I

A PROJECT

ON

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION IN PRIVATE

UNIVERSITIES OF KHULNA

Project Submitted for the Partial Fulfillment of the Requirement for the Degree of B.A.
(Hons.) in English Language and Literature
Department of English
Northern University of Business and Technology Khulna
Course Code: ENG 4305
Course Title: Project

Submitted By
Md. Mehedi Hasan
ID: ELL 03170330084
Program: Bachelor of Arts (Hons.) in English Language and Literature
Department of English
Northern University of Business and Technology Khulna
Supervised By:
Nafis Sadik Shamron
Lecturer
Department of English
Northern University of Business and Technology Khulna

Date of Submission: October 2021

 II

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION IN PRIVATE

UNIVERSITIES OF KHULNA

Submitted by:

Md. Mehedi Hasan

ID: ELL170330084

Program: Bachelor of Arts (Hons.) in English Language and Literature

Department of English

Northern University of Business and Technology Khulna

Supervised By:

Nafis Sadik Shamron

Lecturer

Department of English

Northern University of Business and Technology Khulna

………………………… …………………………...
Signature of Supervisor Signature of Researcher
 III

Dedicated
To
My beloved family members and loved ones.
 IV

Approval

This is to certify that Md. Mehedi Hasan has completed his project quite satisfactorily and I

recommend that he should be awarded the relevant degree.

……………………….

Nafis Sadik Shamron

Lecturer
Department of English
Northern University of Business and Technology Khulna
 V

Declaration

I hereby declare that the project is based on my original work except quotation and citation. I

honestly ensure that I have prepared the project paper myself and I have not made any copy

from anyone without proper acknowledgment. The project paper is a part of my academic

study as a student of Bachelor of Arts (Hons.) in English Language and Literature in the

Department of English at Northern University of Business and Technology Khulna.

…………..
Signature
 VI

Abstract

In Bangladesh, most of the private universities use English as medium of instruction, even

though a lion portion of students come from Bangla medium background. This study explores

the assessment of English as a medium of instruction in Private universities of Khulna. This

research tends to discern the fact that whether the assessment of EMI is having a positive or

negative impacts on the education system of Bangladesh. And as a theoretical framework,

Stephen D. Krashen’s ‘Acquisition-learning Hypothesis’ theory has been used in this study.

This study has been conducted through quantitative research method by using questionnaires.

Two different sets of questionnaires have been prepared for both teachers and students where

students’ questionnaire includes 11 questions and teachers’ questionnaire has 6 questions.

The data have been collected from 10 teachers and 115 students from two private universities

of Khulna which have adopted EMI since the establishment. Primary findings indicated that

in this age of internationalization, both instructors and students see EMI in tertiary education

as a beneficial undertaking. However, they also have to deal with some undeniable barriers

during the assessment. Finally, the study concludes with positive hope for institutions that use

the EMI system to contribute significantly to English as a foreign language and English

Language Teaching in Bangladesh.

Keywords: Assessment; Acquisition; English language; Learning; Medium of instruction

 VII

Acknowledgment

In my way of this journey, I am profoundly grateful to my honorable guide, Nafis Sadik

Shamron, who was the perpetual source of my inspiration to undertake the charge and

perpetuate it, enriching me with a lot of materials and counsels. His patience and thoughtful

guidance pioneered me in organizing the ideas. In particular, I am grateful to all the teachers

of the English Department and the members of the NUBTK family for their kind and

gracious co-operation.

I sincerely pay my gratitude to my honorable parents, favorable family, and my lovely

classmates. So, I pay heartfelt thanks to all of them.

