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All Journal Journal of English Language Studies Frasa: English Education and Literature Journal
Sharmin Rahman Bipasha
CCN University of Science & Technology
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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INSTRUCTION OF VOCABULARY AT THE HIGHER SECONDARY LEVEL IN BANGLADESH: INTEGRATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) WITH VOCABULARY TASKS Sharmin Rahman Bipasha
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 1 (2025): Vol. 6 No. 1 March 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i1.4699

Abstract

The research aimed to enhance vocabulary instruction at the upper secondary level in Bangladesh by integrating Communicative Language Teaching with vocabulary activities. This study examined the common vocabulary tasks associated with Communicative Language Teaching (CLT) for grades 11-12, current vocabulary learning techniques and tasks, the challenges that impede the effective application of these methods, and the potential strategies for enhancing vocabulary acquisition, focusing on key factors that could improve students' English vocabulary. A mixed-methods approach was used for data collecting and analysis. The research included surveys from 100 students, interviews with 10 instructors, and classroom observations to gather data. The cluster random sampling approach was used to select samples for this research, focusing on a group of current (Higher Secondary Certificate) HSC-level students and instructors. The objective data acquired via questionnaires were statistically evaluated using descriptive statistics expressed as percentages, whereas the interview and classroom observation data were presented in narrative form via comments. The study's results suggested that the alignment of CLT and vocabulary activities significantly influenced the development of students' vocabulary. Research indicated that both vocabulary activities and the principles of CLT are extensively used by students and educators to enhance vocabulary acquisition. The research identified common issues in vocabulary acquisition and proposed many solutions to facilitate comprehensive vocabulary learning.
Social Class, Language, and Academic Achievement: Understanding English Performance in the Context of Bangladesh’s Stratification Sharmin Rahman Bipasha; MD Nahidul Islam
Journal of English Language Studies Vol 10, No 1 (2025): Available Online in March 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v10i1.31516

Abstract

This study investigates the complex interplay between social class, language, and academic achievement, with a particular focus on English performance among secondary and higher secondary-level students in Bangladesh. A mixed-methods methodology enabled the researchers to acquire quantitative and qualitative responses through stratified sampling from 250 students and 25 teaching staff throughout three districts serving government and non-government educational institutions across rural and urban areas. The quantitative section utilizes ANOVA statistical procedures to determine the relationship between students' economic status together with their command of the language and their results in English academic subjects. Semi-structured teacher interviews, together with classroom observations, provide researchers with qualitative knowledge that explains educational barriers' direct impact on teachers' and students' experiences. The study demonstrates that upper-class students achieve better English results than lower-class students each year. Educational success among students depends on three fundamental factors, which consist of household language practice, educational resource availability, and established teacher expectations. This research shows that English proficiency serves as both an entry point and a source of difficulty in educational progress because it holds essential importance within the educational stratification system. This work enriches research about developing nations' educational inequalities by providing recommendations for policies that combat the linguistic factors responsible for social achievement disparities. The research analysis supports extensive educational changes that must follow Bangladesh's systematic social inequalities and the essential role language plays in determining academic results.
Co-Authors MD NAHIDUL ISLAM