EFL Learners’ Participation in Primary Schools of Coastal Areas in Bangladesh

Abstract

Despite numerous initiatives by both governmental and non-governmental organizations, primary level students’ skills in English language are still below the expected level in Bangladesh (Hamid & Honan, 2012; Sultana, 2010). Our study examined reasons behind the limited participation of EFL (English as a Foreign Language) learners in primary level classrooms in the coastal areas of Bangladesh. To conduct the research, we followed an explanatory sequential mixed methods design (Creswell, 2014; Creswell & Creswell, 2018; Ivankova & Stick, 2007). We collected data from 37 male and 23 female students in grades four and five through questionnaire surveys and three focus group discussions (FGDs). We also collected data from five teachers through interviews and three class observations. We found that teachers had less motivation to create an interactive learning environment for the students due to heavy teaching loads and administrative assignments. Many of the students had low academic expectations and motivation, lived in poor socio-economic conditions that required them to work, and were impacted by frequent natural disasters that interrupted their regular classes. The results of our research provide insights for educationists and policymakers related to primary education in disaster-prone coastal areas as well as other rural parts of the country.