PEDAGOGICAL PRACTICES OF THE EFL TEACHERS AT THE PRIVATE UNIVERSITIES IN BANGLADESH

Abstract

Public and private universities in Bangladesh have significantly prioritized teaching and learning of the English language.  However, studies reveal that a large number of graduates struggle in their careers due to a lack of proficiency in the English language.  As a result, research will inevitably advance the teaching-learning status of English at this level of education.  This study primarily examines the English teaching landscape at private universities in Bangladesh, particularly emphasizing the pedagogical practices employed by English language instructors.  A Mixed Method Research approach was employed for data collection and analysis for the study. Besides, this study involved the random selection of 60 English teachers from 10 private universities in the Dhaka division of Bangladesh. The data for this study were gathered using a teacher questionnaire and a classroom observation checklist. The quantitative data were analyzed through descriptive and inferential statistical methods.  Qualitative analysis employed a constant comparative method.  The researcher discovered that the majority of EFL teachers did not adhere to the teaching method outlined in the university curriculum; instead, they opted for an eclectic approach, without taking into account the lesson objectives and the students' abilities. Moreover, the teachers lacked sufficient preparation for implementing practical teaching methods due to the absence of monitoring and evaluation by university authorities or other institutions. Typically, teachers presented traditional lectures while students listened and attempted to comprehend the content, whether intentionally or unintentionally. When it comes to classroom activities, the majority of teachers seldom ever employed any communicative exercises to help their students get better at English.  Insufficient and unsuitable speaking and listening exercises were planned by the teachers themselves.