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A Research Proposal On Bangladeshi

Students' and Teachers' Beliefs about
English Language Learning at Degree
Col...
A. M. M Mahmudul Hasan

Jatiya Kabi Kazi Nazrul Islam University

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 A Research Proposal

On

Bangladeshi Students’ and Teachers’ Beliefs about English Language Learning

At Degree College Level: An Analytical Study

By

A. M. M Mahmudul Hasan

M.A 2015-16

Roll: 162211034

Email . [email protected]

Dept. of English Language and Literature

Jatiya Kabi Kazi Nazrul Islam University

Trishal, Mymensingh

Submitted to

Dr. Mohammad Emdadul Huda

Professor,

Dept. of English Language and Literature

Jatiya Kabi Kazi Nazrul Islam University

Trishal, Mymensingh

Submission Year : …2018……………….

 Abstract

This research will intend to focus on the beliefs of the teachers and students about English

Language learning at the degree level colleges in Bangladesh. It will try to find out the problems

faced by students and teachers in interaction during English class. The research will also intend to

focus on the present scenario of English remedial measures to overcome the problems lies in the

process of teaching- learning activities at the Degree level. The present study will follow a case

study, which employs a descriptive -interpretive method. The study will be conducted with 100

ELT students and 10 teachers in the ELT department of some degree colleges in Mymensingh .

Both qualitative and quantitative data will be collected through three different sources: student

questionnaire, teacher questionnaire, and teacher interviews. On the basis of findings, a good

number of necessary recommendation will be presented for English language learners and

teachers of the colleges. This research claims to have social vitality, reliability and validity as it

provides enough insights into the English language teaching and learning at the degree level

colleges of Mymensingh areas of Bangladesh.

Introduction

1.1 Background

Beliefs whether they are of the learner or the teacher are very crucial in language learning. For the learner

they are important in defining his behavior towards learning and for teachers they delineate the ways of

teaching. A possible conformity or clash in the beliefs of the two can have an important effect on overall

learning process and outcomes. Second language educationists have argued that students bring with them

to the classroom a complicated set of “attitudes, experiences, expectations, beliefs, and learning

strategies” (Benson, 2001; Nyikos & Oxford, 1993; Oxford, 1992).

The attitudes and beliefs of the teachers and students of degree colleges under national university, are

important for a partial understanding of higher education process in Bangladesh. Student’s attitudes and

beliefs guide language teachers to adopt their teaching strategies for coping with their daily language

teaching challenges, influence their general well-being, and in turn, shape language learners’ learning

environment, their motivation and their language achievement and ability. This parent university that was

established by an Act of parliament as an affiliating university of the country to impart graduate and

post-graduate level education to the students through its affiliated colleges and professional institutions

throughout the country. National university is playing a vital role providing higher education to a large

number of students of Bangladesh through its affiliated colleges.

1.2 Statement of the Problem

Students of National University in Bangladesh come from different educational backgrounds like science,

humanities and commerce. Whenever they admit themselves in the degree pass course program in any

subject, they have to study English as a compulsory subject in every years. Because of having their poor

language skills they suffer in the long run of their study. The main problem occurs when English language

teachers find it tough to teach them . Their attitudes and beliefs regarding language learning often conflict

with that of teachers. For this reason educational process is hampered sometimes. This study will address

different questions related to this issue and try to analyze them from various point of view.

1.3 Significance of the study:

There are a number of implications that will fall out from this study. For one thing, the study indicates that

there is lack of awareness in teachers about the importance of understanding of beliefs in language

teaching and learning. Therefore, one outcome of this study is the need to create awareness about how

beliefs of teachers and students are crucial. To this end, it is important that short courses and workshops

geared towards creating such awareness are organized at various levels and teachers at college levels are

trained to take into account the beliefs of their students in order to achieve better results in teaching of

English in Bangladesh at Degree level. Secondly, the teachers should think of adopting practices where a

greater degree of ‘harmony’ is achieved in the set of beliefs of teachers and students. While it is true, that

a complete compatibility is not attainable, attempts should be made to narrow the gap between the beliefs

of both teachers and students.

