The illusion of preparedness: Unmasking Bangladesh's university English teaching paradox
Presentation Type
Abstract
Faculty Advisor
Lauren Covey
Access Type
Open Access
Start Date
25-4-2025 9:00 AM
End Date
25-4-2025 9:59 AM
Description
This study examines the preparedness of non-native English-speaking teachers who teach English proficiency courses in higher education institutions (HEIs) in Bangladesh. The research explores the interplay of linguistic proficiency, pedagogical training, and institutional dynamics in shaping teaching efficacy within an English as a Foreign Language (EFL) context. Employing a quantitative survey methodology, data were collected from a sample of 30 Bengali-speaking teachers from 21 different institutions. In addition to survey questions on teachers’ self-rated teaching efficiency, encountered challenges in teaching, infrastructural limitations, and opportunities of teachers’ training (Faez & Valeo, 2012), participants also took the LexTale test (Lemhöfer & Broersma, 2012) to assess English proficiency. Data analysis is ongoing, but current findings demonstrate pervasive training deficiencies, significant pedagogical challenges—including resource constraints and large class sizes—and a compelling need for context-specific professional development. These results resonate with existing literature on EFL preparedness in resource-scarce settings, underscoring the urgency for systemic reform. By contributing novel insights into university EFL pedagogy in South Asia, this research offers a robust foundation for evidence-based policy and practice advancements in Bangladeshi HEIs and beyond.
The illusion of preparedness: Unmasking Bangladesh's university English teaching paradox
This study examines the preparedness of non-native English-speaking teachers who teach English proficiency courses in higher education institutions (HEIs) in Bangladesh. The research explores the interplay of linguistic proficiency, pedagogical training, and institutional dynamics in shaping teaching efficacy within an English as a Foreign Language (EFL) context. Employing a quantitative survey methodology, data were collected from a sample of 30 Bengali-speaking teachers from 21 different institutions. In addition to survey questions on teachers’ self-rated teaching efficiency, encountered challenges in teaching, infrastructural limitations, and opportunities of teachers’ training (Faez & Valeo, 2012), participants also took the LexTale test (Lemhöfer & Broersma, 2012) to assess English proficiency. Data analysis is ongoing, but current findings demonstrate pervasive training deficiencies, significant pedagogical challenges—including resource constraints and large class sizes—and a compelling need for context-specific professional development. These results resonate with existing literature on EFL preparedness in resource-scarce settings, underscoring the urgency for systemic reform. By contributing novel insights into university EFL pedagogy in South Asia, this research offers a robust foundation for evidence-based policy and practice advancements in Bangladeshi HEIs and beyond.
Comments
Poster presentation at the 2025 Student Research Symposium.