
25 % of the respondents in Bhola and Narayanganj .
In service training: Training is an indispensable for teachers to teach pupils at school.
Regarding the existence of in-service training for the teachers, a significant number of
respondents , which were claimed ‘Yes’ by 50 % in Bhola and 75 % in Narayanganj.
Figure 4.3.13 In service training to English teachers
No
50%
Yes
50%
No
25%
Yes
75%
Bhola (Rural)
Narayanganj
(Sub-urban)

98
Half of the respondents from Bhola and one-fourth from Narayanganj mentioned ‘No’ on the
same issue.
Figure 4.3.14 Effect of location of school
Location of school: The location of school is an important, having its effect ; positive and
negative. The result showed that regarding the location,75 % of the respondents were
mentioned ‘ very essential’ to learn English in Bhola while the same was only 25 % in
Narayanganj . Nonetheless, location of school for students English achievement as ‘Essential’
which was accounted for 25 % and 75 % in Bhola and in Narayanganj .
Figure 4.3.15 Strategy to improve English learning
Essent
ial
25%
Verry
Essent
ial
75%
Verry
Essent
ial
25%
Essent
ial
75%
Bhola (Rural)
Narayanganj
(Sub-urban)
Bhola (Rural)
Narayanganj
(Suburban)

99
Strategy :An exclusive interview was conducted to the respondents regarding the
strategies to improve students’ English skill in the 10th grade, categorizing by ‘Group work ’,
‘Pare work’ and ‘Communicative method ’. Most of the respondents ( 50 % ) in Bhola
depicted ‘group work’ whereas same number of participants mentioned ‘ pare work’ in
Narayanganj . One-fourth of the respondents in both areas supported ‘Communicative
method’. And rest of the respondents (25% each area) supported ‘pare work’ and ‘Group
work’.
Table 4.3.21 Comparison (School principals’ opinion)
Factors Lack of English teacher
50 %, Lack of conducive
Lack of English teacher 25%
Lack of conducive
Comm
unicati
ve
Metho
ds
25%
Pare
Work
25%
Group
Work
50%
Comm
unicati
ve
Metho
ds
25%
Group
Work
25%
Pare
Work
50%
Bhola (Rural)
Narayanganj
(Suburban)

100
environment 25%, Lack of
practice 25%
environment 25% Lack of
practice 50 %
Integrative 25%
Instrumental 25%
Integrative ( 75 %)
Course Not effective 50 %,
Very effective 25%,
Effective 25%
Not effective 50 %
Very effective 25% ,
Effective 25%
Modern technology Very essential 75%,
Essential 25 %
Very essential 25%
Essential 75 %,
Recommendation Skilled teacher 75%, Practice
25%
Skilled teacher 25%
Practice 75 %
Govt. assistance Appoint Skilled teacher 50%,
Reduce size of class 25% and
modern classroom 25%
Appoint skilled teacher 25%
Reduce size of class 50 %
and modern classroom 25%
Required skill To teach easy way 50 %
Friendly attitude 25%
Friendly attitude 50 %
Higher study 50%

101
To access internet 25% To access internet 25%
Environmental
contribution
High 50 %,
Medium 25% and less 25%
High 25%
Medium 50 %and less 25%
Supervision by
School principal
Every day 25%
Often 50 %
Some times 25%
Every day 50 %
Often 25% ,
Sometimes 25%
Parents education
and income
Very essential 75%
Essential 25%
Very essential 25%
Essential 75%
Criteria to evaluate
English teacher
Art of teaching 50 %
Interactive with students 50%
Art of teaching 75 %
Interactive with students 25%
In-service training Yes 50%,No 50% Yes 75%,No 25%
Effect of location Very essential 75%
Essential 25%
Very essential 25%
Essential 75%
Strategy Group work 50 %
Pare work 25% ,
Communicative method 25%
Group work 25%
Pair work 50 %
, Communicative method 25%
Wrap-up:
Research results revealed that lack of English teacher was the leading factor for low
English achievement in Bhola and lack of practice was in Narayanganj which partially
supported the opinion of the students because a significant number of the pupils in Bhola

102
depicted that their major problem for learning English was the lack of English teacher while
the majority of the students in Narayanganj identified the lack of practice as a dominant factor
for low achievement in English.
The motivation to learn English was summarized as instrumental and integrative aspects.
The view of the school principals concerning the motivational feature of learning English was
almost alike to the view of students and English teachers. The instrumental motivation for
learning English was higher in Bhola as the students of that part were motivated to be trained
English for getting need based work or job to meet their family demand. However, the
integrative motivation for learning English was higher in Narayanganj because most of their
families were not suffering from the obligation of fundamental needs.
Most of the school principals in Bhola as well as in Narayanganj recognized the present
course as ‘not effective’ .They said that the existing course had been introduced more than one
decade back which was not updated in the line with the students’ need .This view was also
supported by the students’ and teachers’ opinions.
The use of cutting edge technology as a useful instrument of English learning was
supported by the school principals in both regions. But it was highest in Bhola. The study
showed that 25% of school teachers in Bhola used the technology and the large number (75%)
of the teachers at those schools did not use any technology. However, majority of teachers in
Narayanganj found to use modern technology fairly. So, the demand for use of modern

103
technology was comparatively lower in Narayanganj. Unlike the opinions of students, and
teachers, the view of the school principals regarding the use of modern technology were very
essential for achieving English differs in Narayanganj where only 25% of the school
principals marked the use of technology as very essential means of learning English. It was
mentionable that the schools in Narayanganj have a relatively better access to the use of
modern technology than in Bhola. Despite, most of the school principals did not identify it as
the most essential factor. The probable reason for this may be that the schools in Bhola had
yet to experience the use of modern technology. This was why the principals in Bhola had
higher expectations for gaining more in English achievement by utilizing modern technology.
Nonetheless, the principals in Narayanganj have already experienced the use of modern
technology and assessed the effectiveness of it. Thus the assessments of the principals in
Narayanganj were expected to be more reliable. If this is so, there may exist many other
alternative options which can promote English achievement along with the use of modern
technology.
With a view to increase the quality of English learning, in the secondary level, the
respondents’ recommendations diverged on the issue across the regions. The principals in
Bhola recommended to appoint skilled teacher noticeable than other things. By contrast, the
school principals in Narayanganj endorsed on the facilities for practicing English. These
findings were also consistent with the responses given by the students in both areas.

104
The areas of the government assistance needed to improve the English skill of the
secondary level students were very similar across the regions. The school principals in both
areas proposed to the government to appoint skilled teacher, to reduce class size and to
modernize classroom for increasing English achievement. In Bangladesh, students of
secondary level are addressing unique education system, same curriculum, same academic
year, alike public examination provided by the government through Ministry of Education.
For this reason, this was very logical to have the provision of equally qualified and skilled
English teachers in every school irrespective of the areas. But this study showed that there
were no sufficient skilled teachers in Bhola. This means the students in Bhola were not getting
equal treatment from the government in terms of providing skilled English teacher, even if
they had to face the same curriculum and public examination system. This was why most of
the students in Bhola and a good number of the teachers in both areas expected to appoint
more skilled teachers.
The effectiveness of appropriate skills required for the English teachers to increase
students’ English achievement differed across the region. A good number of school principals
in Bhola thought that to change the contents was the most required skill for English teachers.
It was found that the change of contents was the most striking factor in Bhola. In spite of all
this, school principals in Narayanganj thought that friendly attitude of the English teachers
were very effective for students’ English learning. This opinion implied that students in Bhola

105
were suffering from lack of ideal contents of teaching and in Narayanganj friendly attitude of
their teachers. Thus it implied that the English teachers should lay emphasis on mastering the
arts of changing the contents, entailing friendly attitude.
The importance of English among all subjects was assessed by the school principals on
the merit of the usefulness of English language for different purposes. The opinion of the
school principals regarding the issue was also consistent with the opinion among the students
and English teachers. These results implied that the students of Bangladesh principally give
priority of visualize English for pursuing graduation.
Environmental aspects can play an important role for enhancing English of the secondary
level students. Like the English teachers’ opinion, the conducive environment could
contribute highly for English learning in both areas as per the school principals’ opinion. For
learning English, conducive environment was debased in Bhola compared to the counterpart
Narayanganj. So, English learning friendly environment was very essential for achieving
English in both regions, Bhola in particular.
The supervision of English class was required by the school principals to assess how
much English the students learned and used in their real life situation, encompassing the
existing class room environment. Half of the respondents in Bhola endorsed as ‘often’ while
the same portion of interviewees from Narayanganj viewed as ‘everyday’. It implied that the
school principals in Narayanganj played an important supervising role comparing to the

106
Bhola.
As per the opinions of the school principals, the Parents’ education and income level was
very essential in Bhola compared to the Narayanganj .This meant that the educational
institutions were not strong enough to teach English in Bhola. This was why the
complementary supports from the families were highly required in Bhola in increasing
English skill compared to the Narayanganj areas, as schools in Narayanganj were relatively
well-equipped than schools in Bhola.
The results revealed that the art of teaching and skill of teachers was the most momentous
aspects to evaluate English teachers performance, which were supported by 50% and 75% of
the school principals respectively in Bhola and Narayanganj. It implied that the English
teachers should emphasize more on mastering the arts of teaching of English. The arts of
teaching included teaching through changing the contents, friendly attitude, and more
interaction among the students. However, the English teachers should first acquire proper
English knowledge before applying these arts of teaching.
In-service training can play an essential role for teachers to teach students effectively at
secondary level. Regarding the existence of in-service training, a significant number of
respondents in both areas were claimed as ‘yes’. But the training of the English teachers was
varied. Data showed that 50% of the teachers in Bhola had completed in-service training
while this ratio was 75% in Narayanganj .The varying ratios of getting in-service trainings in

107
both areas might be one of the sources of creating inequality in the quality of the English
teachers between the regions. Thus there should have special intervention in Bhola to promote
sufficient in-service training for all newly recruited English teachers.
The geographical setting of school is an important, having its effect; positive and negative.
The results showed that the location was very essential, which was supported by most of the
school principals in Bhola while in Narayanganj mentioned as essential. In fact the schools in
Bhola were often deprived from the modern facilities prevailing in Narayanganj due to
disadvantages of location. By contrast, schools in Narayanganj had relatively better access to
all of the required modern facilities. Thus the school principals in Bhola could realize the
importance of the geographical position of the school by depriving of need-based modern
facilities. This was why; the principals in Bhola viewed the effect of location as very essential
for English achievement.
The school principals in Bhola banked on the strategy of group work for improving the
English skill the students in the 10th grade .In addition, they evaluated students working in
pairs. Also, school principals in Narayanganj used the strategy of pair group work for
increasing the English skill of the students. Few school principals stressed on communicative
method as part of their strategies in both areas. This implied that the schools in Bhola suffered
from lack of qualified students. As a result, group work was relatively better within the
limited number of meritorious students. Nonetheless, schools in Narayanganj were

108
characterized by sufficient numbers of meritorious students. Thus pair work was very
effective in Narayanganj.
4.4 Guardians’opinions
Guardians were interviewed both in both regions about the factors affecting
students’ English achievement at secondary level.
Depen
d on
text
book
25%
Hardly
use
gramm
ar
book
50%
Lack of
teachin
g
manua
l
25%
Depen
d on
text
book
20%
Hardly
use
gramm
ar
book
37%
Lack of
teachin
g
manual
43%

109
Factors : The first question was asked for an indication to identify the main factors
responsible for creating barriers to achieve English. One of the guardians (G1) from Bhola
said, ‘‘There are many factors for low english achievement. One is teachers are hardly
following any grammar book and largely depend on text book for teaching English ’’. G2 said,
‘‘Teachers are conducting the English class every day without following any teaching
manual ’’. By contrast , one of the guardians from Narayanganj said, ‘‘ Many factors are
liable for low english achievement . Lack of teaching manual and any specific grammar
book.’’.G2 mentioned, ‘‘Teachers are most of the time chartering the text book, beyond the
book, they have limited jurisdiction of knowledge’’ The identified factors are supported by
guardians can be categorized as three main groups such as – (1) Lack of teaching manual
25 % and 43 % (2) Depend on text book 25 % and 20 % (3) Hardly use grammar book 50 %
and 37 % in Bhola and Narayanganj . The result showed that Teachers hardly use particular
grammar book in Bhola and lack of teaching manual in Narayanganj was the main barrier to
succeed in English.

