Efficacy of Outside – Classroom English Language Learning: A Study of Intermediate Bengali Medium Students Studying English at Tertiary Level in Bangladesh

Faria Sultana

doi:10.5296/ijele.v2i2.5699

Abstract

The study examined the techniques and the learning strategy of post graduate intermediate Bengali medium learners to improve their English language proficiency. We conducted a survey among 100 students from tertiary level in a Bangladeshi university. The study identified electronic media, subtitle, songs, movies, commentary, newspaper and story books all these were potential medium to improve learners’ English language skills. In addition, learners’ motivation, awareness, self evaluation, types of materials or facilities that learners’ received are the motivators for English language learning at tertiary level learners. All these suggested to consider these factors in developing further curriculum of English language teaching.

Highlights

English use as an official language in many nations and influence different cultures in a large number of countries
The demands for English skills are crucial in response to the importance to the impact of globalization (Tsang, 1999). (PGI)Post graduate intermediate Bengali medium learners are giving their efforts to learn English language and to improve their English language proficiency (ELP)
It is notable on Benson (2001: 62) research which is about out-of-class language learning (OCLL), and its importance to the theory and practice of autonomy

Summary

Introduction

English use as an official language in many nations and influence different cultures in a large number of countries. An earlier study of language learning showed that beliefs (Cotterall, 1995) where six dimensions were identified as underlying learner responses to a questionnaire, and explored the relationship between each factor and independent language learning behavior. It is notable on Benson (2001: 62) research which is about out-of-class language learning (OCLL), and its importance to the theory and practice of autonomy. Cotterall (1999) sought to identify the beliefs of English language students regarding variables that influence language learning and she found that students rated practice and opportunities to use the target language ahead of the teacher in terms of their importance for successful language learning. Motivation and metacognition manipulate learner behaviour (Pickard 1995, Victori and Lockhart 1995, Ushioda 2001, Yorozu 2001, Wenden 2001, Lamb 2002)

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