AN EVALUATION OF THE ENGLISH SYLLABUS AT THE SECONDARY LEVEL (GRADE 8): TEACHERS’ AND STUDENTS’ PERSPECTIVES IN BANGLADESH

In Bangladesh, the English language plays a fundamental role in both academic and professional development. Developing proficiency in English is crucial for individuals pursuing higher education. Given this significance, it is necessary to establish a strong foundation in English from an early age. This research study inspects the secondary-level English curriculum from the viewpoints of teachers and learners. It aims to understand their perspectives on syllabus design, pedagogical strategies, and evaluation methodologies to identify areas for improvement. The research study collected data from educators and learners by communicating with them and examining their viewpoints on educational institutions and the completion of the English curriculum through the use of questionnaires, interviews, focus groups, and classroom observations. The study revealed several challenges faced by both teachers and students regarding poor English instruction, inadequate pedagogical approaches, limited resources, and ineffective evaluation methods. The researcher has emphasized the importance of critical awareness regarding syllabus design, pedagogical strategies, and evaluation processes. The study presented numerous ideas about how these issues impact the effectiveness of English education. Recommendations have been developed to address the challenges and enhance the instruction of English at the secondary level of education in Bangladesh. Developing assessment instruments that accurately assess students' abilities and evolution, providing access to sufficient resources, and updating the curriculum to include interactive and communicative teaching techniques or strategies are among the main recommendations. These recommendations aim to enhance the efficacy and engagement of the English education system, equipping students with the skills needed for academic success and future opportunities.