110
Motivation: The second question was asked for an indication to answer about
motivation of students to learn English. Among them, one of the guardians (G2) from Bhola
said, ‘‘ They should learn english to lead the society and the nation, in particular . They are
the future of the nation’’.G2 said, ‘‘ They should get a better position in the service to lead
their family and relatives’’. However, one of the guardians from Narayanganj said, ‘‘ They
should be motivated to get a first-class job in the service’’.G2 said , ‘‘ Students should be
motivated to build up their future career and sustainable future. Also, English is an
international language’’. The motivation to learn English are summarized as instrumental and
integrative aspects. The result showed that 75 % of the students were motivated to learn
English for instrumental aspects in Bhola while the same was only 25 % in Narayanganj .
Nonetheless, the integrative aspects as a source of motivation accounted for 25 % and 75 % in
Bhola and Narayanganj .
Figure 4.4.3 Present course
Instru
menta
l
75%
Integr
ative
25%
Instr
ume
ntal
25%
Integ
rative
75%

111
Offered course: The third question was asked for an indication of whether the offered
courses could meet the social demand. One of the interviewees from rural area said, ‘‘ I think
the offered course is not effective , should be enriched’’. G2 mentioned, ‘‘ I think, the present
course is not standard one, should be amended and replaced by the need based new
one’’.G3 said , ‘‘ The course is enough to address the current demand is largely effective’’
Nonetheless, one of the guardians said, ‘‘ The present course is typical, students are not
getting the chance to practice listening and speaking English through this course, so, it should
be modified and modernized ’’. G2 described, ‘‘ I think , the offered course is proper to meet
the social demand in customary society’’ .The findings indicate that half of the respondents
( 50 % ) in both regions identified the existing course as ‘not effective’ . One -fourth of the
guardians from Narayanganj identified the present syllabus as ‘ effective’ which was 25 %
and 50 % of the respondents from Bhola depicted as‘ effective’ .In fact, majority of the
respondents endorsed the course as not effective.
Not
effecti
ve
50%Effecti
ve
50%
Not
effectiv
e
75%
Effecti
ve
25%
Bhola (Rural)
Narayanganj
(Suburban)

112
Modern technology: The fourth question was asked for an indication of whether the
modern technology has the contribution to English achievement.. From Bhola , one of the
participants said, ‘‘ I think, students can understand any topic easily and meticulously through
technology . So, it is very essential for the students across their life’’. G2 said , ‘‘ I think, it
can play an important role to learn English ’’. By contrast , guardians were asked the same
question in Narayanganj. One of guardians from Narayanganj said, I think, at present society,
technology can help the students to understand any topic easily and help the students to
achieve the language. It is pivotal’’.G2 mentioned, ‘‘I believe, modern technology can
contribute for all, pupil in particular to increase English learning’’. The contribution of
technology was found ‘very essential’ supported be 75 % and 75 % , ‘essential’ 25% and
25 % , in Bhola and Narayanganj . The findings indicate that a large portion of the guardians
Very
essent
ial
75%
Essen
tial
25%
Very
essen
tial
75%
Essen
tial
25%
Bhola (Rural)
Narayanganj
(Suburban)

113
in both areas thought that technology is very significant to envision English for the secondary
level students.
Figure 4.4.5 Recommendation to boost English learning
Recommendation: The fifth question was asked for an indication to enhance the English
learning of the secondary level students both the jurisdictions. One of the interviewees from
Bhola said, ‘‘Students are not getting technological help, which is very essential for their
English learning. Moreover, the present curriculum is not effective to learn English
perfectly.’’. G2 described, ‘‘They should keep practicing every day on all skills alone or with
pairs. Also, they should proper cropping by the knowledge based teachers’’. Nonetheless, one
of the guardians from Narayanganj assumed, ‘‘ Authority should provide proper environment
in the campus to practice English round the clock. Students should be given appropriate
chance to use the technology every day. Their present curriculum is at a large defective, does
Practi
ce
25%
Skilled
teach
er
50%
Tech
and
curric
ulum
25%
Practic
e
25%
Skilled
teacher
25%
Techno
logy
and
curricul
um
50%
Bhola (Rural)
Narayanganj
(Suburban)

114
not permit to be mastered on four skills.’’G2 mentioned, ‘‘Most of the brilliant students after
graduation do not feel interest to join in this profession. For this reason, students are not
getting skilled teacher in this level of schooling.’’. With a view to increase the quality of
English learning, in the secondary level, the respondents’ recommendations varied
substantially across the regions. The result showed that 50 % of the respondents in Bhola
recommended ‘skilled teachers’, 25 % , on ‘ practice’ . However, the result showed a different
scenario in Narayanganj where most of the respondents recommended need based
‘technology and curriculum’ as an influential factors (50%) and skilled teacher only 25% for
increasing English learning. Thus the most influential factor for enhancing the skill of English
learning was ‘technology and curriculum’ in Narayanganj and ‘ skilled teacher’ in Bhola .
Moder
n
classr
oom
25%
Skilled
teach
er
25%
Good
enviro
nment
25%
Large
Stude
nt
Size
25%
Mode
rn
class
room
25%
Skille
d
teach
er
25%
Good
enviro
nmen
t
25%
Large
Stude
nt
Size
25%
Bhola (Rural)
Narayanganj
(Suburban)

115
Government assistance: The sixth question was asked for an indication of whether
the government assistance is looked-for improving students’ English acquisition. One of the
respondents from Bhola asserted, ‘‘ Government is the main actor to reduce the students size
and to provide the conducive environment’’.G2 depicted, ‘‘ To improve students’ english
achievement, skilled subjective teacher have to be appointed. Also, modern classroom can
play an important role to cultivate English in this stage’’. Guardians were asked on the same
issue in Narayanganj and one of the respondents from Narayanganj said , ‘‘ Given their
English achievement, students should be given proper environment and skilled teacher’’.G2
said, ‘‘ Modern facilities, and smaller class size are putting favorable position for the students
to get better score on fundamental subject English.’’. The areas of the government assistance
needed to be improved the English skill were divided into four categories which were (1)
Appointment of skilled teachers (2) Reduce the class size and (5) Provide modern classroom
and (4) Good environment. The study results revealed that four groups were given the same
weighted on the government assistance in both regions .
Skill for English teacher: The seventh question was asked for an indication of whether
English skill is required for the English teacher.
One of the participants from Bhola said, ‘‘Teachers of English subject in this stage, have to
acquire update knowledge and they must have to know how to teach English easily’’. G2
asserted, ‘‘Teacher should have the capacity of teaching efficiently with friendly attitude,
encompassing the pupils during the class and beyond’’. By contrast , guardians from

116
Narayanganj were asked the same question. One of the participants from Narayanganj said,
‘‘The English teachers should have the good command over the 4 basic skills, reading,
writing, listening and speaking.’’. P4 stressed on friendly attitude and to make the content
easy .
Figure 4.4.7 Required skill for English teacher
The effectiveness of appropriate skills required for the English-teachers was examined
by dividing into three broad categories which were (1) To make the content easy (2) Friendly
attitude ( 3) Proper knowledge of the teachers . It was found that the skill of teachers ,
‘friendly attitude ’ was the most significant factor supported by 50 % of the guardians in
both areas, followed by to make the content easy and proper knowledge supported by Bhola
and Narayanganj . Thus it implies that the English teachers should emphasize more on
mastering the arts of making the content easy with friendly attitude, acquiring the deep
To
teach
easy
way
25%
Proper
knowle
dge
25%
Friendl
y
attitud
e
50%
To
teach
easy
way
25%
Proper
knowle
dge
25%
Friendl
y
attitud
e
50%
Bhola (Rural)
Narayanganj
(Sub-urban)

117
knowledge in English than depending on other stuffs like creativity or teaching by technology.
Figure 4.4.8 Importance of English skill among all subject
English skill among all subject: The eighth question was asked for an indication of
importance of English skill among all subjects. From Bhola , one of the participants said,
‘‘ English is important in our present life to take future step for education and to access
internet’’. G2 said , ‘‘ English is an international language and English is having thick
relation with other academic subjects ’’. By contrast , one of the interviewees from
Narayanganjsaid, ‘‘ There are so many importance of english skill among all subjects,
because english is the global effective language. In higher study, all books are written in
Higher
study
and
internet
25%
Relate
d to
other
subject
50%
Interna
tional
langua
ge
25%
Higher
study
and
internet
50%
Related
to other
subjent
25%
Internat
ional
langua
ge
25%
Bhola (Rural)
Narayanganj
(Sub-urban)

118
English. So, students should have to know English for their betterment’’.G2 said , ‘‘It is easy
for the students to access internet by visualizing English . Also, many technical words are
written in English in the various subjects’’. The importance of English among all subjects was
assessed on the basis of the usefulness of English language for different purposes which were
broadly divided into three categories such as (1) Higher education and to access internet (2)
Related to other subject and (3) International language. It was found that there was a common
tendency in assessing the importance of English within the different kinds of needs in Bhola
as compared to Narayanganj , having given higher weight on ‘higher education’ in
Narayanganj and ‘related to other subject’ in Bhola ( 50 % in Bhola and Narayanganj).
‘International language’ supported by the same number of respondents ( 25 % in each area ) .
Figure 4.4.9 Environmental contribution
Environment: Environmental aspects can play an important role in achieving English.
The ninth question was asked for an indication about the contribution of English learning
High
contri
bution
50%
Less
contri
bution
50%
High
contrib
ution
75%
Less
contrib
ution
25%
Bhola
(Rural)
Narayanganj
(Sub-urban)

119
environment to increase English in both areas. One of the participants from Bhola said,
‘‘Environment has high contribution to enhance English. Environment makes to know
language to life ’’. G2 mentioned, ‘‘to learn english in the school, environment is desirable’’.
Guardians from Narayanganj were asked on the same issue, and one of them from
Narayanganj said, ‘‘Without perfect environment , learning english is next to impossible’’. G2
described, ‘‘Environment is not so important’’. Majority of the respondents in Bhola and
Narayanganj which was supported by 75% and 50 % on the point that the English-friendly
environment was the highest contributor of learning English. A few number of participants
( 25 % ) mentioned as less contribution in Narayanganj , but half of the participants supported
environment as ‘ less contribution’ to increase English learning in Bhola .
Figure 4.4.10 Approach to learn English
Approach to learn English: The tenth question was asked for an indication of whether an
approach can contribute to learn English. One of the participants from Bhola said , ‘‘Teachers
Teaching
byTechn
ology
25%
To
Teach
Easy
Way
25%
Friendly
Attitude
&
knowled
ge
50%
Teachin
g
byTechn
ology
25%
To
Teach
Easy
Way
50%
Friendly
Attitude
and
knowled
ge
25%
Bhola
(Rural)
Narayanganj
(Sub-urban)

120
of English subject in this step, should possess to handle the technology for teaching English,
have to acquire updated knowledge and they must have to know how to teach English through
making the content easy’’. G2 asserted, ‘‘Teacher should have enormous knowledge on
English subject with friendly attitude, surrounding the pupils during the class and beyond’’.
By contrast, guardians from Narayanganj were asked the same question. One of the
participants from Narayanganj said, ‘‘The English teachers should have the good control over
the 4 basic skills, reading, writing, listening and speaking. Also, to make the content easy with
the students friendly environment ’’. G2 stressed on using of technology and make the step for
the students to use the technology without fear and favor.’’ The effectiveness of appropriate
skills of approach required for the English-teachers was examined which were divided into
three broad categories namely; (1) To make the content easy (2) Friendly attitude and
knowledge ( 3) Teaching by technology . It was found that the skill of present approach of
teachers , ‘friendly attitude and knowledge ’ was the most significant factor supported by
50 % of the guardians in Bhola when ‘to make the content easy’ was supported by 50 % of
guardians from Narayanganj.
Figure 4.4.11 English class supervision by guardian

121
Supervision of English class: The eleventh question was asked for an indication of
whether guardian supervises the schools. From Bhola , one of the guardians said , ‘‘Once in a
month , I supervise the school performance of the pupils ’’. G2 mentioned, ‘‘every week day, I
supervise the activities of the pupils’’. G3 told, ‘‘Twice in a month’’. However, Guardian from
Narayanganj said, ‘‘I supervise the schools twice in a month, very closely and sincerely’’.G2
said, ‘‘Once in a month, I supervise the activities of the students’’. G3 said , ‘‘ Every weekday
I supervise their activities’’ The results indicate that they regularly supervising the institutions
to increase students’ regular performance in both areas are very important.
Figure 4.4.12 Extra class and home work for students
0
5
10
15
20
Every
week
day
Once
in a
month
Twice
in a
month
25%
50%
25%
0
5
10
15
20
Every
week
day
Once
in a
month
Twice
in a
month
50%
25% 25%
Bhola
(Rural)
Narayanganj
(Sub-urban)

122
Extra class and Home work : The twelfth question was asked for an indication of
whether extra class and home work claiming better result for the students English
achievement. Guardian from Bhola said, ‘‘It is very essential for their better performance of
English subject. I totally agree with the concept, needs to be implemented ’’. G2 said, ‘‘ It is
essential to make their routine work smoothly’’. Nonetheless, one of the guardians from
Narayanganj said, ‘‘’It is instrumental to fit them to address the present challenges of
English’’.G2 thought, ‘‘It is essential to make themselves regimental with the habit and action
of English with environment ’’.
The results show that a high portion of guardians in both areas agreed on the issue that
extra class and home work is pivotal for them to address their schooling activities, english in
particular.
Figure 4.4.13 Participation of school meeting
Very
essential
Essential
75%
25%
Very
essential
Essential
50% 50%
Bhola
(Rural)
Narayanganj
(Sub-urban)

