Implementing Exploratory Practice Approach In Bangladeshi Classrooms

Abstract

The need to learn foreign languages is almost as old as human history itself. Increasing globalization has created a great need for people in the workforce who can communicate in multiple languages. Language education in schools has evolved over time and is now included in educational curriculum all across the world("Language education", 2021). Bangladesh ranks 8th in the list of most populated countries. Bangladesh, a small country with a large population, is attempting every approach imaginable to make learning effective in an effort to make everyone literate. However, the number of students in the classroom is huge. Bangladesh is still lagging behind other countries in the field of Language education while some nations are experiencing effectiveness by implementing new approaches like the Exploratory Practice approach. EP is a language teaching and learning approach used to explore different ideas, challenges and to create new ideas, solutions and strategies. This study aims to find out whether EP is possible in classrooms in Bangladesh or not. For this mixed-method study, 110 students from two schools and two separate classrooms with their usual English teachers participated. The findings indicate that EP can improve the majority of students in a large classroom, albeit its implementation in this setting is not quite feasible. Time, teacher quality and the educational system are the key issues. EP is ineffective in a brief lesson. EP did not work well in such large classroom spanning for only 35-40 minutes but when the class was taken for more than 1.5 hours with permission from the authority, it showed a magnificent effect. Since the class period is so short, it takes more than one class to complete all of the prerequisites of an EP class. For students to perform better, EP should be used more frequently Perhaps with a few modest adjustments to the educational system, Ep might be more helpful for every student.