Struggles in English Learning: Perspectives of Bangla Medium Students at the Higher Secondary Level

Abstract

This research provides an overview of the heterogeneous challenges confronted by Bangla medium students at the higher secondary level in engulfing English even after long years of exposure to English in formal education. Using a mixed-methods design, data are collected from 146 students and 15 teachers from three colleges in the Rangpur Division of Bangladesh. Structured Likert-scale questionnaires are used to collect quantitative data and semi-structured interviews and open-ended questions to collate qualitative information. The study reveals that common barriers to communication persist across speaking, writing, reading, and listening domains, shaped by factors such as insufficient exposure to English, low confidence, rigid curriculum design and resource constraints. Thematic analysis reveals that the challenges are grounded in socio-cultural and systemic contexts. Yet students also show resilience through peer-to-peer support, multimedia tools and self-generated strategies. The study suggests curriculum changes, communicative instructional methods, and inclusive classroom strategies that promote both greater English language proficiency and active engagement of students, addressing broader issues of educational inequality.