An exploratory study of learner differences and learning styles accommodated in the new grade six English textbook in Bangladesh

Abstract

This study examines the learning preferences and experiences of secondary school students in Bangladesh following the implementation of a new English curriculum. Using a mixedmethod approach, including a questionnaire survey, focus group discussions, and interviews, findings show a strong preference for kinesthetic and visual learning styles and a significant affinity for collaborative group work, enhancing engagement and language acquisition. However, challenges such as inadequate teacher training and limited parental awareness hinder effective implementation. Personality traits significantly influence learning preferences, with balanced learners—those with both extroverted and introverted traits— achieving higher proficiency than their more polarized peers, highlighting the need for diversified teaching methods. The study underscores the necessity for continuous teacher professional development, varied learning materials, and a supportive educational environment fostering experimentation and peer collaboration. Recommendations include adopting differentiated instructional strategies, improving access to resources, and creating inclusive, mistake-friendly classrooms to enhance language learning and prepare students for future academic challenges. Future research should explore the long-term effects of the curriculum on student performance and broaden the sample size to capture a wider range of experiences and outcomes.