It is hoped the study will also contribute to ELT provision in Bangladesh in that it brings to light the fact

that there exists differences of beliefs amongst teachers and students regarding learning English. This

study points to the need of addressing these differences in order to improve ELT provision in the country

and take steps to reduce, if not eliminate, these differences. The study particularly makes food for thought

for ELT providers in Bangladesh as to how realign their teaching practices which create motivation in the

students for learning English. For instance, teachers can think about how to organize their teaching points

in a graded order. The study also stresses the need to revise the curriculum with a view to bringing it

‘closer’ to the beliefs of students which will go a long way in engendering motivation in students for

learning of English and would produce better results.

Objectives of the Study

The study aims to:

(1) To investigate how attitudes and beliefs of the students and teachers influence teaching-learning

process manifested in the EFL classroom of different degree colleges of Bangladesh.

(2) To bring to surface the language learning beliefs of both teachers and students, to see the extent of

possible differences between them, and then to explore the sources of these differences for reflection and

analysis.

(3) To investigate whether the teachers and students are interactive enough with each other to reach the

desired goal.

(4) To create awareness about the role of beliefs in English teaching and learning in Bangladesh..
(5) To suggest some recommendations for authority concerned for formulating appropriate policies for

improvement of teaching learning of English at the said level.

2.1 Research Questions

1) What kind of beliefs do teachers and students hold regarding English language learning at Degree

college level?

2) How teachers’ and students’ beliefs and attitudes about English language learning have caused

difficulties in English language teaching and learning for each other?

3) method do the teachers follow while teaching English at Degree level in Bangladesh?

4) Are there any similarities and/or differences between teachers’ and students’ beliefs about language

learning?

5) How will the present condition of English learning be improved at Degree colleges?

Limitations of the study

(i) The main hindrance behind preparing the thesis paper is time constraint. As I am a student now, I have

to complete the research within the stipulated time .

(ii) As I have selected only some prominent degree colleges under Mymensingh, it is naturally not

possible to cover all the degree colleges of Bangladesh .

(iii) It is already stated that the research will cover only beliefs of teachers and learners regarding English

language learning issues. Other important aspect of each language learning theories and methods are not

taken care of. So the present research covers very limited areas of teaching-learning of English.

(iii) I will carry out such a study for the first time, so inexperience is one of the main constraints of the

study.

(iv) This study may also be limited through the use of questionnaires as a data collection instrument.

3.1 The Expenditures of the Research

The current researcher will request for some financial support from the present director of research so that

the study can be done smoothly.

The possible expenditures that the research will be as follows:

1. Honorarium of the researcher: 10,000

2. Honorarium of the assistant researchers: 5,000

3. Data collection: 4,000

4. Travelling cost: 4,000

5. Purchasing books and journals: 3,000

6. Typing, binding and photocopying : 2,500

7. Miscellaneous: 1,500

Total 30,000.00

(Taka thirty thousand only)

Definition of the terms

Terms here are conceptually and operationally defined for better understing of the readers. These will be

used frequently in the thesis writing/paper .

EFL

It stands for English as a Foreign Language and refers to people learning the language to use it for social,

travel, business or study purposes.

Acquisition vs. Learning

Acquisition is the 'picking up' of a language through exposure to it and is contrasted with

learning which involves deliberate study and practice, in the formal environment.

Interference vs. Facilitation

They refer to the negative or positive influences a learner's first language will have on his/her ability to

learn a second or foreign language.

Communication gap
the disparity of information available to people in an interaction.

Feedback

the final stage in a teaching procedure in which the learners and the teacher can judge its success. There is

a guide to giving and getting feedback on this site.

