Teachers' Perceptions of Dakhil Textbooks in Developing Writing and Critical Thinking Skills in Bangladesh

Md. Mansur Hoshain, Mohammad Shakhawoat Hossen, Mohammad Sadikur Rahman & Mst. Munjuara Khatun

July-Agu-Sep

Abstract
This research paper examines the perceptions of teachers on how effective the English textbooks are in nurturing critical thinking and writing skills in the students at the Dakhil level in Bangladesh. The study uses a mixed-methodology that gives the study breadth and depth of analysis. The quantitative strand survey questionnaires were administered to 36 English teachers in 18 Dakhil madrasahs in both rural and urban areas through the use of a structured questionnaire comprising 10 Likert questions on critical thinking and writing based activities. The validity of the questionnaire was determined by expert review and it had a high level of reliability (Cronbach a = 0.85). Responses were analyzed using descriptive statistics and inferential tests (t-test, ANOVA). In-depth interviews with 5 purposely selected teachers were the qualitative strand with the addition of the classroom observation and content analysis of the writing exercises in the textbooks. The thematic codification was used to identify the insights and challenges of teachers. The findings indicate that although teachers do recognize the structured grammar and composition activities in the textbooks, they do not see many possibilities to teach higher-order thinking and creative writing. The qualitative data indicate the overemphasis on rote-based activities and exam-based writing. The paper reaches the conclusion that enriched tasks that involve textbook revision are important in improving the critical thinking and writing abilities of students at the Dakhil level.

Keyword: Mythology, shaping agent, construction, national identity

Research Area: ELT

Country: Bangladesh

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