Teachers’ Perceptions of English Textbook Effectiveness at the Dakhil Level in Bangladesh

Md. Mansur Hoshain, Mohammad Shakhawoat Hossen & Md. Mustafizul Islam

Jan-Feb-Mar

Abstract
The English textbook, "English for Today" (EFT), is the foundation of English language teaching and learning at the Dakhil level in Bangladesh, as prescribed by the National Curriculum and Textbook Board (NCTB). This study aimed to explore the perceptions of Dakhil-level English teachers regarding the effectiveness of this textbook in achieving its communicative and pedagogical objectives. Using a mixed-methods approach, data were collected through a questionnaire survey from 30 randomly selected English teachers and semi-structured interviews with 10 teachers from Dakhil-level madrassas across several districts in the Dhaka division. The questionnaires were analyzed using descriptive statistics, including percentage analysis, and the interview data were examined qualitatively to identify recurring patterns and themes. The findings indicate that most teachers view the existing English textbooks as adequate for developing reading and writing skills, but insufficient for fostering speaking and listening skills. Teachers also noted a lack of cultural relevance, limited interactive activities, and insufficient additional teaching resources. The study concludes that, although EFT functions as an essential standardized resource, its effectiveness is limited by a misalignment with the practical realities of classrooms, local cultures, and students’ communicative needs. Recommendations are made for a more balanced, skills-focused, and contextually relevant revision of the textbook and teaching practices.

Keyword: Dakhil English textbooks, the perception of teachers, the communicative competence, cultural relevance, skill development

Research Area: ELT

Country: Bangladesh

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