123
Participation of school meeting:
The thirteenth question was asked for an indication of whether the community and
parents are regularly participating the school meeting. From Bhola , one of the guardians said,
‘‘We attend the school meeting regularly’’. G2 depicted, ‘‘Occasionally , we attending the
meeting’’. In Narayanganj, one of the guardians mentioned, ‘‘ Every meeting ,we are
attending ’’.G2 thought, ‘‘ We are not attending the school meeting regularly, as we are busy
with our household activities’’ It was found that quite a high portion in both jurisdictions,
agreed that they regularly participate in the school meeting.
Teaching materials: The fourteenth question was asked for an indication of whether the
English teacher uses teaching materials. One of the interviewees from Bhola said, ‘‘English
teacher use the teaching materials sometimes’’.
Regula
rly
75%
Occasi
onally
25% Regul
arly
50%
Occasi
onally
50%
Bhola
(Rural)
Narayanganj
(Sub-urban)

124
Figure 4.4.14 Teaching materials use by English teacher
G2 depicted, ‘‘English teachers always use the teaching materials’’. By contrast , one of the
guardians from Narayanganj said, ‘‘In this school, English teachers from time to time use the
important items of teaching materials’’. G2 denoted, ‘‘English teachers are habituated with
using the teaching materials’’. The results indicate that 25 % of teachers always use teaching
materials in Bhola while the same was 75 % in Narayanganj. It depicts that teachers in
Narayanganj are comparatively habituated to use technology than in Bhola.
Family income and education: The fifteenth question was asked for an indication whether
income and education of guardian contributes in developing English skill of their child.
Parents’ education and income can provide educational supports and conducive environment
for the students to achieve English, play an important role. One of the guardians from
Narayanganj said, ‘‘ It is too much important to provide the learning materials and others
Always
25%
Someti
mes
75%
Always
75%
Someti
mes
25%
Bhola (Rural)
Narayanganj(Su
b-urban)

125
essential items’’ . G2 mentioned, ‘‘ It has no contribution to lead the students’’.
Figure 4.4.15 Family education and income
However, one of the guardians from Narayanganj said, ‘‘ It is second to none. Students
are entirely dependent on parents income and their educational link give them proper
guidelines ’’. G2 mentioned, ‘‘ It is not important to get better score in the examination. And it
does not affect at all’’. The result disclosed that 50 % of the respondents mentioned parental
education and income does not contributes to learn English in Bhola while the same was only
25 % in Narayanganj. However, on the same issue majority of the interviewees supported as
‘too much’ in Bhola and Narayanganj.
Table 4.4.21 Comparison (Guardians’ opinion)
Too
much
Not at all
50% 50%
Too
much
Not at all
75%
25%
Bhola
(Rural
)
Narayanganj
(Suburban)

126
Factors Hardly use grammar book 50 %,
Lack of teaching manual 25%,
Depend on text book 25%
Hardly use grammar book 37%
Lack of teaching manual 43 %
Depend on text book 20%
Integrative 25%
Instrumental 25%
Integrative ( 75 %)
Present Course Not effective 50 %
Effective 50%
Not effective 75 %
Effective 25%
Modern
technology
Very essential 75 %
Essential 25%
Very Essential 75 %
Essential 25%
Recommendati
on
To appoint skilled teacher 50%,
Technology and curriculum 25%,
Practice 25%
To appoint skilled teacher 25%
Technology and curriculum 50%
Practice 25%,
Govt.
assistance
Skilled teacher 25%
Good environment 25%
Modern classroom 25%
Skilled teacher 25%
Reduce student size 25 %
Good environment 25%
Required
skill
Friendly attitude 50 %,
To teach easy way 25%,
Friendly attitude 50 % ,

127
Proper knowledge 25% Proper knowledge 25%
Importance of
English among
all subject
Related to other subject 50%,
Higher study and internet 25%
Global language 25%,
Related to other subject 25%
Higher study and internet 50%,
Global language 25% ,
Environmental
Contribution
High 50 %,
Less 50%
High 75 %,
Less 25%
Teaching
approach
Friendly attitude and knowledge 50 %
Teaching by technology 25%
Friendly attitude and knowledge 25%
To teach easy way 50 %
Supervision by
Guardian
Once in a month 50 %
Twice in a month 25%
Every week day 25%
Once in a month 25%
Twice in a month 25%
Every week day 50 %
Extra class and
home work
Very essential 75%
Essential 25%
Very essential 50%
Essential 50 %
Participation
of school
meeting
Regularly 75 %
Occasionally 25%
Regularly 50 %
Occasionally 50%
Teaching
materials use
Sometimes 75 %,
Always 25%
Always 75 %,
Sometimes 25%

128
by English
teacher
Parents
education and
income
Too much 50 %
Not at all 50%
Too much 75%
Not at all 25%
Wrap-up:
On the basis of the view of the guardians, lack of any specific English grammar book was a
major factor in Bhola while lack of teaching manual was the main problem in Narayanganj
for low English achievement of the students. It was revealed that teachers as well as students
were not following any particular grammar book though unified education system was
existing across the country. Also, teachers were not following teaching manual as the supply
of this item was not implemented properly and timely.
The opinion of the guardians about the motivational aspect of learning English was nearly
similar to the opinion of students, teachers and school principals. That is the students in Bhola
should be motivated by instrumental factor while the students in Narayanganj should be
motivated by integrative factor.
According to the guardians’ opinion, the present course was not effective to meet the
social demand in prevalent society supported in both regions. This opinion is also supported
by other stakeholders, students, teachers, school principals.
The use of technology as a helpful device of English learning was also sustained by the

129
guardians’ like the students, teachers and school principals in both areas. It entailed that
utilization of modern technology for English learning was really an instrumental phenomenon
in both regions.
Guardians in Bhola proposed to appoint skilled teacher in Bhola. By contrast , guardians
in Narayanganj urged to provide technology and need based curriculum to increase students’
English achievement. The guardians in both regions suggested ensuring the favorable
environment for practicing English by the students. The recommendations of guardians to a
large extent varied from the recommendation of students and teachers. It revealed that
guardians in Bhola felt enormously to appoint English teacher for the students’ better
achievement while the guardians in Narayanganj stressed on providing modern technology
and need based wide-ranging curriculum.
The guardians in both regions identified at least four areas such as: employing skill
teacher, reducing student size, providing good environment and modernizing the classrooms
for government interventions which are equally weighted in both regions. The guardians’
suggestions regarding the areas of government assistance support the suggestions of other
stakeholders. Thus government should consider these issues very carefully.
The guardians’ in both regions believed that friendly attitude of the English teachers
was very vital followed by to make the content easy for English learning. This assessment
implied that the students across the regions were deprived of their basic needs and pleasure of
learning. In-service and foundation training can promote the teachers to acquire these skills

130
very effectively.
The importance of English among all subjects was assessed by the guardians on the basis
of the usefulness of English language for different purposes .Guardians in Bhola dominantly
wanted to learn English by their children to do better in other subjects as English is
dominating in most of the basic subjects such as science, mathematics as a medium of
instructions beyond English subjects in Bangladesh. However, guardians thought that students
should learn English to pursue higher study. The guardians’ opinion regarding the importance
of learning English was also consistent with the opinion of the students. This implied that the
students of Bangladesh should basically give right of way English learning for deeper
understanding other subjects and pursuing their graduation.
Like the students and teachers opinion, the English learning environment could contribute
greatly for English wisdom in both areas as per the opinion of the guardians. Thus, conducive
environment is an obvious for students’ virtual achievement of English at secondary level in
both areas.
The interview results with guardians revealed that they expected friendly attitude and
deep knowledge of English regarding the approach to teach students’ English in Bhola .By
contrast , guardians in Narayanganj expected the students’ friendly contents from teachers
regarding the approach of teaching.
The opinion of the guardians varied across the regions on the supervision of English class
by them. Most of the guardians in Bhola endorsed once in a month while in Narayanganj

131
supported every weekdays. It implied that the intensity of supervisions by the guardians is
relatively higher in Narayanganj. This may be one of the most influential factors for the
higher achievement of English in Narayanganj than in Bhola.
Most of the guardians in both regions identified the extra class and home work for
students’ English achievement was very essential. It implied that extra class and home work
was pivotal for students’ better results in English subject. Nevertheless, the efficacy of the
extra-class and homework is very strong in Bhola compared to the Narayanganj. This means
the usual course of the classes is not sufficient to meet up the required demand for effective
learning of English in Bhola. The probable reasons may be that the existing curriculum is
relatively difficult for Bhola and the educational institutions in Bhola are not well- endowed
with the qualified English teacher. As a result, the guardians in Bhola mostly marked the
necessity of extra class and homework as very essential.
The issue of participation in the school meeting by the guardians and community members
was assessed across the regions. Majority of the guardians in both areas stressed their physical
presence and contribution in the school meeting. It implied that the interviewees could add
some policy suggestions for the betterment of the students on the unlock agenda.
The opinion of the guardians about the use of teaching materials and teaching aids by the
English teachers varied across the regions. Majority of the respondents in Bhola mentioned
that teachers sometimes used teaching aids and material. But, in Narayangnaj ,most of the
guardians said that teachers always utilized need based teaching materials and aids. It was

132
found that majority of the schools in Bhola employed text book, black board, white board,
picture and poster as teaching –learning materials and aids. But, in Narayanganj, most of the
schools could use modern technology in addition of the mentioned teaching aids for
enhancing English of the students. It implied that students in Bhola had the high demand to
access into the modern teaching materials and aids for learning English. However, in
Narayanganj, they had less demand and comparatively better access to teaching materials and
aids.
Parents’ education and income can provide need based educational support ,teaching
materials and aids for the students to achieve English, play an important role round the clock.
The results revealed that 50% guardians in Bhola mentioned that parental education and
income can contribute ‘too much’ in developing English skill for their children. However,
75% guardians in Narayanganj supported on the same issue.It implied that both the areas felt
enormously parental education and income to increase English for their children.
4.5 Community members’ opinions
Community members were interviewed in both regions about English achievement

133
of their contiguous secondary school students.
Factors : The first question was asked for an indication to identify the main factors
responsible for creating barriers to learn English. One of the community members (C1) from
Bhola said, ‘‘There are many factors for low english achievement. One is teachers are not
skilled on English. Also, students are weak from their inception ’’. C2 said, ‘‘Students are
attending their English class every day, but they are not always practicing ’’. Getting beyond
the obvious, one of the members from Narayanganj said, ‘‘ Many factors are liable for low
english achievement . Lack of efficient and experience English teacher is one of them’’.C2
mentioned, ‘‘ Teachers are teaching , but students are not practicing regularly and their basic
are not good to absorb it’’ The identified factors identified by the community members can be
0
1
2
3
4
5
6
7
8
9
15%
10%
45%
20%
10%
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
25%
15%
25%
20%
15%
Bhola
(Rural)
Narayanganj
(Suburban)

134
categorized as three main groups such as – (1) Lack of English teacher 40 % and 25 % (2)
Weak base 50 % and 30 % (3) Lack of practice 10 % and 45 % in Bhola and
Narayanganj .The result showed that the most dominant factor was a weak base in Bhola and
lack of practice in Narayanganj are liable for students’ low English achievement.
Motivation: The second question was asked for an indication to answer was about the
motivation of students to learn English. Among them, one of the community members (C1)
from Bhola said, ‘‘ They should learn english to do good to the people and the country ’’.C2
said, ‘‘ They should be motivated to get a higher position in the service ’’. It follows that , one
of the community members from Narayanganj said, ‘‘ They should be motivated to get a cadre
service job through Bangladesh Civil Service ’’.C2 denoted, ‘‘ Students should be motivated
to build up their future step and make it sustainable’’. The motivation to learn English is
summarized as instrumental and an integrative aspect. The result showed that 70 % of the
Integr
ative
30%
Instru
mental
70%
Integra
tive
70%
Instru
mental
30%
Bhola (Rural)
Narayanganj
(Sub-urban)

135
students were motivated to learn English for instrumental aspects in Bhola while the same for
in Narayanganj was only 30 % . In spite of all this, the integrative aspects as a source of
motivation accounted for 30 % and 70 % in Bhola and Narayanganj .
Figure 4.5.3 Offered course
Offered course: The third question was asked for an indication was whether the
offered courses could meet the social demand. One of the interviewees (C1) from Bhola said,
‘‘ I think the offered course is not effective, and it should be amended’’. C2 mentioned, ‘‘ I
think, the present course is not standard one, communicative English should be included in
the syllabus ’’ .It follows that , one of the community members said, ‘‘ The present course is
cliché, students are not getting the chance to practice listening and speaking English through
this course, so, it should be modified and modernized ’’. C2 described, ‘‘ I think , the offered
course is good to meet the social demand in this society’’ .These findings indicate that more
Effecti
ve
40%
Not
Effecti
ve
60%
Effecti
ve
20%
Not
Effecti
ve
80%
Bhola (Rural)
Narayanganj
(Sub-urban)

