EFL Teachers' Prosocial Behaviors at the Secondary Level in Bangladesh

Abstract

The present comprehensive study dealt with the psychosocial perspectives of English as Foreign Language (EFL) teachers' academic activities or behaviors at the secondary level education in Bangladesh. Students are usually undernourished and very weak in English in the Bangladeshi EFL context, and no methods seem to improve the situation deploying any tactic or technique. The approaches have also been proved to be inappropriate in the last two decades for the teaching of the English language in Bangladesh. So, the study intends to find out the reasons behind the failure and the possible ways to develop English skills among the Bangladeshi EFL students by analyzing their teachers' academic and prosocial behaviors both inside and outside the classroom. The researcher collected data from 47 English teachers and 96 students of 16 secondary and higher secondary level institutions. The most supportive tools for this study were questionnaire survey and teacher interviews with phenomenological analyses of the participants' replies. The data were analyzed with conceptual and relational inquisition of the academic prosocial behaviors and features of the English language teachers in both the qualitative and quantitative approaches. The upshot of the study is, in fact, a report of the understandings and needs of the current condition of teaching and prosocial behaviors of the secondary level English teachers outside the classroom. The result displayed the lacking of relationships between teachers and students along with the needs of developing teachers' prosocial behaviors through kaizen, resilience, effective teacher-training, and teacher-research with the contemplation of non-verbal cues.