Md. Mehedi Hasan

 VIII

Table of Contents

Approval IV

Declaration V

Abstract VI

Acknowledgment VII

CHAPTER 1 1-10

INTRODUCTION 1
1.1 PROBLEM STATEMENT 3

1.2 RESEARCH QUESTIONS 4

1.3 RESEARCH OBJECTIVES 5

1.4 RESEARCH HYPOTHESES 6

1.5 LITERATURE REVIEW 7

1.6 THEORETICAL FRAMEWORK 9

CHAPTER 2. METHODOLOGY 11

2.1 INSTRUMENTATION 11

2.2 SAMPLING 11

2.3 DATA ANALYSIS AND PRESENTATION 11

CHAPTER 3. DATA ANALYSIS 12-29

3.1 STUDENTS’ RESPONSES 12

3.2 TEACHERS’ RESPONSES 24

CHAPTER 4. DISCUSSION AND FINDINGS 30-31

 IX

CHAPTER 5 32-34

CONCLUSION 32

5.1 RSEARCH SCOPE AND LIMITATIONS 34

References 35

Appendix A. Questionnaire for Students 38-41

Appendix B. Questionnaire for Teachers 42-43

Running head: ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 1

CHAPTER 1

INTRODUCTION

English is a worldwide spoken language and there are billions of speakers of this

global language. In fact, countries like Bangladesh where English, not used as a first

language and also not officially recognized as a second language rather known as foreign

language, has the maximum use in academic premises. English is generally taught as a

mandatory subject in schools and colleges but not as a mandatory language. Generally, the

assessment of English begins in a full swing at tertiary level. Here, “assessment” means

evaluating all the skills of learners under a particular circumstance. According to Davies

(2007, p.86), language assessment conveys three messages: one about skill and how far

learners have progressed toward adequate competency, another about growth that appears to

be purely psycholinguistic at first glance, and a third about knowledge and how native and

nonnative speakers differ in terms of linguistic awareness.

Most of the students at university level, have to engage with English medium

instruction, henceforth EMI, completely. As Sureshkumar (2002, p.63) says, “In contrast,

foreign language learning takes place in communities where the language plays no major role

in the community and is primarily learnt in the classroom”. And since English is a foreign

language in Bangladesh, the students only practice English in the classroom. They have to

listen, speak, read and write in English and also their curriculum and syllabus are prepared in

English. As per Islam (2013), the current trend of using EMI as a teaching and learning

vehicle has become a major concern in language policy and planning (p.127). In Bangladesh,

both the teachers and students cooperatively take part in the assessment of English with a

view to communicating with other nations and to holding a strong position as well. Although
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 2

English is taught as a foreign language in Bangladesh, its value as a global language cannot

be overstated.

However, often some anomalies are encountered while assessing English as a medium

of instruction. Like Ahmed (2020) says, “English as medium of instruction (EMI) in the

tertiary education of Bangladesh receives a series of controversies, arguments and counter

presentations by the languages experts” (p.190). Especially in the case of the students, with a

Bengali medium educational background, experience most of the problems. As Ahmed

(2020, p.190) again asserts that, adopting EMI for students at private institutions appears to

be incapacitating and difficult, given that the majority of students are Bengali speakers. In

most of the private universities in Bangladesh, both teachers and students have to

communicate in English. And the complex situation rises there so often with the teachers

being unable to teach and the students being unable to learn or understand. Akter and Mitul

(2020, p.59) opine that, as English is not the first language of the Bangladeshi people, it

might be difficult for students and teachers to conduct classroom activities and studies solely

in English. Learning English is essential from the start of one's educational life and continues

throughout one's professional life. This indicates that, despite having studied English for a

long period, learners’ acquisition levels are startlingly poor. When most students think of

English as a foreign language, they are apprehensive and assume it would be impossible to

learn as fluently as their native tongue. Consequently, students lose interest and start

memorizing lessons they do not comprehend, usually in order to pass an exam. As a result, it

is necessary to examine the present state of English as a medium of instruction or, EMI which

is closely linked to Bangladesh’s medium of instruction strategy at higher education level.

And by evaluating English as a medium of instruction policy in the context of Bangladeshi

higher education, this research aims to address some of the major issues of EMI.
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 3

1.1 PROBLEM STATEMENT

In Khulna the students, who get admitted into private universities, have to carry out

their academic study in English as a medium of instruction. In most of the cases, they face

some unexpected problems that seem to affect their learning process because English is their

current medium of instruction. Most of the students, in their past, were instructed in Bengali

which is their native language. Therefore, they were able to acquire it properly but in the case

of being instructed in English medium, they are only learning rather than acquiring. They

face difficulties mainly while interacting with English in four skills of language which are

listening, speaking, reading and writing. According to Sholeh and Muhaji, (as cited in

Suryanto and Sari, 2020, p.315) because of the significant impact of the learners’ mother

tongue, students have difficulty in pronouncing particular words and get unused to the

English environment. This clearly illustrates that, the students from Bengali medium

background face difficulties in understanding the four skills of language and the class lecture

as well. Also, they find it difficult while making preparations for the examination because

they do not completely understand the lesson given in the English language in the classroom.