136
than half of the respondents ( 60 % in Bhola and 80 % in Narayangan ) in both regions
identified the existing course as ‘not effective’ .
Modern technology: The fourth question asked for an indication was whether the
modern technology has the contribution to English achievement. From Bhola , one of the
participants (C1) said, ‘‘ I think, students should be given the chance to use the cutting edge
technology to achieve of English knowledge’’. C2 asserted, ‘‘ I think, it can play an important
role to learn English ’’. It is clear that, members were asked the same question in Narayanganj.
One of members from Narayanganj said, I think, Student are not getting the chance to use the
technology. It is very essential.’’. C2 mentioned, ‘‘ I believe, modern technology can
contribute for all, pupil in particular to increase English learning’’. The contribution of
modern technology was found ‘very essential’ supported by 60 % and 60 % , ‘essential’ 40%
60%
40%
Very Essential
Essential
0 5 10 15
60%
40%
Very Essential
Essential
0 5 10 15
Bhola (Rural)
Narayanganj
(Sub-urban)

137
and 40 % of community member in Bhola and Narayanganj area. The findings indicate that a
large portion of the members both the areas believed that modern technology is very
significant to visualize English for secondary level students.
Figure 4.5.5 Recommendation
Recommendation: The fifth question was asked what is your recommendation to
increase the English skill of secondary level students? One of the interviewees (C1) from
Bhola said, ‘‘Students are not getting technical help, which is very vital for their English
learning. Moreover, the present curriculum is not helpful to learn English flawlessly.’’. C2
described, ‘‘ They should keep practicing regularly during their class time and beyond . They
also need help from skilled teacher’’. More importantly, one of the members from
Narayanganj assumed, ‘‘ Authority should take appropriate step to appoint skilled teacher and
curriculum should be updated.’’C2 mentioned, ‘‘Students are not getting the chance to visit
0
2
4
6
8
10
20% 20%
50%
10%
0
1
2
3
4
5
6
7
35%
30% 30%
5%
Bhola (Rural)
Narayanganj
(Sub-urban)

138
computer or language lab and they are not practicing enormously’’. With a view to enhance
the quality of English skill, in the secondary level, the respondents’ recommended varied
substantially across the regions. The results showed that 50 % of the respondents in Bhola
recommended ‘skilled teachers’, 20 % , on ‘ practice’ . Nonetheless, the result showed a
different scenario in Narayanganj where most of the respondents recommended need based
‘practice’ as an influential factors (35%) and skilled teacher only by 30% of respondents to
increase English achievement. Thus the most influential factor to develop the skill of English
was ‘practice’ in Narayanganj and ‘ skilled teacher’ in Bhola.
Government assistance: The sixth question was asked what kinds of government
assistance are required to improve students’ English achievement?. One of the respondents
(C1) from Bhola asserted, ‘‘ Government should keep focusing appointment of skilled teacher
and the classroom should be digitalized ’’.C2 depicted, ‘‘ In the secondary level, students size
0
1
2
3
4
5
6
7
8
Appoint
Skilled
Teacher
Modern
Classroom
Good Envt Standard
student
siize
40%
20% 20% 20%
0
1
2
3
4
5
6
Appoint
Skilled
Teacher
Modern
Classroom
Good Envt Standard
siize of
Class
25%
20%
25%
30%
Bhola (Rural)
Narayanganj
(Sub-urban)

139
is larger, should a lower student to teacher ration’’. Community members were asked on the
same issue in Narayanganj and one of the respondents from Narayanganj believed, ‘‘ In the
government and non-government schools , we feel teacher shortage, English subject in
particular. Students are not getting expected learning friendly classroom to learn English
through technology’’.C2 said, ‘‘Modern facilities, and smaller student size are putting
constructive position for the students to get better score on basic subject English.’’. The areas
of the government assistance needed to improve students English level were divided into four
categories which were (1) Appointment of skilled teachers (2) Optimizing the class size and
(5) Modern classroom and (4) A good classroom environment. The study results revealed that
the most important areas for government assistance were to appoint skilled teachers and to
ensure a smaller class size of students which were supported by 40 % and 30 % in Bhola and
Narayanganj .
Figure 4.5.7 Skill for English teacher
40%
20%
10%
20%
10%
30%
15%
10%
35%
10%

140
Skill for English teacher: The seventh question was asked what kind of skill is required for
English teachers to increase students’ English achievement?
One of the participants (C1) from Bhola said, ‘‘Teachers of English subject in this level
should learn how to teach by technology encompassing friendly attitude and easy content ’’.
C2 said, ‘‘ English teacher should possess proper knowledge on English , including grammar
and creative thinking to make the students interest on English’’. Therefore, community
members from Narayanganj were asked the same question. One of the participants from
Narayanganj said, ‘‘The English teachers should have the good command over the 4
necessary skill.’’. C2 stressed on friendly attitude and to teach through modern technology
along with originality’’. There are five broad categories that determine the effectiveness of
English teachers which are (1) To make easy content (2) Friendly attitude ( 3) Proper
knowledge of teachers (4 ) Teaching with technology and (5) Creativity . It was found that
skills of the teachers , ‘friendly attitude ’ was the most significant factor supported by
35 % of the members in Narayanganj, and ‘to make easy content ’ supported by 40 % of
members in Bhola . Thus it implies that the English teachers should emphasize more on
mastering the arts of easy way of teaching with a friendly attitude, acquiring the deep
knowledge in English than depending on other belongings like creativity or teaching by
Bhola (Rural)
Narayanganj
(Sub-urban)

141
technology.
English skill among all subjects: The eighth question was is there an indication of an
importance of English among all subjects? From Bhola, one of the participants (C1) said,
‘‘ English is imperative to take step for graduation, and it is an international language’’. C2
said, ‘‘English is an essential to access to internet and many mechanical words in the text are
written in English ’’. By contrast, one of the interviewees from Narayanganj said, ‘‘ There are
so many importance of english skill among all subjects, because english is the universal
valuable language. In graduate level, almost all books are written in English.’’.C2 said, ‘‘It is
easy for the students to access internet and to get admission for graduation by encompassing
English ’’.
Figure 4.5.8 Importance of English skill among all subjects
English among all the subjects was assessed on the basis of usefulness in different
Higher
Educati
on
40%
Related
to
others
subject
30%
Internati
onal
Langua
ge
15%
To
access
internet
15%
Higher
Educati
on
50%
Related
to
others
subject
20%
Internati
onal
Langua
ge
15%
To
access
internet
15%
Bhola (Rural)
Narayanganj
(Sub-urban)

142
purposes which were broadly divided into four categories such as (1) Higher education (2)
Related to other subject and (3) International language and (4) To access internet. It was
found that there was a common tendency in assessing the importance of English within the
different kinds of needs in comparing the two regions with a higher weight on ‘higher
education’ in both areas ( 40 % in Bhola and 50 % in Narayanganj).
Environment: Environmental aspects can play an important role in fueling English. The
ninth question was asked how much environment contributes increasing English achievement.
One of the participants (C1) from Bhola said, ‘‘Environment has high contribution to fueling
English. Environment makes to know language across the life ’’. C2 mentioned, ‘‘To learn
english in the school, environment is desirable’’.
Community members from other parts were asked the same type of question, and one of
High
contributio
n
60%
Less
contributio
n
40%
High
contributio
n
90%
Less
contributio
n
10%
Bhola (Rural)
Narayanganj
(Sub-urban)

143
respondents from Narayanganj said, ‘‘Without ideal environment, education of English is
impossible’’. C2 described, ‘‘Environment is not so important, its contribution is not
mentionable’’. The Majority of the respondents in Bhola and Narayanganj agreed that the
classroom environment was the highest contributor to learning English, which was supported
by 60 % and 90 % of the interviewees.
Political promise: The tenth question was asked how much do you feel political promise
can contribute to learn English?. One of the participants (C1) from Bhola said to the author,
‘‘Political promise i.e.to implement enhancing the quality of English education can play an
important role’’. As through political commitment, government can make a policy later.’’ C2
said, ‘‘Government plan and policy is co-related. It is essential’. Also commitment is need
based assurance’’.
Figure 4.5.10 Contribution of political promise
Very
essen
tial
55%Essen
tial
45%
Very
essenti
al
70%
Essenti
al
30%
Bhola (Rural)
Narayanganj
(Sub-urban)

144
However, community members from Narayanganj were asked the same question. One of the
participants from Narayanganj said, ‘‘Usually before national election, political party promise
to do some activities, and after forming the government, try to fulfill the obligation ’’. C2
stressed on responsibilities were adored by the political parties ,implement through
commitment .It is essential’’. The effectiveness of an appropriate political promise was
divided into two broad categories which were (1) Essential (2) Very essential. It was found
that a political promise is very essential which was supported by 55 % of the members in
Bhola and 70 % of in Narayanganj .Thus it implies that a political promise is very important
to implement the ambition into action through commitment.
Figure 4.5.11 Class room management role
Class room management: The eleventh question was asked what do you think about
classroom management role of an English teacher. From Bhola, one of the community
Import
ant
60%
Improp
er
40%
Import
ant
60%
Improp
er
40%
Bhola (Rural)
Narayanganj
(Sub-urban)

145
members (C1) depicted, ‘‘ It is important for the students’ English learning. Teachers can
easily and freely talk to them and make them understand very smoothly and effectively’’. C2
mentioned, ‘‘English teacher can make an environment to keep practicing English in class
and make them expert on particular skill. But most of the cases teachers’ are obsessed to
private tutoring, doing improper activities, far from responsibilities to their job ’’. However,
community member from Narayanganj said, ‘‘I think , teacher has the power to play
leadership role to make them into groups and get to know through participatory method’’.C2
said, ‘‘ Teacher is like a guiding star, can give them idea to follow the right direction, road to
the sustained destination by wonderful teaching .But they are not doing so’’ The results
indicate that a larger portions of members think that teachers can play a vital role in the class
room to increase students’ regular performance in both areas.
Figure 4.5.12 School supervision
15%
35%
20%
30%
0
1
2
3
4
5
6
7
8
Four times Three
times
Two times Once
30%
20%
30%
20%
0
1
2
3
4
5
6
7
Four
times
Three
times
Two times Once
Bhola (Rural)
Narayanganj
(Sub-urban)

146
Supervision : The twelfth question was asked how often do you supervise the school
each month?. Neighborhood member from Bhola said, ‘‘ I come here three times in a month
with my child and supervise their activities to improve students’ English achievement’’. C2
mentioned, ‘‘ I have a routine to supervise the school activities every week and meet the
teachers and principal ’’.However, community member in Narayanganj told, ‘‘ To improve
students English achievement , I come and supervise the function once in a month’’. C2
asserted, ‘‘ I come to this school every week and attend the school program to help the school
management and students ’’.
The results showed that a significant number of community member supervised the school
activities more than three times in a month in both areas to improve students’ English
achievement.
Figure 4.5.13 Involvement as volunteer
Involvement as volunteer: The thirteenth question was asked To what extent are parents
Always Sometimes
40% 60%
Always Sometimes
60% 40%
Bhola (Rural)
Narayanganj
(Sub-urban)

147
and community members are involved as volunteer?. From Bhola, one of the members said,
‘‘We attend the school function regularly’’. C2 depicted, ‘‘occasionally, we are attending the
meeting .But we observe the functions focusing the student welfare’’. However, one of the
members in Narayanganj mentioned, ‘‘every meeting, we are attending and trying to give
input instantly ’’. Also another member said, ‘‘we are not attending the school meeting
regularly, as we are busy our job and other activities’’ It was found that quite a high portion
of members in both jurisdictions, agreed that they are regularly involve the school activities.
Interaction with English teacher: The fourteenth question was asked How often do you
interact with English teacher to improve students’ English skill? One of the interviewees (C1)
from Bhola said, ‘‘I am a local citizen, thinking about the welfare of the school and
interacting with the English teacher once in a month at least.’’. C2 said , ‘‘At least twice in a
month I come to this school and supervise the English class through interaction. ’’.
Figure 4.5.14 Interaction with English teacher
Once Twice
60%
40%
Once Twice
40%
60%

148
Nonetheless, one of the society members from Narayanganj said, ‘‘Every month, two times ,
at least I come to supervise their activities and talk to the English subject teachers and the
principal about students’ English achievement t.’’. C2 said, ‘‘English teachers are conducting
the class every day , but I cannot attend all the activities, .So , once in a month , I interact
the English subject teacher in this school. Sometimes, I invite them in my house ’’. The results
indicate that 60 % of society members agreed that they interact with English subject teachers
once in a month in Bhola . But the same amount of (60% ) neighbors mentioned that two
times a month they can interact with the teachers.
Teachers’ salary: The fifteenth question was asked do you think teachers’ salaries are
insufficient?. One of the participants (C1) from Bhola said, ‘‘Teachers are not getting enough
salary to meet their social needs and bear the expenses of their kids. Also, their position in
this society is low’’. C2 said, ‘‘Teachers are completely obsessed with private tutoring, so ,
they are getting money from that source’’.
Figure 4.5.15 Teachers’ salary
Bhola (Rural)
Narayanganj
(Sub-urban)

