A phenomenological exploration of the challenges faced in teaching English at the secondary level in Manikganj, Bangladesh

The challenges associated with English language teaching (ELT) remain a persistent and deeply rooted issue within the education system of Bangladesh. These difficulties are particularly pronounced in Manikganj Sadar Upazila (a sub-district in the Manikganj district of Bangladesh), where structural, pedagogical, and motivational constraints significantly impede effective English instruction. This study explores the core challenges encountered by English language teachers working in diverse secondary-level educational institutions within the region. Employing a qualitative research design grounded in interpretative phenomenological analysis, data were collected through twenty in-depth interviews and two focus group discussions with practicing English teachers. Thematic analysis revealed several interrelated and enduring barriers to effective ELT, including inadequate teaching and learning materials, overcrowded classrooms, limited infrastructural support, insufficient opportunities for professional development, and a general lack of motivation among teachers, students, and guardians. Furthermore, rigid examination-driven instructional practices and outdated pedagogical methods were found to hinder communicative competence and learner engagement. The findings provide important insights for policymakers, educational administrators, and development practitioners. By identifying the underlying causes of ineffective English language teaching in this context, the study offers an empirical basis for designing evidence-based interventions. These results are expected to inform both governmental and non-governmental initiatives aimed at enhancing the quality, relevance, and sustainability of English language education in Manikganj Sadar Upazila and comparable educational settings across Bangladesh.