While conducting the classes teachers are often forced to switch codes from English to

Bengali to make the lessons more comprehensible for some students. Similarly, Obaidullah

(2016, p.924) believes that, in order for learners to understand difficult and unfamiliar

vocabulary in the text, teachers utilize code switching. To make the material more engaging,

they employ contextual reference in their first language. This indicates that the students are

not being adaptable to English as a medium of instruction.

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 4

1.2 RESEARCH QUESTIONS

The study aims to find out the answers to a few questions in order to achieve the study’s

goal. The research questions are as follows:

1. What are the major problems students facing in EMI?

2. What are the possible reasons behind students’ incapability of adapting English in the

academic area?

3. What are the necessary steps being taken by the instructors to make the assessment

comprehensible to the students in EMI system?

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 5

1.3 RESEARCH OBJECTIVES

1.3.1 General objective

In Bangladesh, English is not an official language rather it is accessed as a foreign

language and the necessity of learning English is gradually increasing. Therefore, this study

aims to establish an investigation on students’ ongoing circumstances in English as a medium

of instruction. And by the outcome of this investigation, the study tends to provide some

beneficial suggestions for the betterment of the institutions that have EMI system. This

research hopes to give solutions to the students who are struggling with EMI systems and

also to the teachers who are in dilemma with students’ assessment process in EMI. Overall,

this study aims to bring a positive mindset towards EMI system by finding out the

complications with convenient solution for the development in the educational sphere of

Bangladesh.

1.3.2 Specific Objectives

The specific objectives of this study are:

1. to find out the possible issues that the students are facing in EMI.

2. to investigate the techniques that the instructors are applying to make the assessment

successful in English as a medium of instruction system.

3. to evaluate the ways in which students can cope up with the challenges of EMI.
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 6

1.4 RESEARCH HYPOTHESES

Since this study’s main issue is to find out if the assessment of English as a medium

of instruction has positive or negative outcomes, I suppose the possible reason is both the

instructors and the learners are inadequate to carry out this process due to the strong

dominance of the first and the mother language which is Bengali over English. Secondly, I

propose English, as a foreign language, cannot be completely assessed because of not having

satisfactory knowledge of basic English language. Finally, I assume, in the private

universities, English is not the first preferred language in both inside and outside of the

classroom which is another prime supposition which hinders the students’ academic learning

in English.
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 7

1.5 LITERATURE REVIEW

In the education system of Bangladesh, English as a medium of instruction is highly

regarded and a significant process for the learners to establish their selves globally. English,

as a foreign language, has major influence in Bangladesh. Crystal (2003, p.18) says,

“Language attitudes are changing all the time, and more and more people are discovering, to

their great delight, that they are not at all bad at picking up a foreign language”. Majority of

the students, at tertiary level in Bangladesh, have a Bengali medium background where they

only learn English as a fundamental subject. Hence, it becomes obvious for them having

difficulties to adapt with English at university level where they have to study English in every

part of their academic process. As Islam (2013) has surveyed that some students suggested

having both Bangla and English in their medium of instruction would be more suitable

(p.132). Conversely, in this survey, there is no clear indication of whether there is any

positive or negative impact on the assessment in EMI.

Both the students and teachers, in the universities, mostly do not use English outside

of the academic environment. They do not share conversation in English language which

impedes their understanding with English. As Obaidullah (2016, p.928) explains that,

students seek advice or counseling from instructors when they have a difficulty with their

lesson freely without worrying about classroom language which is English. Students feel

uncomfortable, shy and less confident while talking in English which shows that students do

not exercise English in non-formal environment. However, Obaidullah (2016) also suggests,

“Though teachers believe CS helps students a lot in EFL classrooms, they do not want their

students to be encouraged to use CS in classroom” (p.928).