149
The author asked the same question to the member of Narayanganj. One of the interviewees
mentioned, ‘‘their salary is not enough in this present context, comparing to other country,
like India or Pakistan’’.C2 said, ‘‘they are drawing salary to lead the moderate life, it’
enough’’. The results show that a good number of members agreed to the point that teachers’
salary is not sufficient, and should be increased immediately.
Table 4.5.21 Comparison (Community members’ opinion)
Factors Lack of English teacher 45 % ,
Lack of conducive environment 20%
Lack of English teacher 25%
Lack of practice 25 %
Integrative 30%
Instrumental 30%
Integrative ( 70 %)
Not
sufficie
nt
60%
Suffici
ent
40%
Not
sufficie
nt
70%
Suffici
ent
30%
Bhola (Rural)
Narayanganj
(Sub-urban)

150
Course Not effective 60 %
Effective 40%
Not effective 80 %
Effective 20%
Modern
technology
Very essential 60 %,
Essential 40%
Very Essential 60 %
Essential 40%
Recommendations Skilled teacher 50 %,
Practice 20%
Use of modern technology 20%,
Skilled teacher 30%
Practice 35 %,
Use of modern technology 30%,
Govt. assistance To appoint skilled teacher 40%,
Reduce student size 20%,
To provide environment 20%
Modern classroom 20%,
To appoint skilled teacher 25%
Reduce size of class 30 %
, To provide environment 25%,
Required skill To teach easy way 40 %
Friendly attitude 20%
Teaching by technology 20%,
Friendly attitude 35 % , ,
Importance of
English skill
among all subjects
Higher study 40%
Higher study 50%
Environmental
contribution
High 60 %,
Less 40%
High 90 %,
Less 10%

151
Political promise Very essential 55 %
Essential 45%
Very essential 70 %
Essential 30%
Class room
management role
Important 60 %
Improper 40%
Important 60 %
Improper 40%
Supervise per
month
Three times 35 %,
Once 30% Twice 20%
Four times 30 %
Twice 30%, Thrice 20%
Volunteer
attachment
Sometimes 60 %,
Always 40%
Always 60 %
Sometimes 40%
Interact with
English teacher
Once 60 %, Twice 40% Twice 60 %, Once 40%
Teachers’ salary Not sufficient 60%
Sufficient 40%
Not sufficient 70 %
Sufficient 30%
Wrap-up:
The opinions of the community members suggest that the lack of English teachers is the
reason for low English achievement in Bhola and in Narayanganj. Nonetheless, lack of
practice is another dominant factor in Narayanganj. This supports the opinion of school
principals and partially by the students’ and teachers’. Thus the lack of English teachers is
indeed liable for low English achievement in Bhola and in Narayanganj.
The motivational factors for learning English are completely similar in the opinion of

152
community members, students, teachers, and school principals. Students’ in Bhola are mostly
motivated by the instrumental factor while students in Narayanganj are mostly motivated by
integrative factor.
The opinions of students, teachers, school principals and guardians, say the existing
course are not capable of meeting the social demand as per the opinion of community member.
This result indicates that the English course should be designed by accommodating all social
demands in the curriculum.
The use of modern technology is also marked by the community member as essential in
both the regions like the opinions of other respondents. This is why it is very important that
the educational institutions in Bhola and Narayanganj should immediately introduce the use
of modern technology for enhancing the English teaching to the students.
The community members recommend employing skill teacher mostly in Bhola while the
community members in Narayanganj recommend encouraging practice of English among
them mostly. This view is supported by the students and guardians opinion in Bhola. Thus in
Bhola, to appoint English teachers is essential.
Government should provide assistance to employ more skilled teachers in Bhola as per
the opinion of the community members.
On the basis of community members’ opinion to adopt the ideal students’ friendly
content should be implemented required in Bhola while the friendly attitude of the teachers
should be in Narayanganj.

153
The importance of English among all subjects should be determined by the requirement of
graduation in both areas according to the community members’ opinion.
Environmental contribution for enhancing English achievement is also very high as per
community members’ opinion in Bhola and in Narayanganj.
The community members understand that political promises are a very essential in both
areas. But, it is relatively more important in Narayanganj than in Bhola.
Community members in both areas identify classroom management as an important
factor for learning English.
The concentration of supervision of schools, English classes in particular by the
community member is also very high in Narayanganj like the supervision of the guardians.
Thus the community members and the guardians in Bhola are very watchful about the
supervision of English classes.
Parents and the community members are involved as volunteers mostly in Narayanganj.
The result shows that 60% of the community members always volunteer for activities in
Narayanganj while this ratio is only 40% in Bhola. The more volunteers in Narayanganj may
contribute to attain the higher achievement in English subject in Narayanganj.
The interaction with English teachers by the community member is more in
Narayanganj than in Bhola. The results show that 60% of the community members interact
with English teachers twice in a month in Narayanganj. This ratio is only 40% in Bhola. Thus
the interaction with English teacher might have a positive impact on students’ English

154
achievement.
In response to the question of teachers’ salary, the community member in Narayanganj
mostly identified the existing salary structure as insufficient. This argument is logical in the
background of reality as the living cost is remarkably higher in Narayanganj compared to
Bhola.
4.6 Upazilla Education Officers’ opinions:
The author interviewed upazilla education officers from both regions.
Figure 4.6.1 Factors
Factors: The first question was is there an indication of whether the factors are liable for
students’ English achievement? Upazilla education officers from Bhola said, ‘‘There are many
factors for low English achievement, like, lack teachers .we are expecting it’’. Upazilla
education officer fromNarayanganj said, ‘‘ The factors that are liable for students low English
achievement are 1. There are many students in the class and they are not using English in
classroom 2.Teachers are not active and sincere and 3. Students cannot keep attention on
lesson for overcrowded of the students ’’. The findings indicate that lacks of English teachers
Lack of English
Teachers
Bhola
Large Number of
Student
Narayanganj

155
are responsible for students’ low English achievement in Bhola followed by large student size
in Narayanganj.
Motivation : The motivation to learn English is summarized as instrumental and
integrative aspects. Upazilla education officer from Bhola was asked to answer on what sorts
of motivation are required for students’ to learn English. Education officer from Bhola
answered, ‘‘ English is a global language. To get a well-paid and high-status job both in local
and international market English is a must’’. Education officer fromNarayanganj said, ‘‘ They
should be encouraged being passionate to learn English for implementing promise to country
people’’.
The results indicate that upazilla education officer in Bhola advocated on instrumental
motivation. But, upazill education in Narayanganj visualized on integrative motivation for the
students to learn English at the secondary level.
Offered course: The third question was is there an indication of whether the offered course
meets the social demand of English learning? Upazilla education officer in Bhola said, ‘I think
it is not effective because, the offered courses are not taught properly and perfectly’’. An
Bhola
Instrumental
Narayanganj
Integrative

156
education officer from Narayanganj mentioned, ‘‘I think, the offered course is essential to
meet the social demand of English learning in prevalent society’’.
The findings indicate that the offered courses are not effective in the eyes of the upazilla
education officer in Bhola.
Figure 4.6.3 Offered course
However, it is effective in Narayanganj and endorsed by the upazilla education officer from
Narayanganj.
Contribution of modern technology: The fourth question was is there an indication of
whether the modern technology lends a hand for English achievement? Upazilla education
officer hailed in both areas said, ‘‘Modern technology for fueling English can give us much
Bhola
Not
Effective
Narayanganj
Effective
Bhola
Narayanganj
Very
Essential

157
contribution. The findings indicate that education officers in both areas agreed to the point
that the presence of modern technology is very essential.
Recommendations: The fifth question was is there an indication about the recommendation
to increase English skill?
Figure 4.6.5 Recommendations to increase English achievement
Both the participants said, ‘‘they should be taught by trained teachers, teachers should be
selected through demonstration class. And also needs to create an environment of speaking
English in the classroom, houses, with parents and others’’. The findings indicate that both
the education officers agreed that skilled teacher and favorable environment which is students
friendly to achieve English is inevitable to enhance English achievement in the secondary
level.
Bhola
Narayanganj
Skilled
Teacher &
Environme
nt

158
Government Assistance: The sixth question was is there an indication of whether
government assistance is required to improve students’ English achievement? Upazilla
education officer in Bhola said, ‘‘ We need help from the government to provide some
fundamental things like teachers training and modern technology in order to improve students’
English acquisition ’’. An education officer from Narayanganj mentioned, ‘‘ The concerned
authority of higher level should keep an eye about overall matter, should ensure good
environment and teachers should be given chance to take training across the country and
beyond.’’ Both the education officer stressed on teachers training, so it is primarily required
from the government. Another demand of adopting technology raised by Bhola and also a
good environment raised by Narayanganj to improve the english ability.
Figure 4.6.7 Skill for English teacher
Teachers
Training
Modern
Technology
Bhola
Good
Environment
Teachers
Training
Narayanganj
Bhola
Proper
Knowledge
Narayanganj
To change
the content

159
Skill for English teacher: The seventh question was is there an indication of whether english
skill is required for the english teachers to increase students’ English achievement?
Education officer in Bhola said, ‘‘To increase students’ English ability through
teaching-learning process in the classroom, teachers should possess proper knowledge on
four skill i.e reading, writing, reading and speaking round the clock’’. Education officer from
Narayanganj told, ‘‘ To increase students’ English achievement students’ required to speak,
read, listen and write perfectly ’’.
The results showed that proper knowledge of English is required for teacher supported by the
education officer in Bhola and to visualize English through entailing easy content , one of the
main rudiments for English teacher sustained by the Narayangajanj.
Figure 4.6.8 Importance of English among all subjects
Importance of English among all subjects: The eighth was is there an indication of whether
there is any importance of English skill among all subjects? An education officer from
Bhola said, ‘‘The importance of English among all subjects is inevitable. It is very much
needed for brushing graduation .Also to access internet in this global competition’’. However,
the education from Narayanganj stressed, ‘‘English is an international language and we have
Higher
Education
To Access
Internet
Bhola
Global Language
Communication
Narayanganj

160
to achieve the capacity to communicate with other nations’’.
The results show that officer in Bhola is agreed to the point that for keep going education
and to access the internet, English skill is important among all subjects. Whereas English is a
global language and for communication purpose is a vital and it was endorsed by the
education officer Narayanganj encompassing all subjects.
Environment: The ninth question was is there an indication of whether environment
contributes fueling English learning?. Environmental aspect as mentioned earlier can play an
important role in fueling English.
Education officer from in both areas mentioned, ‘‘Environ is having high contribution to
enhance English all the way in the secondary level ’’. The results indicate that both the
officers endorsed conducive environment is one of the high contributors for enhancing
English.
Figure 4.6.10 Possible change of English syllabus
High
Contribution
Bhola Narayanganj

161
Possible change of English syllabus: The tenth question was is there an indication of
whether they support any possible change of English syllabus.? Two officers from both parts
believed,‘‘ Present syllabus is not up to the mark to address the present challenges , is
ineffective needs to be changed for the betterment of the pupils ’’. The results indicate that
present syllabus is not effective because it cannot meet the social holistic demand.
Figure 4.6.11 School supervision per month
School supervision: The eleventh question was in there an indication of whether the
education officer supervises the schools per month. Education officer in Bhola depicted,
‘‘Once in a month, I supervise the school performance of the pupils ’’. However, education
officer from Narayanganj said, ‘‘I supervised the schools twice a month, very closely and
meticulously’’. The results indicate that they regularly supervising the institutions to fuel their
YES
Narayanganj
Bhola
Once
Bhola
Twice
Narayanganj

162
regular performance.
Local need of English : The twelfth question was is there an indication of whether English
skill is having the local needs. Education officer from Bhola said, ‘‘English is needed and has
a positive demand in the locality to get a good job’’.
However, education officer from Narayanganj said, ‘‘at present, English is required for
various purposes Also to enlighten the society’’.
Figurer 4.6.12 Local need of English
The results indicate that English is required for practical purpose supported by both areas
and it is pivotal to serve the nation , penned by the Narayanganj .
Figure 4.6.13 Teachers’ dissatisfaction
To get a
good Job
Bhola
To Enlighten
the Society
Narayanganj
Less Salary
Bhola
Less Social
status
Narayanganj

