A Case Study On Effective English Language Teaching Management Strategy

Teaching English is one of the essential motives for educational management because it is one of the principal aspects of educational development.This study examines the current English language teaching situation in Bangladesh and China.In particular,this is a case study of English education in Bangladesh and China,with several nested cases within the more significant issue.This study used a qualitative methodology approach and used primary data from the survey questionnaire and teachers’ stories.This qualitative case study involves students,teachers,parents,and other professionals.The study included 216 English teachers from both Bangladesh and China.However,only two provinces from Bangladesh and China,Sylhet and Gansu,participated,where Bangladesh had 40.68% of the participants(n-88),while China had 59.32%(n-128).There were 51 items in the survey questionnaire with participants’ demographic information.The results used a survey to look into teachers’ perceptions of effective teaching superiority,reports of their beliefs and practice,and fences they faced.The study revealed several areas where respondents’ professed comprehension and their reported patterns differed.Three key characteristics that impact English language education in Bangladesh and China were discovered during the research.The first factor is how the examination system operates and how it influences schooling.More than 40% of respondents disagreed with the statement about preparing potential questions and answers for students’ final exams,and over 55% opposed teaching what is only essential for the exam.More than 70% of respondents agree that an effective teacher should organize mock examinations in the same manner as final exams.More than 50% of respondents stated that they evaluated the exam’s emphasis when creating teaching materials.These findings support the examination system’s effectiveness in directing teaching practice and reveal the degree to which families and the general public believe the examination system to work.The second factor to consider is the necessity of communicative English in professional education,social standing,and accessing foreign countries.Although half of the teachers said they utilized English in the classroom,66% strongly agreed to emphasize that they did in the class.Over80% followed communicative language teaching.More than 90% of the instructors who took part in the Survey felt that an effective English teacher should use various teaching strategies while instructing students.This Study stories from participants on why English is essential to them and their challenges in establishing communicative ways of teaching English.The third factor is differences in access,accessible resources,and opportunities in urban and rural areas are also reported.Specifically,those students who live in remote areas have a financial crisis or households with the least amount of income.In rural areas,infrastructure,resources,and experienced educators are inadequate.This study’s interviews showed that every teacher explained that teaching in rural areas still has many problems in China and Bangladesh.Especially,Bangladeshi responders stated that most schools in rural areas lack facilities for teachers and students.According to the findings,the study recommended providing rural teachers with extra facilities such as a standard salary with an annual increment,suitable living conditions,technological support,and attractive policy implications to solve the urbanrural inequality in both countries.Additionally,the researchers have employed a SWOT analysis to identify the strengths and weaknesses of the education environment both in Bangladesh and China.SWOT analysis stated that China’s 1970 s education policy played a major role in improving China’s learning atmosphere and quality of education.In addition,the huge budget allocation for research and the Sino-Foreign friendship curriculum activities play a key role in swelling the quality of education in China.On the contrary,the disparate policies in the education system,scarcity of education budget,student politics,dropout in higher secondary,and child marriage are creating barriers to the learning environment and the progress of education in Bangladesh.The conclusion illustrates that the findings suggest that policy changes and implementation strategies should account for these intricacies.This study may provide valuable policymakers to achieve English educational improvement.Furthermore,as far as the authors know,this is the first comparative study that emphasized effective English language teaching management strategies in Bangladesh and China.