Abstract
English is regarded as a compulsory subject in Bangladesh, which learning starts at the very early stage of a learner. However, after spending almost 12 years in learning English, learners’ oral skill is not seen up to the mark when they enter the university for tertiary education. Sometimes, they are noticed to have their unwillingness to communicate with others. Hence, the current study aims to explore the experiences of Bangladeshi university students’ willingness to communicate (WTC) by employing a multiple case study method. 10 undergraduate students from a private university were interviewed. Apart from semi-structured interview, classroom observations were also carried out for data collection. The obtained data were analysed through the content analysis process. The findings show that students’ earlier experiences of learning English have been positive; however, they think grammar-based English learning is an obstacle in the development of their oral communication. The study also reveals that learners’ WTC is greatly influenced by classroom environment that enhances or declines their interest to communicate with others. Based on the findings, the study suggests that incorporating more drills in English classes by engaging learners with real-life based conversations, dialogues and so forth can enhance learners’ WTC. Hence, learners’ real voice would help the policymakers and language instructors to take the issue into consideration and way-out timely measures.
Highlights
In the education policy of Bangladesh, learning English starts at the very beginning of a child’s schooling and is considered as a compulsory subject like other core subjects (Obaidul Hamid, 2010; Rahman & Pandian, 2018)
The findings reveal that EFL learners’ willingness to communicate (WTC) is greatly influenced by classroom environment which has impacts on their flow of interaction in English with their classmates
The similar outcome is found from the review of literature in which the researchers state that merely 6% of their respondents opine that previous grammar-based English language teaching is helpful for developing their oral proficiency (Kikuchi & Browne, 2009)
Summary
In the education policy of Bangladesh, learning English starts at the very beginning of a child’s schooling and is considered as a compulsory subject like other core subjects (Obaidul Hamid, 2010; Rahman & Pandian, 2018). Learners need to pass the English course to be promoted in the class. 12 years before taking admission into university. It is very worrying that after completing their university education in English-medium instruction, a good number of the graduating students are found weak in English while they are asked to speak before the audience (Fushino, 2011; Rahman et al, 2019).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Asian-Pacific Journal of Second and Foreign Language Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
