Learners'-Teachers'-Parents' Approaches towards EFL Learning: A Case Study at Elementary Levels’ Bangla-Medium Schools in Khulna Metropolitan City, Bangladesh

Abstract

This study explores the multidimensional attitudes towards learners, teachers, and parents at Bangla-medium schools in the Khulna Metropolitan City of Bangladesh. The initial and first institutional learning starts from elementary schools, indicating pre-primary, nursery, and class one to class five. So, it is crucial to build the foundation of EFL learning platforms where the learners' four language skills can be developed. Considering its standing and global importance, English is a vital language in the workplace, education, and facilitating international communication and cross-border trade and business. The critical goals of the study are to comprehend the viewpoints and approaches of primary school pupils in Bangla-medium schools, the instructional methodologies used by teachers, and the role that parents play in helping their kids acquire the language. Questionnaires, focus group discussions, and classroom observations have been used to collect data and examine the expectations, motives, and difficulties each stakeholder encounters. The results emphasize how crucial interactive teaching strategies are, how important a supportive family environment is, and how learners' particular attitudes toward developing their language skills. The study also recommends how to improve the overall efficacy of English language Learning by organizing teachers' training programs, using English as the medium of instruction, appointing more skilled English Language teachers, making an ideal class size, using digital pedagogical materials tools to develop suprasegmental features; to align curriculum with students' interests; to ensure student-oriented teaching; and to make parental awareness at the primary level in Khulna Metropolitan City.