Extensive Reading in EFL Classroom at Secondary Schools in Bangladesh: Current Practices and Future Possibilities

Md Zulfeqar Haider, Elina Akhter

Abstract


Extensive reading is being practiced in many EFL and ESL classrooms as an effective means for developing learners’ reading as well as other related skills. This paper is based on a small-scale study that explores the current practices and future possibilities of using extensive reading in the EFL classrooms at the junior secondary schools in Bangladesh. The study reports the responses of 100 secondary English teachers on different aspects of using extensive reading tasks in the EFL classrooms of Bangladeshi schools. It is found that though the teachers of Bangladesh express positive beliefs about the benefits of extensive reading, the techniques they follow in their classrooms at present mostly encourage intensive reading. It is also evident that teachers who deal with extensive reading do not often follow the best practices in the classrooms. It is suggested in this study that extensive reading needs to be promoted in the Bangladeshi schools through coordinated efforts of all the stakeholders in the secondary education system. It is stressed that a combination of initiatives such as teacher training, awareness raising, curriculum reform and changing existing assessment format can promote the practices of extensive reading activities among the young learners.


Full Text: PDF DOI: 10.5539/ies.v5n3p126

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This work is licensed under a Creative Commons Attribution 3.0 License.

International Education Studies ISSN 1913-9020 (Print), ISSN 1913-9039 (Online)

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