Proficiency test

a test which looks forward to determine whether a learner has the ability to undertake future tasks in the

language, such as studying or working.

Drills

repetitive exercises designed to form habits in learners and fix the language so that it can be produced

without thought.

Monitoring

1. checking quickly to make sure all learners are on task.

2. moving around the classroom to help individuals or groups of learners while they work on tasks.

Literature review

Research on language learning beliefs started with the pioneering work of Horwitz (1985, 1987, 1988).

She investigated language learning beliefs of American university students taking a mandatory foreign

language class. She developed an instrument to access students’ opinions on variety of issues and

controversies and named it “Beliefs About Language Learning Inventory (BALLI)”. More recently

relationship between learners and teachers beliefs in different setting and cultures has come under

discussion. Kern (1995) used BALLI with 288 students of French as a foreign language and 12 instructors

in the United States. He concluded that teachers don’t agree with the importance of excellent accent in

speaking foreign language, don’t consider speaking easier than listening and don’t think that learning a

foreign language is a matter of translation from English, whereas students were inclined to accept or vary

in their opinions about these issues.

Samimy and Lee (1997) investigated 34 students and 10 teachers and observed a mismatch between their

language learning beliefs. Students were more inclined than their teachers towards accuracy in

pronunciation, learning vocabulary and the use of translation in Chinese learning. In another study,
Peacock (1999) also used BALLI to compare 202 students and 45 university ESL teachers and found

significant differences in their beliefs regarding vocabulary and grammar.

Chiou (2006) studied 96 students and 63 teachers’ English listening beliefs. The findings revealed that

students stressed the importance of excellent English pronunciation. While teachers placed a very high

value on knowing about English speaking cultures in order to better understand the language, only half the

students supported the concept. Research taking a close look at the relationship between SLA theories and

language teaching practices was sporadic. Comparison of teachers and students beliefs was done by Davis

(2003) in China by using Lightbown and Spada (1993) 10-item questionnaire. The study showed that

students and teachers beliefs differed in four points:

(1) the earlier the second language is introduced the greater the likelihood of success,

(2) teachers should present grammatical rules one at a time and students should practice examples of each

before proceeding to the next,

(3) students errors be corrected as soon as they are made in order to prevent the formation of bad habits,

(4) teachers should use materials that expose students only to those language structures that have already

been taught.

Attitudes and beliefs are important concepts in understanding teachers' and students’ thought processes,

classroom practices, change, and learning to teach. While attitudes received considerable attention in

teaching and teacher education research between the early 1950's through the early 1970's, teacher beliefs

only recently gained prominence in the literature. Summaries of the research suggest that both attitudes

and beliefs drive classroom actions and influence the teacher change process (Nespor, 1987; Pajares,

1992; Peck & Tucker, 1973; Richardson, 1994-b). Teacher attitudes and beliefs, therefore, are important

considerations in understanding classroom practices and conducting teacher education designed to help

prospective and in-service teachers develop their thinking and practices.

Students’ responses and experience help teachers to decide best method for them. Bangladeshi students

have their own individual variation and traits because of cultural diversity. Their foundational knowledge

on English language facilitates learning or creates further problem . Holt-Reynolds (1992) provided an

example of the effects of entering pre-service students' beliefs on the processing of the material presented

in a content-area reading course. In an interview with nine students, she found that they brought with them

beliefs about teaching and learning derived through their past life experiences. These beliefs contradicted

the constructivist approaches that were being promoted by the professor, reducing the students'

receptiveness to the professor's ideas. MacKinnon and Erickson (1992) also found that the positivist

views of scientific knowledge held by a student teacher, Rosie, led to her strong verbal domination of the

classroom. She had great difficulty understanding her constructivist-oriented cooperating teacher's

critique of her teaching. This is why a good understanding between learners and teachers must be ensured

for proper learning and teaching.

