Students’ perception on high-stakes English language testing in Bangladesh: expectations vs reality

Abstract

This study critically examines students’ perception on high-stakes English language testing in Bangladesh. Every year thousands of students in their Primary, Junior Secondary, Secondary and Higher Secondary level, attend high-stakes tests whose results play a significant role in shaping their future. Even though these tests are a common phenomenon in Bangladeshi society, not enough research is done to investigate how the students are viewing these tests, how much mental pressure they are facing while attempting to meet up the expectations of society and parents relating to these tests results. Hence, this study specifically addresses students’ voice and experiences to examine how high-stakes English language tests are helping to develop students’ language skills. This is a qualitative study and the participants are some of the higher secondary level students. Data for this study were mainly collected through interviews and analysed thematically. The conclusion drawn from students’ responses suggested that there lies a wide range of mismatch between the curriculum and assessment practices which is resulted due to lack of efficient teachers having enough pedagogic literacy, lacking in providing enough facilities and resources to facilitate successful English language teaching and testing. Yet, attempts are being made to overcome those challenges so that quality education can be ensured. By highlighting the students’ perspective in this study, the researcher provides a picture of the drawbacks of current English language testing so that necessary steps can be taken to overcome the challenges.