In most of the cases, it has been seen that, students only memorized the English

lessons just to pass the examination. Mirza and Mahmud (2012, p.102) reveal that, they
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 8

mostly read English for exam purposes. They, on the other hand, read Bengali texts because

they are comfortable with the language. That is to say, since the Bengali language has such a

significant impact on the learners, they do not gain English learning and instead opt to either

skip or memorize the lessons. However, it remains to be seen if the EMI assessment is

effective or not.

As AlBakri (2017, p.149) has investigated that, “The need to memorize was related to

the limited ability to express ideas in English, especially during exams”. In fact, sometimes

the instructors start thinking that the learners’ inefficiency is making them more lethargic

towards EMI. Similarly, Ahmed (2020, p.190) has surveyed that, teachers believe that

implementing EMI for private institutions will be a big problem because the majority of

students who enroll for higher education have previously completed Bengali medium

education. Nevertheless, surely students are not proving their selves enough in academic

sectors because of having less knowledge in English language but the progress in the

assessment of EMI is not clear yet. After interviewing some students, Hamid et al., (2013,

p.17) have found out that, despite the prevalence of English in teachers’ and students’

language practices, and EMI’s potential for increasing English competence, the majority of

students reported to having difficulty in EMI lessons.

Despite the growing interest in this field, a study in the existing literatures that

addresses the outcomes of assessment of English as a medium of instruction in private

institutions in Khulna has not been discovered yet. As a result, this study is followed with an

investigation of the standpoint of EMI at private universities, in order to fill a gap in this field

of research.
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 9

1.6 THEORETICAL FRAMEWORK

Stephen D. Krashen’s “Acquisition-Learning” theory has been adopted to conduct this

study. There are two independent systems of second language performance that have been

found in Krashen’s “Acquisition-Learning” hypothesis: the first one is ‘acquired system’ and

the second one is ‘learned system’. Since this study’s main focus is on assessment of English

as a medium of instruction, the sole purpose is to find out the systems of second language

acquisition by both the instructors and the students. By applying Krashen’s “Acquisition-

Learning” theory to this study, it has been found that the students are more comfortable and

able to reach the “acquired system” after being assessed in Bengali language as it is their first

language. But it seems unable to achieve the “acquired system” if the evaluation happens in

English language, so they reach the “learned system” which, according to Krashen, is less

important in the assessment process. And that is why by applying Krashen’s theory, this

study can reach a conclusion.

According Krashen (1981, p.1), adults have two separate systems for learning a

second language: subconscious language acquisition and conscious language learning, and

these systems are inextricably linked: subconscious acquisition appears to be considerably

more essential. In language acquisition, learners are typically unaware that they are learning a

language and are only aware of the fact that they are communicating through it. And on the

other hand, ‘learning’ as a conscious understanding of a second language which includes

knowing the rules, being aware of them, and being able to communicate about them. Krashen

(1982, p.7) believe, even under ideal circumstance real language acquisition takes time, and

speaking abilities emerge far later than listening skills. As a result, the greatest approaches

are those that provide “comprehensible input” in low-anxiety settings, with messages that

learners desire to hear. The fact that acquisition differs from learning in two key ways:
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 10

acquisition is slow and subtle, whereas learning is rapid and, for some people, obvious. Long

(1985) proposed (as cited in Schmitt, 2010) that, as Krashen argues, ‘comprehensible input’

is probably the most important component for interlanguage development in an early

statement of this perspective for second language acquisition (p.114). Nunan (2015) thinks

that ‘using the second language’ implies ‘speaking the language’, which is why encouraging

learners to use the language outside of the classroom is difficult to implement (p.13). So, it is

stated that, not only is the practice of a second language limited in the classroom, but also it

should be practiced outside of the classroom to acquire it properly because it can take more

time to acquire than learning. As Krashen (1981, p.68) said, “Acquisition may be slow, but it

is, in the long run, much more useful when language is used for the purpose of

communication”.

In “Acquisition-learning” hypotheses, acquisition gives fluency and learning gives

accuracy. Learning is described as a conscious process in which the learner’s attention is

directed to the rules and forms of the language. Krashen (1982, p.10) exclaims, the

acquisition-learning theory, on the other hand, maintains that adults can learn languages as

well, and that the capacity to “pick up” languages does not diminish with puberty. This does

not imply that adults will always be able to speak a second language at a native-like level.

