A Critical Analysis of the English Textbook of Class Eight in Bangladesh

Shakila Akter Barsha; Tasnuva Nur Efa; Ariful Hasan

doi:10.51474/elepraxis.v1i1.552

JOURNAL ARCHIVE

Volume 1 (2024)
- Issue 1

A Critical Analysis of the English Textbook of Class Eight in Bangladesh

Shakila Akter Barsha ¹ ^* , Tasnuva Nur Efa ¹ , Ariful Hasan ¹

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¹ University of Creative Technology Chittagong, Bangladesh^* Corresponding Author

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Original Article

Journal of ELE Praxis, Volume 1, Issue 1, 2024, 46-51, https://doi.org/10.51474/elepraxis.v1i1.552

Publication date: Nov 22, 2024

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APA

In-text citation: (Barsha et al., 2024)
Reference: Barsha, S. A., Efa, T. N., & Hasan, A. (2024). A Critical Analysis of the English Textbook of Class Eight in Bangladesh. Journal of ELE Praxis, 1(1), 46-51. https://doi.org/10.51474/elepraxis.v1i1.552

Vancouver

In-text citation: (1), (2), (3), etc.
Reference: Barsha SA, Efa TN, Hasan A. A Critical Analysis of the English Textbook of Class Eight in Bangladesh. Journal of ELE Praxis. 2024;1(1):46-51. https://doi.org/10.51474/elepraxis.v1i1.552

AMA

In-text citation: (1), (2), (3), etc.
Reference: Barsha SA, Efa TN, Hasan A. A Critical Analysis of the English Textbook of Class Eight in Bangladesh. Journal of ELE Praxis. 2024;1(1), 46-51. https://doi.org/10.51474/elepraxis.v1i1.552

Chicago

In-text citation: (Barsha et al., 2024)
Reference: Barsha, Shakila Akter, Tasnuva Nur Efa, and Ariful Hasan. "A Critical Analysis of the English Textbook of Class Eight in Bangladesh". Journal of ELE Praxis 2024 1 no. 1 (2024): 46-51. https://doi.org/10.51474/elepraxis.v1i1.552

Harvard

In-text citation: (Barsha et al., 2024)
Reference: Barsha, S. A., Efa, T. N., and Hasan, A. (2024). A Critical Analysis of the English Textbook of Class Eight in Bangladesh. Journal of ELE Praxis, 1(1), pp. 46-51. https://doi.org/10.51474/elepraxis.v1i1.552

MLA

In-text citation: (Barsha et al., 2024)
Reference: Barsha, Shakila Akter et al. "A Critical Analysis of the English Textbook of Class Eight in Bangladesh". Journal of ELE Praxis, vol. 1, no. 1, 2024, pp. 46-51. https://doi.org/10.51474/elepraxis.v1i1.552

ABSTRACT

This critical analysis evaluates the English for Today (Class Eight) textbook used in Bangladesh, focusing on its effectiveness in enhancing language skills for eighthgrade students. The textbook, designed to improve reading, writing, listening, and speaking abilities, combines language study with practical use. While it emphasises collaborative learning and integrates historical insights, offering a comprehensive approach, the analysis identifies areas for improvement. The text praises the book's innovative tasks, such as dialogues and recipes, promoting conversational skills and real-life applications. However, it highlights the need for more advanced vocabulary and challenging exercises to enhance analytical and critical thinking skills. The review recommends enriching vocabulary, diversifying exercises, and upgrading content with the exam patterns to better prepare students for higher grades. The analysis anticipates the challenges of the upcoming textbook revision, emphasising the importance of addressing current shortcomings to enhance English language education in Bangladesh and aligning it with international standards. The study concludes by recognising students' eagerness to learn English, underscoring the vital role of curriculum improvements in preparing them for a globally competitive future.

KEYWORDS

English for today Bangladeshi education system language learning strategies collaborative learning textbook evaluation

REFERENCES

Bhandari, B. L. (2021). Effectiveness of collaborative learning for improving learners’ writing proficiency in English classrooms. Tribhuvan University Journal, 36(01), 199210.
Galappaththy, K., & Karunarathne, P. (2022). Impact of collaborative learning on developing reading skills of tertiary level English as a second language (ESL) Learners. International Journal of English Language Teaching, 10(6), 1-7.
Greving, S., & Richter, T. (2022). Practising retrieval in university teaching: Short-answer questions are beneficial, whereas multiple-choice questions are not. Journal of Cognitive Psychology, 34(5), 657-674.
Mardiyana, T., Fauziati, E., Prastiwi, Y., & Minsih, M. (2023). A content analysis of the language quality of thematic textbooks for elementary school students. Journal of Education and Learning (EduLearn), 17(2), 229-240.
Mazumder, S. K. (2011). Bangladeshi secondary teacher educators’ experiences and understandings of communicative language teaching (CLT) [Unpublished master thesis]. University of Canterbury.
Normawati, A., Susanto, A. I. F., Febrianto, A. R., & Farikah, F. (2023). EFL Students’ attitude toward learning English by using collaborative learning. Acitya: Journal of Teaching and Education, 5(2), 262-272.
Said, H., & Yusof, S. (2015). Life skills in the process of teaching and learning English. Rhetoric Educator: Communication, Composition, Rhetoric, & Writing eJournal, 4(12).
Sheng, J., (2022). Research on college English vocabulary teaching combined with POA and word formation teaching. Frontiers in Educational Research, 5(10). https://doi.org/10.25236/fer.2022.051009
Wilson, L., & Read, J. (2016). Do design features assist people with aphasia to comprehend text? An exploratory study. International Journal of Language & Communication Disorders, 51(3), 346-354.

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[1] Bhandari, B. L. (2021). Effectiveness of collaborative learning for improving learners’ writing proficiency in English classrooms. Tribhuvan University Journal, 36(01), 199210.

[2] Galappaththy, K., & Karunarathne, P. (2022). Impact of collaborative learning on developing reading skills of tertiary level English as a second language (ESL) Learners. International Journal of English Language Teaching, 10(6), 1-7.

[3] Greving, S., & Richter, T. (2022). Practising retrieval in university teaching: Short-answer questions are beneficial, whereas multiple-choice questions are not. Journal of Cognitive Psychology, 34(5), 657-674.

[4] Mardiyana, T., Fauziati, E., Prastiwi, Y., & Minsih, M. (2023). A content analysis of the language quality of thematic textbooks for elementary school students. Journal of Education and Learning (EduLearn), 17(2), 229-240.

[5] Mazumder, S. K. (2011). Bangladeshi secondary teacher educators’ experiences and understandings of communicative language teaching (CLT) [Unpublished master thesis]. University of Canterbury.

[6] Normawati, A., Susanto, A. I. F., Febrianto, A. R., & Farikah, F. (2023). EFL Students’ attitude toward learning English by using collaborative learning. Acitya: Journal of Teaching and Education, 5(2), 262-272.

[7] Said, H., & Yusof, S. (2015). Life skills in the process of teaching and learning English. Rhetoric Educator: Communication, Composition, Rhetoric, & Writing eJournal, 4(12).

[8] Sheng, J., (2022). Research on college English vocabulary teaching combined with POA and word formation teaching. Frontiers in Educational Research, 5(10). https://doi.org/10.25236/fer.2022.051009

[9] Wilson, L., & Read, J. (2016). Do design features assist people with aphasia to comprehend text? An exploratory study. International Journal of Language & Communication Disorders, 51(3), 346-354.