Abstract:

Teachers, educators and researchers have been trying to find out some innovative tactics to implement Communicative Language Teaching (CLT) successfully in Bangladeshi context. In this regard, using supplementary teaching materials with English lessons in classroom came to light. This study investigates the supplementary materials used by the English teachers in primary classrooms and explores English teachers’ efficiencies in using these materials. The data were collected, using interview schedules for teacher and head teachers and classroom observation schedule, from schools in Kapasia upazila and Paba upazila of Bangladesh where teachers were provided with materials and Teachers’ Guides (TG) from a programme named English in Action. Findings of the study reveal that the teachers have been using a number of innovative technology based materials in the rural classrooms of Bangladesh. Furthermore, teachers conduct several interactive activities accompanied by teaching materials according to the activity guidelines written in the teachers’ guides. On the contrary, sometimes teachers fail to get the activities done by students for different reasons. Teachers’ psychological anxiety related to using technology in classrooms and loads of work at schools are major barriers in reveling efficiency in using materials in classrooms. In addition to that, students’ level of understanding and unfamiliarity of technological materials make it difficult for teachers to implement innovative materials successfully in English classrooms.

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