Adults can utilize the same natural “language acquisition device” as children. In an online

video (Rounds, 2010), Krashen describes that when someone gets involved in conversation,

what counts is the input that one can stimulate from other. That means, students should

involve in speaking but they have to understand that it makes a helpful but indirect

contribution to language acquisition. Thus, Krashen’s theory is essentially meaningful in

evaluating the issues of this study which is whether the students and the teachers in the

assessment of English as a medium of instruction are being succeeded or not.

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 11

CHAPTER 2

METHODOLOGY

2.1 INSTRUMENTATION

This study has been conducted using quantitative method. A survey has been

conducted using two sets of online questionnaires containing 17 close ended questions in

total. The questionnaires can be found in Appendix A and B. The contents of the

questionnaire have been aligned with the interest of the topic. Google Forms was used to

create the questionnaires and collect responses. Email and social media have been used to

distribute the questionnaires among the participants. The answers given by participants in the

questionnaire are measured by a 4-point Likert scale.

2.2 SAMPLING

Total 115 students and 10 teachers from two private universities, Northern University

of Business and Technology Khulna and North Western University Khulna city, have been

participated for the survey of this study. Random number of students have participated from

different semesters. Google Form has been used for creating the questionnaire. The link to the

Google Form questionnaire were sent to the participants using social media. And the

collected data has been analyzed through Statistical Package for the Social Sciences (SPSS)

v.23 and has been expressed the data through charts.

2.3 DATA ANALYSIS AND PRESENTATION

The collected data are analyzed with Statistical Package for the Social Sciences (SPSS) v.23.

The data are presented using charts and tables in Microsoft Word 2016. Responses for each

individual question are shown with description.

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 12

CHAPTER 3

DATA ANALYSIS AND PRESENTATION

3.1. STUDENTS’ RESPONSES

Academic Background

Total Respondents Academic Background Frequency Percentage

Bangla Medium 98 85.2

English Medium 3 2.6
115
Both Bangla and English
14 12.2
Medium

Table 1: Academic Background

In this survey, total 115 students have participated from two different private universities of

Khulna city: Northern University of Business and Technology Khulna and North Western

University Khulna. Among all the participants, 98 students have Bangla medium background,

3 students have English medium background, and the remaining 14 students have both

Bangla and English medium background. A set of questionnaires was prepared for the

students to answer and share with their honest opinions.

Bangla Medium English Medium Both Bangla and English Medium

12%
3%

85%

Chart 1: Academic Background

 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 13

Coping With EMI After Coming from a Bangla Medium Background

Positive/Negative
Questionnaire Item 1 Response Frequency Percentage
Responses (%)
Strongly
33 28.7
I face difficulties studying in English Agree 78.3
after coming from a Bangla medium Agree 57 49.6
background. Disagree 19 16.5
Strongly 21.7
6 5.2
Disagree

Table 2: Coping with EMI After Coming from a Bangla Medium Background

The first question was asked to the students about their facing difficulties in studying English

after coming from a Bangla medium background and 78.3% students have given positive

response. 57 of them have agreed to this question and 33 students have strongly agreed which

indicates that the students’ background knowledge have a strong impact on them which

makes the English learning more complicated as Mirza and Mahmud (2012, p.101) suggest,

the great majority of students in private institutions attend Bangla language schools and have

little English skills.

60

50

40

30

20

10

0
Strongly Agree Agree Disagree Strongly Disagree

Frequency Percentage

Chart 2: Coping with EMI After Coming from a Bangla Medium Background
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 14

Students’ Attitude Towards EMI

Positive/Negative
Questionnaire Item 2 Response Frequency Percentage
Responses (%)
Strongly
28 24.3
Agree 89.5
I have a positive attitude towards
Agree 75 65.2
English as a medium of instruction.
Disagree 11 9.6
Strongly 10.5
1 0.9
Disagree

Table 3: Students’ Attitude Towards EMI

The students were asked to share their opinions regarding English as a medium of instruction

where maximum result is positive with 89.5 %. English, as a global language, needs to be

implemented in the schools, colleges and universities for the betterment of the learners and

here the learners feel the same. 75 students have responded that they agree and 28 of them

have strongly imposed their agreement. But very few students have also expressed their

disagreement that might be the reason of their anxiousness with English language which they

find hard to come up with.