163
Teachers’ satisfaction: The thirteen questions were is there an indication of whether the
English teachers’ are satisfied about teaching of English? Education officer from Bhola said,
‘‘they are getting less salary from the government, cannot meet their social as well as family
demand and they are not satisfied as a whole.’’ By contrast, education officer from
Narayanganj said, ‘‘they have less social position, compared to other job of the same
community and cohort ’’. It was found that teachers are frustrated with their salary and social
position, asserted by the both areas.
Figure 4.6.14 English learning beyond class
English learning beyond class: The fourteenth question was is there an indication of
whether the students can learn English beyond class.? Education officers from both the
jurisdictions said, ‘‘By cooperation with other students and using audio and computer , again
and again beyond the class, students can be skilled ’’. It was found that English learning is
possible beyond the class through cooperation and practice, supported by the officers
Purpose of learning English: The fifteenth question was is there an indication of learning
English. Both the areas education officers said, ‘‘the purpose of English learning is to become
Cooperation
& Practice
Bhola Narayanganj

164
expert on four skills, reading, writing, listening and speaking ’’. The results show that they
agreed that English should be learned for lifelong resources.
Figure 4.6.15 Purpose of English learning
Table 4.6.21 Comparison (Education Officers’ opinion)
Factors Lack of English teachers Large student size
Motivation Instrumental Integrative
Course Not effective Effective
Modern technology Very essential Very essential
Recommendations Skilled teacher and good
environment
Skilled teacher and good
environment
Govt. assistance Teachers training and
technology
Good Environment and
teachers training
Required skills Proper knowledge To change the content
To improve studetns'
English ability
NarayanganjBhola

165
Importance Higher study and to access
internet
Global language and
communication
Environmental
contribution
High High
Change of syllabus Yes Yes
Supervision of school Once in a month Twice in a month
Local demand To get a job To enlighten society
Teachers’
dissatisfaction
Less salary Less social status
English beyond class Cooperation and practice Cooperation and practice
Purpose to learn
English
To improve students’
English ability
To improve students’ English
ability
Wrap-up: (Education officers’ opinion)
The education officer working in Bhola sadar upazilla thinks that lack of English teacher
is the main factor liable for low English achievement in his area. The opinions of the school
principals’ of this area are nearly the same regarding this issue. On the other hand, education
officer in Narayangonj sadar upazilla mentions that large class size is responsible for low
achievement in English in his area which is supported by the English teachers’ opinion on the
same issue of this area.

166
The education officer in Bhola also mentions the motivational factors of learning
English is instrumental, the offered course is not effective for meeting the social demand, and
the use of modern technology for English learning is very essential in his area. He
recommends to placing more skilled teacher and ensuring learning friendly environment to
increase the English achieving in the secondary level. As per his opinion, government should
provide sufficient training for the teacher and allocate required funds to the school for
improving the teaching technology.
The education officer in Narayongoj mentioned that motivational factors of learning
English is integrative, that the offered course is effective for meeting the social demand, and
the use of modern technology for English learning is very essential in his area. He
recommends for appointing more skilled teachers and ensuring conducive environment to
increase the English achievement in the secondary level as well. On the basis of his opinion,
government should ensure student friendly learning environment in the schools and provide
sufficient trainings for the teacher
The education officer in Bhola thinks that English teachers should have proper knowledge
of English language to increase student’s English ability. He also adds the importance of
English skill among all subjects is determined by the demand for English in pursuing higher
study and the necessity of English to access internet. As per his opinion, the contribution of
environment is very high for increasing the students’ English skills. However, the education
officer in Narayangonj thinks changing the content should be the important skill of English

167
teacher to increase student’s ability. He also adds the importance of English skills among all
subjects is determined by the demand for English as a global language. As per his opinion, the
contribution of environment is very high for increasing the students’ English skills.
It is noted that both of the education officers recommend changing the existing English
syllabus. The supervision of schools by the education officer is more intensive in
Narayongonj compared to Bhola. Local demand for English skill in Bhola occurs from the
necessity of getting job. Conversely, this demand is created in Narayongonj from the necessity
of serving the society by the students. According the opinion of education officers, English
teachers are dissatisfied in Bhola due to salary and in Narayongonj due to social status. Both
officers have the same opinion regarding off-class learning of English by the students. They
think that student in both of areas can learn English by practicing among them, selecting their
pairs beyond their English class. Finally the purpose of learning English is the same in both
areas which is improving students’English ability.
4.7 Questionnaires
Three sets of questionnaires made by author were administered in English achievement
predictions. A questionnaires to students, English teachers and School principals.
Information about the English teachers
Figure 4.7.1Academic qualification of English teachers:

168
Based on the evidence produced by English teachers through questionnaires, the
information about the teachers who teach English in the secondary level in 8 selected schools
in Bhoal and in Narayanganj can be summarized as follows:
Academic qualification of English teachers: The study had taken 32 teachers in both
areas. Among the 16 respondents in Bhola, 34% had BA with B.Ed; the same number was
MA with B.Ed. Among the study group 8% had a MA English, 8% M.A, 8% B.A, and rest of
8% were the holder of MA, M.Ed.
By contrast, among the 16 English teachers in Narayanganj, having the percentage of 38%
in M.A English, 19% in B.A (Hons) M.A,13% M.A, M.Ed, M.A with B.Ed 12%,6% M.A
(ELT) ,6% B.A and the rest of 6% M.A. degree.
The study revealed that among the 32 English teachers, 19% of teachers had a B.A
BA
8%
MA
8%
BA with
Bed
34%
MA with
BEd
34%
MA
English
8%
B.A (
Hons),M
.A
0%
M.A, M.ED
8%
M.A ( ELT)
0%
BA
6%
MA
6%
BA with
Bed
0%
MA with
BEd
12%MA
English
38%
B.A (
Hons),
M.A
19%
M.A,M.ED
13%
M.A
(ELT）
6%
Bhola (Rural)
Narayanganj
(Sub-urban)

169
( Hons) ,M.A, 6% M.A(ELT) in Narayanganj. But these kinds of qualifications were not
found in Bhola.
Figure 4.7.2 Number of English class conducted by English teachers per week
Number of English classes conducted by English teachers per week.
It was revealed that 75% of English teachers from Narayanganj used to conduct more than
ten classes every-week on English lesson while 50% from Bhola conducted less than ten
classes every-week.
Figure 4.7.3 In-service training received by the English teacher
In-service training received by the English teacher: In service curriculum based training is
an important tool to improve the quality of teachers. The training of teachers was varied. A
total of 16 teachers in Bhola received in total 19 hours of inservice training on participatory
2 2
3
1
0
1
2
3
4
> 10 < 10 > 10 < 10
Bhola Narayanganj
0
50
Bhola
Narayanganj
19 27

170
teaching strategies, and skills based on contemporary perspective of effective foreign
language learning.Whereas, Narayanganj 16 teachers received 27.
Figure 4.7.4 Number of English teacher
Number of English teacher: The number of English teacher is instrumental in teaching the
students based on the lesson plan. The study revealed that in Bhola, 75% of schools had less
than 5 teachers each. However, 75% of schools had more than 5 teachers in Narayanganj.
Figure 4.7.5 Gender wise English teachers
Gender wise English teacher: The findings revealed that the highest percentage of female
teachers in the English subjects was in Bhola and lowest was in the Narayanganj.
Nevertheless, in both areas, the male teachers were dominating figures.
>5
25%
<5
75%
Bhola (Rural)
>5
75%
<5
25%
Narayanganj (Suburban)
0
5
10
15
Rural Sub-urban
11
14
5
2
Male Female

171
Figure 4.7.6 Age composition of English teachers
Age composition of English teachers: Age limit is an important factor regarding any
profession, teaching in particular. Among the 16 English teachers in Bhola, most of them
(75%) are above 35 years old. However, in Narayanganj, 10 English teachers are having more
than 35 years old.
This study results revealed that English teachers comparatively younger in Narayanganj
than that of Bhola.
Information about Students: Based on the evidence sourced students, both the areas,
through questionnaires, the information can be summarized as follows:
Size of family members: Family size is an important thing towards the schooling of children.
Here, the author categorized the number of siblings ranging less than 4 or more than 4
members in a family in both areas. The figure shows that in Bhola, 36 families are having
more than 4 members in a single family, while in Narayanganj their total number is 21families.
Regarding the small size of families, it can be depicted that in Bhola only 5 families, are
having less than 4 members whereas 31 family in Narayanganj are claiming less than 4
0
5
10
15
Rural Sub-urban
12
10
4
6
>35 <35

172
members.
Figure 4.7.7 Size of family members
The results showed that the family size is significantly large in Bhola compared to the
other region of the country, where the family size is manageable and small.
Figure 4.7.8 Students’ English achievement in the 10th grade in both regions
Students’ English achievement:
The study results revealed that students in the 10th grade, among all the schools, four of
them were located in Bhola , got lower scores compared to the other four schools, located in
0
10
20
30
40
<=4 >4 <=4 >4 <=4 >4 <=4 >4 <=4 >4 <=4 >4 <=4 >4 <=4 >4
A B C D A B C D
Bhola (rural) Narayanganj (urban)
53.88 54.88 55.96 56
64.44
70.08
64.8
75.6
A B C D A B C D
Bhola Narayanganj

173
Narayanganj.
Figure 4.7.9 Students’ favorite subject
Students’ favorite subject : The figure shows that in Bhola, students’ most favorite
subject is English, claimed by 25%, followed by Mathematics 20%, other optional subjects
15%, Bangla 14%, Accounting 10%, Computer 9% and Biology 7%. By contrast, in
Narayanganj, among the school subjects, English is their preferred subject, which is claiming
20% of the students. The least favorite subject is Biology in that region. In both regions,
English is the most favorite subject and Biology is the least favorite subject.
The results revealed that the students from Bhola , one fourth of them preferred the
fundamental subjects of English and one fifty of the total students in Narayanganj chose the
same subject where Biology is the least preferred subject , again in both regions.
Figure 4.7.11 Findings in both regions
Biology
7% Compu
ter
9%
Accoun
ting
10%
Bangla
14%
Others
15%
Math
20%
English
25%
Bhola (Rural)
Biology
5%
Account
ing
10%
Bangla
14%
Comput
er
15%Math
18%
Others
18%
English
20%
Narayanganj
(Suburban)

174
Findings from both regions: Students in Bhola as well as in Narayanganj has been addressing
some basic problems across the year. In Bhola, most of them thought about lack of English
teachers, Bhola in particular. Moreover, they addressed difficult content and lack of friendly
attitude from their teachers.
However, students from Narayanganj, felt their class size was enormously large, and the
environment of the class or cohort was not friendly and conducive to practice . Also, they
.
Bhola (rural) Narayanganj (sub-urban)
• Large student
size;
• Lack of practice
& exercise
• Lack of students’
active
participation
• Lack of
trained
teachers;
• Lack of
easy
content
• Lack of
Friendly
attitude
• Lack of
Environment;
• Ineffective
Curriculum;
• Classroom
facilities &
• Lack of
teaching
material and
teaching aid

175
were not able to participate actively in any group work or pair work during the school hours.
Nevertheless, students from both areas believed that their environment to achieve
English were not conducive. Also, they depicted that their curriculum was not effective to
meet the social demand. Moreover, they did not get enough need based classroom facilities i.e.
computer, internet, overhead projector along with teaching materials. What’s more, they did
not have enough time to use the modern technology.
Figure 4.7.12 Use of modern technology
Use of modern technology: The Use of modern technology is an important factor to make
teaching more effective, interesting and attractive. But the use of teaching aids, and modern
technology was not satisfactory in the classes which are showed through the data collected
from students. This study showed that 25% of school teachers in Bhola used the cutting-edge
technology and a large number ( 75%) of teachers in those schools did not use any technology.
However, 50% of teachers in Narayanganj learned how to use modern technology fairly, and
the rest of the teachers did not use it.
Figure 4.7.13 Library facilities in schools
1
3
2 2
0
1
2
3
4
Yes No Yes No
Bhola Narayanganj

176
Library facilities in schools: The use of library facilities is one of the important factors to
fuel learning; English in particular. Out of the four schools in Bhola, a large number of
students did not get a chance to gain the facilities of library. However, 75% schools in
Narayanganj could make available library facilities for the students .
Information about the school principals: Based on the evidence from the questionnaires,
the information about the principals in both areas can be summarized as follows:
Figure 4.7.14 Principal as English teacher
Principal as English teacher: School principals are the anchors who play an important role
within the school and beyond. Among the 8 respondents, 25% were the English teacher in the
research area. The majority of the principals did not have a background in English.
2
3
2
1
0
1
2
3
4
Bhola Narayanganj
No.ofSchool
Yes
No
Yes
25%
No
75%

