Abstract:
This study explored both teachers and students’ perception, views, motivation and attitude on English language learning as a foreign language at junior secondary level in Rangamati; a hilly area of Bangladesh. To achieve the objectives of the study, a mixed method approach has been applied where variety of methods and data collection strategies such as FGD, Questionnaire and Interview have been used. Data of the study were collected from 6 English in Action intervention (a DFID funded English language development programme implemented in Bangladesh) secondary schools in Rangamati Sadar upazilla. Data were collected from 359 junior secondary students through an adapted 5-point Likert scale questionnaire and focus group discussion. An in depth interview was used to collect data from 6 English language teachers of 6 secondary schools. Collected data were analysed both statistically and narratively. Findings of the study revealed that both traditional and communicative approaches are simultaneously practiced in English language classroom though curriculum recommends the use of communicative approach only. In most of the cases, the teachers’ and students’ perceptions toward teaching-learning activities of English language contradict with communicative approach. On the other hand, in the process of teaching-learning English language in comparison to plain land both the teachers and students of this area are struggling more because of their ethnic identity, language, culture, school and residential environment and geographical nature. At the same time, different types of integrative and instrumental motivations are working as stimulus for learning English as an international language. Finally, the study shed some light on teachers and students’ perception on learning English that are very important to know to get desired outcomes. Findings of the study led to some important implications for different aspects and practice of English language education that will help the educators, concerned authorities to take proper initiatives to develop teaching-learning process in Bangladesh and other developing countries.