Strongly Agree Agree Disagree Strongly Disagree

1%
10%
24%

65%

Chart 3: Students’ Attitude Towards EMI

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 15

Improving LSRW Skills With EMI

Positive/Negative
Questionnaire Item 3 Response Frequency Percentage
Responses (%)
Strongly
English as a medium of instruction 62 53.9
Agree 96.5
improves LSRW skills (LSRW
Agree 49 42.6
stands for Listening, Speaking,
Disagree 2 1.7
Reading, and Writing).
Strongly 3.4
2 1.7
Disagree

Table 4: Improving LSRW Skills With EMI

The table and the line graph both demonstrate the frequency and percentage of the responses

from the participants who were asked to give opinion on English as a medium of instruction

improves the four language skills: listening, speaking, reading and writing. And surprisingly,

there are 96.5% positive responses from the students who think EMI enhances their LSRW

skills. In fact, 62 learners have strongly agreed on this fact and 49 have agreed which shows

the students are enthusiast about learning English. Similarly, AlBakri (2017) has also found

the fact that 78.4% (n=257) of the students thought it is important to study in English, even if

it had a detrimental influence on their grades, is a startling discovery (p.114).

70
60
50
40
30
20
10
0
Strongly Agree Agree Disagree Strongly Disagree

Frequency Percentage

Chart 4: Improving LSRW Skills With EMI

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 16

Using English for Communication Outside the Classroom

Positive/Negative
Questionnaire Item 4 Response Frequency Percentage
Responses (%)
Strongly
16 13.9
I frequently use English for Agree 40
communication outside the Agree 30 26.1
classroom. Disagree 51 44.3
Strongly 60
18 15.7
Disagree

Table 5: Using English for Communication Outside the Classroom

The participants were asked to answer if they frequently use English for communication

outside the classroom or not and 51 of them have disagreed on this issue. Most of the

Students have answered negatively on their using English without academic purposes.

However, 30 of them have also agreed that they use English outside the classroom but 60%

of them have denied the fact which can have a great impact on second language acquisition

process.

Strongly Disagree

Disagree

Agree

Strongly Agree

0 10 20 30 40 50 60

Percentage Frequency

Chart 5: Using English for Communication Outside the Classroom

 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 17

Code Switching from English to Bangla

Positive/Negative
Questionnaire Item 5 Response Frequency Percentage
Responses (%)
Speakers mostly tend to switch their Strongly
36 31.3
codes from English to Bangla due to Agree 90.4
their incompetency in English (Code Agree 68 59.1
switching refers to speakers changing Disagree 10 8.7
from one language to another). Strongly 9.6
1 0.9
Disagree

Table 6: Code Switching from English to Bangla

The participants were asked about their opinion on speakers’ tendency to switch their codes

from English to Bangla due to their incapacity in English language and most shockingly,

90.4% have given the positive answers. 68 and 36 of them have strongly agreed and agreed

respectively that they switch their languages from English to Bangla in order to make proper

communication which matches with the survey of Obaidullah (2016, p.930) where he

discovered that, 100% of the participants feel that code switching supports them in

comprehending complex topics or instructions.

80
70
60
50
40
30
20
10
0
Strongly Agree Agree Disagree Strongly Disagree

Frequency Percentage

Chart 6: Code Switching from English to Bangla

 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 18

Difficulties in Understanding Class Lecture Because of EMI

Positive/Negative
Questionnaire Item 6 Response Frequency Percentage
Responses (%)
Strongly
27 23.5
I face difficulties in understanding Agree 67.8
class lecture when the medium of Agree 51 44.3
instruction is English. Disagree 30 26.1
Strongly 32.2
7 6.1
Disagree

Table 7: Difficulties in Understanding Class Lecture Because of EMI

In EMI system, students seem to face different kinds of complexities. And the participants

were asked about one of the problems which is the students face difficulties in understanding

class lecture in EMI system. 51 participants have agreed about having problems in

understanding and on the other hand, 30 of them replied with denial. And the overall result

comes as 67.8% respondents have given positive response on the fact and the rest 32.2% have

given negative response. That means, students do not feel at ease with EMI in the classroom

context.

