Analyzing the current English language teaching materials in line with the academic and professional needs and interests of diploma theology students

Abstract

The study analyzed the current English language teaching/learning materials in line with the academic and professional needs and interests of diploma theology students. The study was a descriptive survey that made use of a mixed-method approach. Thus, the researcher employed convergent parallel mixed method design. The data were collected using a questionnaire, interview, and content analysis. The participants of the study were second and third-year diploma theology students, former theology students, and English as a Foriegn Language instructors. All the students(112) were chosen using comprehensive sampling technique, and five former theology students who were working as priests and evangelists were chosen using the snowball technique to fill out the questionnaire. EFL teachers were also chosen for the interview. Additionally, the skills of three units of the current English language teaching materials were evaluated using the checklist. The reliability of the questionnaire were checked using Cronbach Alpha, and the quantitative data were analyised using SPSS version 22. The study revealed that both students and EFL teachers perceived the teaching materials as they less assist the students in their academic and professional contexts. Finally, the researcher recommended that preparing teaching materials that fit the needs and interests of the students.

Exploring English Teaching Materials and Methods at the HSC Level: An Empirical Study

“…Depending on the selection and use of the materials and methods, there come drastic changes in the learning process. Hence, prominent researchers like Kabir (2023); Abduh et al (2022); Al Amin and Greenwood (2022); Bhuiyan and Khan (2022); Deressa et al (2022); Hosan and Weiyan (2022); Oeamoum and Sriwichai (2020); Nuby et al (2019); Rahman (2019); Khanom (2018); ; ; Alam (2017); Ray and Roy (2017); Cakir (2015); Rahman and Karim (2015); Mitu (2014); Rasul (2014); Diniah (2013); Salahuddin et al (2013); Mamun et al (2011); Harsono (2007), etc. tried to work on these issues from their perspectives.…”

“…The huge amount of research distinctively epitomizes researchers' urges for adapting needs and contextspecific methods and materials to ensure successful outcomes in the realm of English language teaching-learning in a second or foreign language setting. Deressa et al (2022) conducted their research to find out the practicality and suitability of materials used by EFL teachers in theology classes in Ethiopia. In this mixed-method research, both students and teachers participated and data collection tools include questionnaires, interviews, and content analysis.…”

“…Based on the research findings and a comprehensive literature review, this study likes to put forward some pedagogical recommendations that are expected to be helpful for the education systems of Bangladesh and other EFL contexts: i) To foster creative and critical thinking among learners through classroom discussions and reflection, teachers should redesign their materials (Cakir, 2015). iii) The concerned body should support teachers in bringing about pedagogical changes (Deressa et al, 2022). iv) Problems related to students' language proficiency, insufficient resources, lack of trained teachers (Kabir, 2023)…”