The Effect of Teachers' Training in Secondary English Teachers' Practice of Communicative Language Teaching (CLT) in Bangladesh

Abstract

The study investigates the effectiveness of current teachers' training programs in secondary English teachers practising CLT in Bangladesh. The study follows a mixed design. Secondary trained English teachers were the main data source of the study. The study used an observation protocol for a training session; one questionnaire for teachers, and one FGD interview schedule for teachers as main sources of data collection. Qualitative data from the interview were used to triangulate the quantitative data from the questionnaire. One hundred teachers were chosen randomly from twenty secondary schools from Dhaka, Bogura and Rajshahi division. There were (25) English teachers from five schools who were chosen purposively for FGD. Result showed that teachers training has less positive effects on their CLT practice in the secondary classroom. Through training, teachers understood the importance of CLT, nevertheless they did not practice CLT properly in the classrooms. Results showed that teachers blamed the mismatch between the assessment system and the CLT approach for the inability to implement the CLT appropriately. Therefore, the study suggests changing the current assessment system and increasing support for the trained teachers to practise CLT in the classroom.