177
Figure 4.7.15 School type
School type: There are many types of school in Bangladesh. Among the 4 schools in Bhola,
50% were girls’ schools, 25% were boys and the rest were co-education. However, in
Narayanganj, 50% of the schools were co-education and the other schools were both 25%
boys and girls schools.
The results revealed that girl dominated schools were found in Bhola whereas jointly
patronized schools in Narayanganj.
Figure 4.7.16 Status of schools
Status of schools: Given their status, schools can be categorized as government, MPO
(monthly payment order) and government registered. In the research areas, three types of
0
0.5
1
1.5
2
Girls Boys Co
Education
Girls Boys Co
Education
Bhola ( Rural) Narayanganj ( Sub-urban )
50%
25% 25% 25% 25%
50%
Govern
ment
50%
MPO
25%
Govt.
Register
ed
25%
Bhola (Rural)
Govt
50%
MPO
50%
Narayanganj (Sub urban)

178
schools were noticed. In Bhola, 50% of schools were government run, 25% of the MPO and
the rest of government registered. By contrast, half of the schools were found government
oriented and the rest of MPO in Narayanganj.
The study results revealed that in both regions, government patronized schools .
Observation
4.8 Observation: During the period, from September to October, 2011, the author observed
16 classes out of 8 schools located in two upazillas , Bhola sadar (rural ) and Narayanganj
sadar ( sub-urban ) of the two districts. During classroom observation, the researcher observed
the full period of the 10th grade classes. The classrooms observed and recorded the evidence
by the author. The physical and practical conditions of the classroom were measured on a
four degree scale (0-3), not at all, , poor, average and excellent.
Classroom Environment: Seating arrangement is an important factor in teaching-learning
English, in particular. Out of 16 classes, observed in the research area, excellent seating
arrangement i.e. students’ friendly learning environment found only one classroom; 4 of the
classrooms with average seating arrangement and the last 3 schools with poor seating
arrangement .And ,school was visualized as A, B, C and D.
Table- 4.8.1 Classroom environment of the schools
Observ
Urban ( Narayanganj ) Rural ( Bhola )

179
ational
Criteria
School
A
School
B
School
C
School
D
School
A
School
B
School
C
School
D
Seating
arrange
ment
Average Average Excellent Poor Average Average Poor Poor
Availab
ility
of light
and air
Excellent Excellent Excellent Poor Excellent Excellent Poor Poor
Class
size
52 54 45 69 59 55 45 41
Teacher
work
load
Per week
12
classes
Per week
13classes
Per week
11
classes
Perweek
10
classes
Per week
12
classes
Per week
11
classes
Per
week
8 classes
Per
week
7 classes
Accessi
bility
Average Average Excellent Poor Average Average
Excellen
t
Excellen
t
Movem
ent
of
teachers
Average Average Excellent Poor Average Average Excelle
nt
Excelle
nt
Content
of class
Grammar
, verb
Women
power
Tribal
people
Mother
Teresa
Grammar
voice
Sharing Friends
Eskimos
Medium
of
teaching
Mixed
language
Mixed
language
English Bangla Mixed Mixed Bangla Bangla
Teaching method
According to the observation, it was noticed that a significant number of teacher followed
a discussion methods, a good number of instructor followed a question-answer lecture

180
method; few teachers followed pair work/group work and very few followed simulation and
role plays. It was noticed that these all methods were not followed by any teacher completely.
Generally, they did not utilize teaching techniques with pair work/ group work, role play and
simulation. Also, it was found that teachers did not have a common tendency of encouraging
students to answer questions and ask questions during the class which occurred in Bhola. The
following characteristics of their teaching style and methods were revealed.
Table- 4.8.2 Teaching method followed by the English teacher in the schools
Teachin
g
method
School
A
School
B
School
C
School
D
School
A
School
B
School
C
School
D
Discuss
ion
Questio
n
answer
Excellent Average Excellent Poor Average Excellent Poor Poor
Lecture Excellent Average Excellent Poor Excellent Average Poor Poor
Pair/gro
up
work
Simulat
ion
Role
play
Excellent Average Excellent Poor Average Average Poor Poor
Practicing four incorporated skills in the classroom: English ability is mirrored through
visualizing four skills, reading, writing, listening and speaking. English is a fundamental
subject from the 1st in the school, is very important. This observation showed that among the
four skills, listening and speaking were the mostly ignored in the classroom. Widely exercised

181
skills were reading and writing. Thus, it was apparent that these four skills were not practiced
in the classroom completely.
Table-4.8.3 Practicing four incorporated skills in the classroom
Skills Urban ( Narayanganj ) Rural ( Bhola )
School
A
School
B
School
C
Schoo
l
D
School
A
School
B
School
C
School
D
Listening Average Average Excellent Poor Average Average Poor Poor
Speaking Excellent Average Excellent Poor Excellent Excellent Poor Poor
Reading Excellent Excellent Excellent Poor Excellent Excellent Poor Poor
Writing Excellent Excellent Excellent Poor Excellent Excellent Poor Poor
Teaching aids and teaching materials: Most of the school teachers use blackboards or
whiteboards supplied by the government. A total of 50 % of schools had microphone, OHP,
Audio –visual aid supplied by the government. 50% of institutions collected picture and
posters by themselves. But, these schools did not possess any technology. The table shows the
extension of use of the teaching aids available to them.
Table-4.8.4 Teaching aids and teaching materials
Teach
ing
aids
School
A
School
B
School
C
School
D
School
A
School
B
School
C
School
D
Textb Excellent Excellent Excellent Average Excellent Excellent Average Averag

182
ook e
Black
board
Excellent Average - Poor Excellent Average Poor Poor
White
board
- - Excellent Poor - - Poor Poor
Pictur
e &
poster
Excellent Average Excellent Poor Excellent Average Poor Poor
Tchno
logy.
The present study revealed that teacher-student ratio in Narayanganj was 1:55 and in
Bhola 1:50. As a result, teachers failed to manage the classes according to the given lesson
plan. During observation, no language lab was found in government and non-government
institutions.
Significant improvements were observed in case individual work by the students and so
forth. But, most of the teachers did not use or follow lesson plans, pair teaching, open
question, proper teaching aids and teaching materials, technology, grammar books. In
classroom observation, most of the English teachers during their class, conducted the class
with English-Bangla mixed language and 25% of the teachers conducted their class in English.
The test of listening and speaking skills is not included in public examinations and as a result
practices of these two skills are habitually overlooked in and out of the classroom.

183
Chapter Five
Discussion and Policy Recommendations
5.1 Summary of findings
The study was intended to find out significant factors that influence students’ English
achievement in the secondary schools in Bangladesh with a specific focus on Bhola and
Narayanganj. Four secondary schools in Bhola and four schools in Narayanganj at the same
level were selected as the sample schools for this study. Six categories of respondents such as
students in the 10th grade, English teachers, school principals, guardians, community members
and upazilla education officers were selected for conducting the study and the sample size for
each category for each region was 164, 16, 4, 40, 20 and 1 respectively. However, the sample
sizes for the students in the 10th grade were not equal across the educational institutions.
Because the numbers of the students were not equal in each schools. The number of students
as respondents was selected proportionately to the number of students. Thus the number of
respondents across the schools varies between 36 to 46. The survey was conducted between
September, 7, 2011 - October, 19, 2011.
This study is descriptive in nature. The study revealed important findings, which can
provide policy implications and suggestions to improve the quality of students’ English
achievement at the secondary level in Bhola and in Narayanganj.

184
Students: Research results showed that lack of practicing English is the dominant factor
in both areas. Still, it is more severe in Narayanganj. Because the size of the class was found
comparatively bigger in Narayanganj, for example, on average 55 students were found in
Narayanganj. This means; students in Narayanganj got less friendly environment to continue
their English practice with their teachers. However, students with appropriate opportune
moment to conduct practice among themselves within the large size of students in the classes
were pair work or group work.
However, the lack of English teachers were found to have a less significant factor in
learning English regarding both areas, but it was relatively more significant in Bhola . The
main reasons for these factors are schools in Bhola suffer from qualified English teachers due
to lack of need based facilities i.e. residential, economical, social. The study revealed that in
Bhola 75% of schools had less than 5 teachers. By contrast, 75% of schools had more than 5
teachers in Narayanganj.
The differences of the motivational aspects with learning English between rural and
sub-urban area can be explained by the differences in the socio economic backgrounds of the
students’ families. It is found that most of the families in Bhola are characterized by large
family sizes. Most of the people in Bhola are engaged in blue -collar jobs. Nonetheless, most
of the people in Narayanganj are engaged in white collar-jobs. Besides, the family size in
Narayanganj is smaller compared to Bhola.

185
These factors are mainly responsible for creating differences between instrumental and
integrative motivation. For example, the instrumental motivation for learning English is
higher in Bhola because the students of that part are motivated to learn English for getting job
and to meet their immediate needs. Similarly, the integrative motivation for learning English
is higher in Narayanganj because most of their families are able to meet their basic needs. As
a result, the students of this area want to learn English not only for gaining employment but
for other purposes.
Students in both areas dominantly want to learn English to complete their graduation.
This suggests that there are no sufficient books, journals, documentary evidence in their
mother language for pursuing their graduation. As a result, English becomes the most
important factor when students want to continue their graduation in Bangladesh.
English teachers: Large student size is a dominant problem in Narayanganj, while the
lack of qualified English teachers is the main problem in Bhola. This finding is consistent
with the student opinion as most of the students in Narayanganj mentioned that lack of
practice was their main problem for learning English due to large class sizes. Conversely,
students in Bhola mentioned that their main problem for learning English was the lack of
English teachers.
The opinion of the English teachers regarding the motivational aspect of learning English
is nearly similar to the opinion of students. Students in Bhola should be motivated by the

186
instrumental factor while the students from Narayanganj should be motivated by an
integrative factor. Learners sometimes want to affiliate with a different language community.
Such learners wish to join in with the minority or majority language’s cultural activities, find
their roots, or form friendships. This is termed integrative motivation which is learning a
language for the useful purpose.
Teachers’ opinion regarding the importance of learning English is also consistent with
the opinion of the students. This implies that students in Bangladesh mainly give priority to
English learning for pursuing graduation.
School principal: Research results revealed that the lack of teachers was the leading
factor for low English achievement in Bhola. Lack of practice was in Narayanganj which
partially supported the opinion of the students because a significant number of the pupils in
Bhola depicted that their major problem for learning English was the lack of teachers.While
the majority of the students in Bhola identified the lack of practice as a dominant factor of
low achievement.
The motivation to learn English was summarized as instrumental and integrative aspects.
The view of the school principals concerning the motivational feature of learning English was
almost like the view held by students and English teachers. The instrumental motivation for
learning English is higher in Bhola as the students of that part were motivated to be skilled
for getting needs based work or jobs to meet their family demands. Instrumental motivation is

187
utilitarian in nature. Learners may acquire a second language to obtain employment or a
promotion, or help their children’s education. This can be termed instrumental motivation.
However, the integrative motivation for learning English is higher in Narayanganj because
most of their families were not suffering from the obligation of fundamental needs.
The importance of English among all fundamental subjects i.e. science, mathematics,
higher mathematics was assessed by the school principals on the merit of the usefulness of
English language for different purposes. The opinion of the school principals regarding the
issue was also consistent with the opinion of the students and English teachers. These results
implied that students in Bangladesh predominantly give priority of achieving English for
pursuing further study.
Guardians: Guardians were asked question for an indication to identify the main factors
responsible for creating barriers to learn English. On the basis of the view of the guardians,
the lack of any specific English grammar book was a major factor in Bhola while the lack of
teaching manuals was the main problem in Narayanganj. It was revealed that teachers as well
as students were not following any particular grammar book through a unified educational
system across the country. Also, teachers were not following teaching manuals as the supply
of this item was not implemented properly and timely.
The opinion of the guardians about the motivational aspect of learning English was nearly
similar to the opinion of students, teachers and school principals. That is the students in Bhola

188
should be motivated by instrumental factors while the students in Narayanganj should be
motivated by integrative factors.
The importance of English among all subjects was assessed by the guardians on the basis
of the usefulness of English for different purposes .Guardians in Bhola predominantly wanted
to their children to learn English, in order to do better in other subjects. In spite of all this, it is
clear that English is dominating in most of the basic subjects such as science, mathematics
and so forth, as a medium of instruction beyond English language subjects in Bangladesh. But,
guardians thought that students should learn English to pursue their graduation. The guardians’
opinion regarding the importance of English was also consistent with the opinion of the
students. This implied that students of Bangladesh should be given easy English content for a
deeper understanding of other subjects and to continue their education.
Community members: Opinions of community members suggest that a lack of English
teachers is liable for low English achievement in Bhola and in Narayanganj. Nonetheless, lack
of practice is another dominant factor in Narayanganj. This supports the opinion of school
principals and to some extent that of students and teachers. Thus the lack of teachers is indeed
liable for low English achievement in both regions.
The motivational factors for learning English are completely similar in the opinion of
community members along with the opinions of students, teachers and school principals. That
is the students in Bhola are mostly motivated by certain instrumental factors while the
students in Narayanganj are mostly motivated by integrative factors.