60

50

40

30

20

10

0
Strongly Agree Agree Disagree Strongly Disagree

Frequency Percentage

Chart 7: Difficulties in Understanding Class Lecture Because of EMI

 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 19

Lack of Academic Performance Due to EMI

Positive/Negative
Questionnaire Item 7 Response Frequency Percentage
Responses (%)
Strongly
27 23.5
I am not able to perform well in the Agree 69.6
presentations, viva-voce because of Agree 53 46.1
English as a medium of instruction. Disagree 27 23.5
Strongly 30.5
8 7.0
Disagree

Table 8: Lack of Academic Performance Due to EMI

In the questionnaire, there was a question about students’ dealing with the performance in the

presentation, viva-voce in EMI system and 69.6% have answered that they are not

performing adequately because they have to interact in English in such activities. 23.5% have

strongly agreed and 46.1% have agreed to the fact because of EMI. And 23.5% have

disagreed and 7.0% have strongly disagreed. And the overall result proves that, students find

difficulties in doing activities in English language. Likewise, Ahmed (2020, p.198)) observes

that, lower-proficiency students face difficulties in a number of academic areas, mainly due

to a lack of academic and language-related abilities.

Strongly Agree Agree Disagree Strongly Disagree

7%
24%
23%

46%

Chart 8: Lack of Academic Performance Due to EMI

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 20

Difficulty in Understanding Teacher’s Instructions in EMI

Positive/Negative
Questionnaire Item 8 Response Frequency Percentage
Responses (%)
Strongly
I find it difficult to understand 26 22.6
Agree 61.7
teacher’s instructions when the
Agree 45 39.1
medium of instruction is English.
Disagree 35 30.4
Strongly 38.2
9 7.8
Disagree

Table 9: Difficulty in Understanding Teacher’s Instructions in EMI

Since EMI, at the tertiary level, is a mandatory system in all public and private universities,

so the students were asked if they find it difficult to understand the teachers’ instruction in

EMI and 45 of them have agreed affirmatively. Besides, 26 of them have strongly agreed and

the overall positive response comes with 61.7% where 38.2% have responded negatively.

Similarly, Akter and Mitul (2020, p.62) reveal, 87.09 percent of students stated that when the

instructor shifts from English to Bangla, they can readily comprehend complex ideas and

materials.

45
39.1
35
30.4
26
22.6

9
7.8

Strongly Agree Agree Disagree Strongly Disagree

Frequency Percentage

Chart 9: Difficulty in Understanding Teacher’s Instructions in EMI

 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 21

Difficulty in Forming Correct Sentences with the Lack of English Grammatical

Knowledge

Positive/Negative
Questionnaire Item 9 Response Frequency Percentage
Responses (%)
Strongly
37 32.2
It is difficult to form correct Agree 85.2
sentences with the lack of English Agree 61 53.0
grammatical knowledge. Disagree 14 12.2
Strongly 14.8
3 2.6
Disagree

Table 10: Difficulty in forming Correct Sentences with the Lack of English Grammatical

Knowledge

In the questionnaire, there was a question which aims to know about the difficulty level in

forming correct sentences with the lack of English grammatical knowledge and 53.0% of the

participants have agreed that it is hard for them to correct sentences and 32.2% have strongly

expressed their agreement with the same fact. Also, AlBakri (2017) has found out in his

survey that, when it comes to grammar, 61.9 % (n=203) of questionnaire respondents and all

interview participants admitted to making mistakes when writing in English (p.172).

Strongly Disagree

Disagree

Agree

Strongly Agree

0 10 20 30 40 50 60 70

Percentage Frequency

Chart 10: Difficulty in Forming Correct Sentences with the Lack of English Grammatical Knowledge
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 22

Students’ Lack of Confidence When Interacting/Communicating in English

Positive/Negative
Questionnaire Item 10 Response Frequency Percentage
Responses (%)
Strongly
28 24.3
I feel a lack of confidence when Agree 78.2
interacting/communicating in Agree 62 53.9
English. Disagree 22 19.1
Strongly 21.7
3 2.6
Disagree

Table 11: Students’ Lack of Confidence When Interacting/Communicating in English

In the survey, the participants had encountered a question whether they feel a lack confidence

while interacting in English language and 62 students have agreed that they feel less

confident. In fact, the total affirmative response comes as 78.2% which is more than those

who have denied to feel any problem in communicating in English as 22 of them have

responded negatively with the stated fact and overall, 21.7% have responded in negative.

