Exploring Bangladeshi university students’ willingness to communicate (WTC) in English classes through a qualitative study

Abstract

English is regarded as a compulsory subject in Bangladesh, which learning starts at the very early stage of a learner. However, after spending almost 12 years in learning English, learners’ oral skill is not seen up to the mark when they enter the university for tertiary education. Sometimes, they are noticed to have their unwillingness to communicate with others. Hence, the current study aims to explore the experiences of Bangladeshi university students’ willingness to communicate (WTC) by employing a multiple case study method. 10 undergraduate students from a private university were interviewed. Apart from semi-structured interview, classroom observations were also carried out for data collection. The obtained data were analysed through the content analysis process. The findings show that students’ earlier experiences of learning English have been positive; however, they think grammar-based English learning is an obstacle in the development of their oral communication. The study also reveals that learners’ WTC is greatly influenced by classroom environment that enhances or declines their interest to communicate with others. Based on the findings, the study suggests that incorporating more drills in English classes by engaging learners with real-life based conversations, dialogues and so forth can enhance learners’ WTC. Hence, learners’ real voice would help the policymakers and language instructors to take the issue into consideration and way-out timely measures.

From Language Movement to Language Policy: A Critical Examination of English in Bangladeshi Tertiary Education

“…The significance of English in Bangladesh extends beyond the academic realm; it is perceived as a prestigious language associated with social advancement and economic prosperity. The language has gained prominence in business, reflecting its status as a tool for global communication and a key determinant in accessing economic opportunities as well as for changing the image of a nation (Milon et al, 2018a(Milon et al, , 2018bAlam et al, 2018;Rahman et al, 2019;Alam et al, 2022aAlam et al, , 2022b. Private companies prioritize hiring individuals with higher English skills, thereby driving private universities to emphasize English education to align with market demands.…”

“…The preference for English as the medium of instruction in private universities contributes to their perceived advantages over public institutions, especially in terms of global standards and aspirations for international competitiveness. However, it is essential to recognize that both public and private institutions play crucial roles in the educational ecosystem of Bangladesh, contributing to the nation's progress (Alam et al, 2022a) and the empowerment of its diverse student population.…”

Unlocking Fluency: Task-Based Language Teaching (TBLT) in Tertiary Speaking Classes - Insights from Bangladeshi Teachers and Students

“…Students can alleviate their apprehension by engaging with their peers in the classroom, fostering a greater willingness to learn, as suggested by Chua (2019), Milon (2016), Alam et al (2018a), andAlam et al (2022a). Task-based language instruction promotes heightened participation in class discussions among students, encouraging more active engagement with their peers, as noted by Simion and Genova (2019), Alam et al (2022a), and Milon and Ali (2023). Ganta (2015) highlights that this instructional approach stimulates collaborative efforts among students to complete tasks, involving error correction and mutual support.…”

Beyond Traditional Approaches: Exploring Task-Based Language Teaching (TBLT) and its Impact on Bangladeshi University Students’ Academic Writing Performance

“…Based on the findings of this study, several recommendations emerge to enhance the implementation of Task-Based Language Teaching (TBLT) in the context of developing writing skills for university students in Bangladesh. Firstly, educators should receive specialized training and participate in professional development programs to effectively integrate TBLT tasks into the curriculum, ensuring a comprehensive understanding of task design, implementation, and assessment (Alam et al, 2022;Bryfonski & McKay, 2019). Additionally, there is a need for ongoing support mechanisms, including mentorship and collaborative platforms, to facilitate the exchange of best practices among educators (Alam et al, 2018;Mitu, 2020).…”

“…In the intricate global landscape of education, the mid-20th century witnessed a growing demand for English language proficiency across diverse age groups (Alam et al, 2022;Hamid, 2020;LoBianco et al, 2009). This narrative has led to a symphony of efforts, with substantial investments, dedicated efforts, and the allocation of time converging into a pursuit of linguistic mastery on a global scale.…”