English Language Learning Challenges in Bangladeshi Secondary Schools

This qualitative study investigates barriers to English language learning and teaching in government and semi-government secondary schools across Dhaka, Mymensingh, and Rajshahi divisions in Bangladesh. Drawing on questionnaire responses from students and teachers at 15 schools (five per division), the research identifies key challenges in four domains: sociolinguistic, pedagogical, infrastructural, and curriculum-related. Sociolinguistic obstacles include low student exposure to English outside school, socioeconomic disparities, and strong Bangla-medium orientation [1, 2]. Pedagogical barriers involve insufficient teacher training and low teacher English proficiency, leading to reliance on Bangla in class [2, 4]. Infrastructural issues such as overcrowded classrooms and scarce teaching aids hinder interactive learning [4, 5]. Curriculum and assessment pressures – notably an exam-centric approach focusing on grammar and writing – further limit communicative practice [6, 7]. The findings are discussed in light of existing literature, including local studies on rural English education [1, 8]. Based on these insights, the paper recommends policy reforms (e.g. curriculum redesign, exam reform) and school-level actions (e.g. teacher development, bilingual support) to improve English learning outcomes.