Sultana, AsifaMubashshir, Abdullah Al2023-01-172023-01-1720222022-06ID 16203010http://hdl.handle.net/10361/17733Cataloged from PDF version of thesis.Includes bibliographical references (pages 42-43).This thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2022.The main objective of this research was to find the effectiveness of comprehensible input on primary level students’ English learning. A quantitative research approach had been followed where two groups of students got two kinds of input: comprehensible and non-comprehensible. The researcher then analysed the results of the groups to find out whether comprehensible input can do any better than non-comprehensible input in primary students’ English learning. The research found that the group which got comprehensible input could understand the text better thus got higher marks than the group which got non comprehensible input. Both groups got input through reading text which also reflected the credibility of reading as comprehensible input. The researcher hopes that this study would help National Curriculum of Education Board of Bangladesh (NCTB) and our English teachers to gain the benefits of comprehensible input by implementing it on primary students for their English learning.47 pagesenBrac University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.Comprehensible inputNon-comprehensible inputLanguage acquisitionLanguage learningPrimary schoolInput hypothesisEnglish language--Study and teaching.English language--Textbooks for foreign speakers.Thesis