189
The importance of English among all subjects should be determined by the requirement
of graduation in both areas according to the opinion of community members.
Upazilla education officers: The education officer working in Bhola sadar upazilla
thinks that the lack of English teachers is the main factor for low English achievement in his
area. The opinions of the school principals of this area are nearly the same regarding this issue.
On the other hand, the education officer of Narayanganj sadar upazilla mentions that the large
student size is responsible for low achievement in his area which is supported by the English
teachers’ opinion on the same issue of this area.
The education officer in Bhola also mentions the motivational factors of learning
English is instrumental and the education officer in Narayanganj mentions that motivational
factors of learning English is integrative,
He also adds the importance of English skill among all subjects is determined by the
demand for English as a global language. As per his opinion, the contribution of the
environment is very high for increasing the students’ English skills.
From this discussion, the factors affecting students’ English achievement at the
secondary level in Bhola and in Narayanganj can be summarized as follows-
Bhola:
1. Lack of skilled English teachers
2. Lack of practice
3. Lack of conducive environment

190
4. Large students sizes
5. Lack of teaching manuals
6. Lack of using particular grammar books
Narayanganj :
1. Large students sizes
2. Lack of practice
3. Lack of conducive environment
4. Lack of using particular grammar books
5. Lack of teaching manuals
6. Lack of English teachers
5.2 Conclusion
The present study has been conducted to scrutinize the factors towards English attainment
levels of the secondary school students .The study is expressive in nature. It tried to find out
the factors affecting students’ English achievement in the secondary level in Bhola and
Narayanganj. A qualitative method was used to assemble evidence from the schools under
surveyed.
For addressing the specific research questions, regarding the earlier mentioned chapter 1
an important finding in this study is that students’ English achievement is mainly affected by
the teachers’ factors in Bhola and school factors in Narayanganj. The second, significant
finding is that students’ English achievement is better in Narayanganj than in Bhola. Third,

191
there was a vital finding that is teachers in both regions were demanding training, social status
and standard salaries.
The present study revealed that pupils learning English at the secondary level showed
more dependency on the textbook. The textbook, in response, was not found very interesting
to the students as most of the students from both regions said their textbook was rather
boring .In case of the existing examination system, a significant number of students from both
areas thought they could predict the possible question of their up-coming examination to a
greater extent. However, the students showed a driving force to acquire knowledge on English.
They had an interest to know and learn new things in the classroom from the teachers and
their peers.
It was found that teacher-domination and teacher-talk remarkably were featured in both
these areas of the English language classroom. The teachers in Bhola region liked to translate
the lessons into Bangla and similarly they chose to explain them in Bangla. Students’ learning
grammar rules were stressed. Students were found habituated to memorizing questions and
answer as a means of preparing for their examination in both areas. Also, they practiced
writing and reading for classroom preparation. However, the students did not seem to get
sufficient opportunities to practice their speaking and writing skills in groups with their
associates.
It was also found that the students could not freely ask questions to their teachers and got
inadequate opportunities to practice grammar rules through contextualization of them.

192
Teachers appeared not to have a friendly attitude towards the students in Bhola. By contrast,
teachers became aware to difficult content in Narayanganj.
It is important to note that students wish to enhance classroom academic performance. They
attended class regularly. When they face difficulties they remained absent minded as they do
not have adequate trained teachers in Bhola. However, in Narayanganj, they encountered large
class size. Actually, both the areas, they felt cutting edge technology in the classroom for their
English accomplishment. Schools have already been well-known for their online presence to
meet the attractiveness of social media platforms. Now, schools are breaking ground with a
creative wave of connections. Students can engage directly through Skype interviews to ask
all kinds of questions about English achievement and beyond. It is an original medium that
allows students to work together with complex subject matters rather than relying only on the
paper or book.
It was noticed that there was a common tendency in Bhola , aiming to learn English to get
a job . Even so, a significant number of students in Narayanganj involved themselves to learn
English to devote their life for the good of people in society. But, there was a common
tendency in both regions to place emphasis on English.
It was also revealed that most of the students in both regions had a positive tendency to
seek help from their parents, teachers, peers, private tutors and senior students towards
academic activities.
It is heartening to note that a range of activities can ensure learners’ involvement in their

193
English education; make the class interactive and enjoyable. At the same time, we also need
to take initiatives for the improvement of slow learners and irregular students in English
acquisition. Besides, government promise, involvement of local community as well as
conscious citizens, authority and the English language teaching specialists in the whole
process can ensure a higher achievement of students’ English capability through addressing
these factors.
In fact, the findings of the present study would have to be articulated to judge the
effective domains of English education to the policy makers, educationists, curriculum
developers, and researchers.
5.3 Policy Recommendations
Based on the findings, the following recommendations can be made for the policy
makers for improving English achievement in Bangladesh at secondary level-:
1. Government should appoint skilled teachers in Bhola to mitigate the imbalanced
teacher-student ratio, the vacant posts of English teachers should be placed without delay in
Bhola . In addition, some new posts for English teachers can be made in both the regions.
2. Government should take initiatives to make available need based teaching aids and
teaching materials, for using these aids professionally. Providing such teaching materials
should be followed by an appropriate training for the English teachers so that they can use
these materials efficiently in the classrooms.

194
3. There is room for improving the quality of education, English, in particular, by provision
of long term teacher training. Teachers should be trained for English , especially for those
who do not have a language background.
4. The period of English classes needs to be increased .Also, extra classes may be considered
in both regions.
5. Teachers should make the content student friendly along with a friendly attitude in the
class.
6. The modern effective techniques, i.e. question-answer, pair-work, group-work, role-play,
storytelling, simulation and so on should be introduced immediately in the class.
7. English textbooks should be introduced on an international scope based along with an
attractive setup so that the students can enjoy themselves through reading and understanding.
Also, specific grammar books need to be introduced in the secondary level.
8. The number of female teachers should be increased at the secondary level in both areas ,
especially in Narayanganj.
9. Smaller class-size should be rationalized in all educational institutions in both regions
especially in Narayanganj. The ideal class size would ranging between 30-35 students per
class/ section.
5.4 Suggestion for further Study

195
This study is indicative in nature. However, as Bangladesh is a profoundly populated country
and the sample size is small; many findings have and have not yet been empirically proven.
More detailed studies on various factors which are affecting students’ English achievement in
rural vis-à-vis sub-urban regions in Bangladesh are to be developed.

196
References
Banu, R. & Sussex, R. (2001). English in Bangladesh after Independence: Dynamics of
Policy and Practice. In B. Moore (Ed.), who’s Centric Now? The Present State of
Post-Colonial English (pp. 123-157). Oxford: OUP.
Das, Subrata Kumar. (September, 1998 ) . ‘ Better Methodology for English Teaching’ , The
Bangladesh Observer, 11 Observer Magazine. P. 02
Farashuddin ( 2011) 5th Bangladesh English Language Teachers Association ( BELTA)
International Conference at city’s BIAM Foundation Dhaka,2011
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second-language
Learning. Rowley, Mass: Newbury House.
Gardner, R. C. (1985a). Social psychology and Second Language Learning: The role of
attitudes and motivation. London: Edward Arnold Publishers.
Hamid, M.O; R.D. Sussex and A. Khan. 2009. Private Tutoring in English for Secondary
School Students in Bangladesh. TESO2 Quarterly 43, no.2: 281-308
Haque, Mazharul ( 1986 ) ‘ The present Status in the Teaching of English’ BELTA Journal ,
pp,1-5
Hasan, Kamrul, M ‘‘A Linguistic study of English Language Curriculum at the Secondary
Level in Bangladesh- A communicative Approach to Curriculum Development.
‘Language in India volume 48 (2005):1-240.
Hedges,L. V. , & Stock, W. ( 1983 ) . The effect of class size : An examination of rival
hypothesis. American Educational Research Journal, 20, 3-85.
Johnson, Robert. ‘‘Trained Language Teacher.’’Linguistics Quarterly (2001): 57-102
Krashen, Stephen.(2002-First Internet edition, December 2002). Second Language
Acquisition and Second Language Learning. University of Southern California.
Malaka, odeassa. ‘‘Motivation and Learning English among the Teenager.’’Linguistics
Journal 17.1 (2001): 123-210
Schumann, J. (1978). The Acculturation Model for Second Language Acquisition
Schumann, J.(1986).Research on the acculturation model for second language acquisition.
Journal of Multilingual and Multicultural Development, 7, 379-392.
Siddiqui, Zillur Rahman.( 2003, 14 August). English in the Education system: Policy and
Strategy.The Daily Janakantha.A 3
UNESCO (2000). Education for All; Status and Trends 2000; Assessing Learning
Achievement. UNESCO, Paris.
Walberg H.J ( 1984) .Improving the productivity of America’s schools. Educational
leadership .41 (8).19-27

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Appendix 1: Interview Questions for stakeholders
Common
Questions
1. What factors are liable for low English achievement?
2. What kinds of motivation are required to learn English?
3. How much do you think the offered course meet the social demand in
prevalent society ?
4. What do you think about the contribution of modern technology for
English achievement ?
5. What is your recommendation to increase English achievement of
secondary level students ?
6. What kinds of government assistance are required to improve students’
English success?
7. What kinds of skill are required for the English teachers to increase
students’ ability?
8. What are the importances’s of English skill among all subject?
9. How much environment contributes fueling English learning?
Students 10. What do you think about English subject, comparing with other subject?
11. How many hours do you spend every day for English study purpose ?
12. How many English related books do you have at home along with text
books?
13. Who helps you a lot in your learning of English?
14. What is your future plan after graduation?
15. Is there any advantageous effect of participatory method to learn English
?
English
teachers
10. What is your teaching plan as an English teacher ?
11 What are the strategies do you find in grade ten to improve students’
English skill ?.
12 What is your class room leadership role to improve students’ English
achievement?
13 What kind of assistance do you need from principal to improve students
English skill ?
14 What is the role of an English language club for students’ English
learning?
15 How do you evaluate students’ working in pairs?
School
principals
10 Why the supervision of English class is necessary by school principal?.
11 How do you think parents’ education and income can contribute students’
English skill?

198
12 What are the criteria to evaluate English subject teachers?
13 Is there any in-service training to English teachers?
14 What is the effect of location of school for students’ English achievement?
15 What is the strategy to improve students’ English learning?
Guardians 10 Which approach is better and effective to teach students’ English ?
11 How often do you supervise students’ English class each month?.
12 What do you think about extra class and home work for students’ English
achievement?
13 How frequently the guardians’ and community are positively participating
in the school meeting?
14 Does the English teacher use teaching materials and teaching aids?
15 Do you think that your income and education can contribute in developing
English skill for your child?
Communit
y members
10 How much do you feel political promise can contribute to learn English?
11 What do you think about classroom management role of an English
teacher?
12 How often do you supervise the school each month?
13 To what extent are parents and community people are involved as
volunteers?
14 How often do you interact with English teacher to improve students’
English skill?
15 Do you think teachers’ salaries are insufficient?
Education
officers
11 How often do you visit school in a month ?
12 How do you think about the needs of english skills of students' in this
locality?
13 How do you think about teachers' satisfaction to teach english ?
14 How a student can learn english beyond class ?
15 Which purpose english should learn by pupils in secondary level ?

199
Appendix 2: Questionnaire for students
Name:……………………………………………….Gender……………Age:……….
Name of school:……………………………………….District : ……………………..
Grade/Class :……………………………………………Section : ……………………
1. How many members do you have in your family?
2. What is the highest level of education that your father has completed?
3. What is the highest level of education that your mother has completed?
4. What does your father do?
5. What does your mother do?
6 How many days have you beenabsent for the last thirty days?
7 Have you ever repeated any grade since you started secondary school?
8 Which subject do you like most?
9 Do you have any scope to learn and interact in English outside class?
10 Do your parents encourage you to excel in English learning?
Appendix 3: Questionnaire for English teachers
Name:…………………………Gender……………………….Age:……………..
School:…………………………………………………district: …………………………
Educational qualification:……………………………………………………….
1. How many trainings have you got to be an English teacher?
2. How often do you arrange English debate in a year?
3. Have you received any in-service training?
4. How often do you have a discussion among English teachers about English teaching?

200
5. Do you use any modern technology for English achievement of students?
6. How often does your principle come to visit your class?
7. What sorts of activities do you carry out for students’ to learn English beyond class?
8. Is there any potential project to improve students’ English achievement?
9. Is there any bonus/ incentives for effective teaching?
10. How often do you arrange open session for students to improve their English skill ?
Appendix 4: Questionnaire for school principal
Name:…… ………………… ………... School name:………………………………
Year of establishment:……………Educational qualification …………………………..
1. How many English classes do students have in a week in class ten?
2. How many English classes does an English teacher conduct in a week?
3. How many English teachers do you have in this school?
4. Is there any principal/ head teacher who has ever been an English teacher?
5. What type of school is it? (Please tick )
6. a) Government b) Government registered c) Fully private d ) MPO
7. Do you have any computer room / lab in your school?
8. How often do you visit students’ English class in a month?
9. Do you have any library in your school?

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