Abstract
Secondary School Certificate (SSC) is an “O” level equivalent grade in Bangladesh. Numerous studies found that SSC EFL tests have harmful backwash effects as teachers and learners have become “test-wise”, because same test pattern continues since 1996. It is a sign of deviation from the SSC curriculum which is designed following CLT principles. It is further criticised that SSC students and their teachers exceedingly depend on commercially published Note/Guidebooks although there are two officially published textbooks known as English For Today (English 1st Paper) and English Grammar and Composition (English 2nd Paper) edited and published by National Curriculum Textbook Board (NCTB). Thus, this study was designed to appraise the interdependence of SSC EFL testing, teaching and teaching-learning materials in the light of the guidelines of the SSC English curriculum. To collect data, in this study, we used two methods: namely document analysis and survey. The former includes SSC curriculum and English test papers, while the latter involves a questionnaire. The analysis of the data revealed that SSC EFL tests affect teaching of English at SSC level and also influence teachers and students when they select reading/teaching materials. It is also found that the curriculum guidelines are not followed in the classroom teaching and test design. Exam centric teaching is prevalent everywhere. We noticed a mismatch among the mandated curriculum, classroom teaching and the teaching materials used which might foil the endeavour to achieve the objectives of the secondary English curriculum. Conventional test pattern immensely influences the teachers’ teaching and their selection of teaching materials. This study recommends some specific measures including the reformation of SSC EFL testing.
Highlights
Secondary School Certificate (SSC) is an “O” level equivalent grade in Bangladesh
It is further criticised that SSC students and their teachers exceedingly depend on commercially published Note/Guidebooks there are two officially published textbooks known as English For Today (English 1st Paper) and English Grammar and Composition (English 2nd Paper) edited and published by National Curriculum Textbook Board (NCTB)
The curriculum claims that English language teaching materials have been developed in line with Communicative Language Teaching (CLT) principles and it suggests teachers to carry out teaching following the CLT guidelines
Summary
Secondary School Certificate (SSC) is an “O” level equivalent grade in Bangladesh. Students of Grade/Level-X are known as SSC level students. Ensuring a good result has become the ultimate goal of the parents and students This attitude has shifted the focus of English language teaching and learning in Bangladesh. It appears that achieving a good grade is more essential than developing language proficiency. It appears that the guidelines of the SSC curriculum regarding EFL teaching and learning are ignored. It is important to explore whether teaching, testing and English teaching materials are synchronised with the curricular goals and objectives It has to be studied whether SSC tests have any sort of influence on teachers’ teaching activities and their selection of materials
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