Shen, Li-Bi, Chia-Ling, Mei-Su, Yu-Chia & Pei-Ru (2005) did a survey in Taiwan adapting Lightbown

and Spada (2004) 12-item questionnaire. Divided teachers’ and students’ opinion was noticed on two of

the above four items pointed out by Davis (2003) for Chinese learners that teachers should present

grammatical rules one at a time and students should practice examples of each before proceeding to the

next and teachers should use materials that expose students only to those language structures that have

already been taught. All the studies on beliefs of teachers and students both based on BALLI or

language learning theories strongly suggest that there is a wide divide between the beliefs about

language learning held by teachers and students. The studies also suggest that this difference between

their beliefs affects language learning in a significant way.

Many researches have been done regarding the beliefs of Bangladeshi teachers and students. Still the

scenery is same in primary, secondary, higher-secondary and other levels. Researchers have found that

most of the students are eager just to pass in the English exam and nothing more. The Degree level

students are not exception. Their unwillingness and misunderstanding towards English language

learning influence teachers’ teaching process. We have to rethink how the communication gap between

the two parties can be removed. The present researcher will try to hint how can there will be a harmony

between teachers’ and students’ belief for better learning and teaching outcomes. At the same time, the

study would offer new knowledge and thinking to the field of English language teaching.

Research Design and Methodology

4.1 Sampling

The present study will follow random sampling while selecting the respondents. In random sampling all

population will have same chance to be selected in a study. Robert opines that random sampling is

inexpensive and less troublesome. Two types of sampling will be used for the present study: students and

teachers.

4.2 Research Design

Both primary and secondary sources of data will be used in research. To get primary information,

questionnaires for students and teachers will be used. This chapter will present an overview of research

methodology. It will contain an account of the procedures used in this research. This research will be

quantitative and qualitative in method.

4.3 Subjects

100 Degree students will be randomly selected from 10 colleges located in Mymensingh District. These

students have already received English instructions for 12 years. To collect data, 10 English teachers of

Degree level will be interviewed through questionnaires.

4.4 Instrumentation

Two sets of questionnaires for students and teachers will be used to get information regarding their beliefs

and attitudes about English language teaching and learning.

4.5 Students Questionnaire

In this questionnaire, all will be the multiple choice questions. The student questionnaire will consist of 10

items covering 10 issues on English teaching and learning at the Degree level such as syllabus, textbook

materials, practice of English language skills in the class, teaching method etc.

4.6 Teachers Questionnaire

There will be 10 items covering 10 issues on the teaching and learning English at the Degree level. 10

teachers teaching English at Degree level colleges will respond to the questions.

4.7 Data collection procedures

The survey will be carried out in different Degree level colleges in Mymensingh area through

questionnaires. The present researcher will visit 10 colleges of this district. He will collect data from

students and English teachers of this lavel. The researcher will distribute typed questionnaires to the

respondents and requests them to give information. The students will take 30 minutes and the teachers

will take 20 minutes to answer all the 10 questions.

Conclusion

Beliefs whether they are of the learner or the teacher are very crucial in language learning. For the learner

they are important in defining his behavior towards learning and for teachers they delineate the ways of

teaching. A possible conformity or clash in the beliefs of the two can have an important effect on overall

learning process and outcomes. This study seeks to document Bangladeshi teachers’ and students’ beliefs

regarding learning and teaching English at Degree college and find out the possible similarities and

differences among them. The present study will be an attempt to address a number of issues related to

ELT and applied linguistics. It will also reveals many loopholes in the English language teaching and

learning conditions at the Degree level. At the end of the study, we will have some recommendations for

teachers, students, educators and course and syllabus designers. The study will give insights into the

syllabus followed at Degree level, students’ and teachers’ attitude toward English language learning and

teaching, teaching techniques used by the teachers, the text book prescribed for the Degree students by the

National University authority. The study will finally look at what implications these beliefs have for

teaching English in Bangladeshi Degree colleges.

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