LANGUAGE IN INDIA

Promoting English Teaching - A Study on Students’ Language Learning Predilections in Bangladesh

Ferdous Ahmed, Ph.D.
Kazi Nazmul Huda, Ph.D.
Md. Rezaul Karim, Ph.D.

Introduction

For effective language learning and teaching, both learner-skills and learnerassumptions should be given due attention. In promoting this idea, students should be provided with the opportunity to clarify and assess their preferences, particularly in reference to definition of objectives in general and awareness of strategies in learning. Moved with the conviction that learners and learners' preferences are of crucial importance in the development of learner autonomy, we asked 230 students of the same University, to state their views as to how they prefer learning English. As a further step, 23 teachers working at the same university with the same students were also asked to express their views regarding the extent of their awareness of their students' learning preferences. The data obtained reveal significant results suggesting a need for a closer co-operation between students and teachers as to how learning activities should be arranged and implemented in the classroom.

Many EL teachers experience student resistance when they introduce an instructional activity in the classroom. Some students want more opportunities to participate in free conversation, expressing their wish towards a more communicatively oriented approach. On the other hand, there are those who would prefer more emphasis on grammar teaching. We believe that the teacher, in making decisions regarding the type of activities to conduct in a language classroom, should take into account such learner diversities. In this respect, Corder states: In the end successful language "teaching-learning" is going to be dependent upon the willing co-operation of the participants in the interaction and an agreement between them as to the goals of their interaction. Co-operation cannot be imposed but must be negotiated (1977, p. 13).

We would like to reiterate the last sentence in the quotation above: "Co-operation cannot be imposed but must be negotiated." If we truly believe that considering subjective preferences felt by the learner is crucial for effective language learning, then some kind of negotiation is needed between the participants, in our case, teachers and students. Information has to be exchanged about roles and expectations, both teachers' and learners' awareness of each other's needs and resources has to be raised and compromises have to be reached betweenwhat learners expect and want and what the teacher feels he/she can and ought to provide (Brindley, 1989, p. 73). [-1-]

The Study

Subjects

The subjects who participated in this research are 230 ELT students (158 female; 72 male) and 23 instructors (01 female; 22 male) teaching in Southern University. The students ranged between 18 - 25 years of age; teachers were between 25 and 45.

Questionnaire

The data for this study were collected through a 13-item questionnaire, adapted from Brindley (1984). The questionnaire had two versions; Version 1 was designed for students, and Version 2 for teachers. Apart from addressing and reference conventions, the versions do not differ significantly. Only items 3 and 4 were not included in the teachers' version, because they were relevant to students only.

Each item in the questionnaire explores a particular L2 topic. However, they can be categorized into three major classes: Learning, Error Correction, and Assessment and/or Evaluation. The Learning class is divided into two subcategories: Course Content, and Noncourse Content. While Course Content includes strategies for learning through the basic four skills, learning and expanding vocabulary, making use of audio-visual aids, and general L2 improvement, the Non-content subcategory looks to individual preferences in actualizing theCourse Content subcategory. Here we ask whether students benefit from working in groups, pairs, or individually, and if/how they allocate and utilize time for homework, inside and/or outside classroom.

Data Analysis

The data collected were analyzed using the SPSS statistical package. A chi-square frequency analysis was carried out in order to define significance of dispersion of the yes/no choices (p < 0.05). Additionally, a t-test was also conducted to observe if there was a correlation between teachers' and students' responses (p > 0.05).

Results concerning each item in the questionnaire will be presented in a tabular form. In the columns, Items stands for the numeric values of the questionnaire items; Opts, options for each item; Yes, positive responses elicited from either students or teachers; No, negative responses elicited from either students or teachers; and %, responses expressed as a percentage. [-3-]

Presented here are the results for each item, beginning with Item 1. In the students' version, we asked students if they were satisfied with their overall achievement in English, and in the teachers' version, whether they were pleased with their students' achievement in English.

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