A study of English language
classrooms at the secondary level in Bangladesh: Teachers’
perspectives on teaching resources
Md. Shakhawat Hossain¹, Shihab Uddin Ahmad², Mohammad
Mozammel Haque³
ABSTRACT
This paper discusses the perceptions of secondary
school teachers in Bangladesh regarding the selection of English
teaching materials. The opinions of Bangladeshi secondary school
teachers about the choice of English teaching resources are covered
in this essay. It gives a quick summary of how teachers feel about
the resources used in the classroom. Ten secondary school teachers
participated in targeted group talks to gather pertinent data. Based
on their insightful observations, it can be said that more resource
books are needed in Bangladesh’s English teaching context to select
appropriate teaching materials for improved instruction. The study
discovered a strong link between academic achievement and
instructional materials. Teachers also stressed the need for
pedagogically aligned, culturally sensitive, and contextually
suitable materials that can better meet the varied requirements of
students. In order to improve the quality of instruction and lessen
need on outside reference books that don’t adequately aid learning,
it was recommended that the textbook be enlarged.
Keywords: Secondary level classrooms, textbook, teachers’
perspectives, language teaching materials.
