English teachers' perspectives on the implementation of revised National English Curriculum 2021 in Grade 6.

Abstract

This study assessed the process, challenges, and impact of implementing the revised National English Curriculum 2021 in secondary education in Bangladesh. This study focused on exploring teachers’ experiences, teaching methods, classroom activities, assessment processes, and student participation. Data was collected through a qualitative approach, which included classroom observations in three secondary schools, interviews with teachers and master trainers, and analysis of related policies. The study found that teachers’ reactions to the revised curriculum were mixed. While many teachers praised the learner-centered approach, lack of training and materials, time constraints, and students’ weakness in English were identified as major challenges. Teachers also faced difficulties in ensuring active participation of students in the classroom and implementing new assessment methods. The study recommends improving training and resources, allocating sufficient time in implementation plans and diversifying classroom activities to make the method of carrying out the revised curriculum more effective. At the same time, emphasis is placed on adopting long-term plans to enhance teachers’ professional development and increase student engagement. The results of this study highlight the benefits and limitations of the 2021 Revised National English Curriculum and provide effective guidance for future curriculum development.