Students feel anxious to communicate in English because they are more worried about

making any mistake which can make them feel embarrassed.

Strongly Agree Agree Disagree Strongly Disagree

3%

19% 24%

54%

Chart 11: Students’ Lack of Confidence When Interacting/Communicating in English

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 23

Students’ Weakness in Basic English Skills Due to Bangla Medium Background

Positive/Negative
Questionnaire Item 11 Response Frequency Percentage
Responses (%)
Strongly
43 37.4
Majority of the students are weak Agree 86.1
in basic English skills due to their Agree 56 48.7
Bangla medium background. Disagree 13 11.3
Strongly 13.9
3 2.6
Disagree

Table 12: Students’ Weakness in Basic English Skills Due to Bangla Medium Background

In the questionnaire, the last question was “majority of the students are weak in basic English

skills due to their Bangla medium background” and 86.1% have given positive response

where 56 of them have agreed and 43 have strongly agreed with this statement. On the other

hand, only 11.3% of the respondents have disagreed and 2.6% have strongly disagreed. This

means, Banga medium background stands as an impediment in the learners’ learning English

and therefore, they cannot completely muddle through English as a medium of instruction.

60

50

40

30

20

10

0
Strongly Agree Agree Disagree Strongly Disagree

Frequency Percentage

Chart 12: Students’ Weakness in Basic English Skills Due to Bangla Medium Background
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 24

3.2. TEACHERS’ RESPONSES

A set of questionnaires was prepared for in total 10 teachers from both two selected private

universities in Khulna to share their valuable and necessary thoughts on assessment of

English as a medium of instruction in private universities.

Effectiveness of Language Acquisition Over Language Learning

Positive/Negative
Questionnaire Item 1 Response Frequency Percentage
Responses (%)
Strongly 3 30
Language acquisition is more Agree 90
effective than language learning. Agree 6 60
Disagree 1 10
Strongly 10
0 0
Disagree

Table 13: Effectiveness of Language Acquisition Over Language Learning

In the first question, the participants were asked to give their opinion on “language

acquisition is more effective than language learning” and 90% of the responses are positive.

That means, the instructors also believe like Krashen (1982) that students’ learning is less

important than acquisition (p.32). Among 10 instructors, 6 of them have agreed and 3 of them

have strongly agreed to the fact.

Frequency Percentage
60
30

10
6
3

Strongly Agree Agree Disagree Strongly Disagree

Frequency 3 6 1 0
Percentage 30 60 10 0

Chart 13: Effectiveness of Language Acquisition Over Language Learning

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 25

Effectiveness of First Language Over Foreign Language as Medium of Instruction

Positive/Negative
Questionnaire Item 2 Response Frequency Percentage
Responses (%)
Strongly 4 40
Agree 100
First language is more effective
Agree 6 60
than foreign language as medium
Disagree 0 0
of instruction.
Strongly 0
0 0
Disagree

Table 14: Effectiveness of First Language Over Foreign Language as Medium of Instruction

In the second question item from the questionnaire, the participants have surprisingly given

100% positive responses on the question that, “first language is more effective than foreign

language as medium of instruction”. 6 of them have agreed and 4 of them have strongly

agreed. As Berlin & Hammarström (2015, summary section, line.13) have revealed, all

studies agree that the first language plays a complementary function in the language

classroom and, when utilized correctly, may help with language learning.

Percentage Frequency

STRONGLY DISAGRE E
00

DISAGREE
00

60

AGREE
6

40

STRONGLY AGREE
4

Strongly Agree Agree Disagree Strongly Disagree

Percentage 40 60 0 0
Frequency 4 6 0 0

Chart 14: Effectiveness of First Language Over Foreign Language as Medium of Instruction
 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 26

Whether Students from Bangla Medium Education Background Acquire or Learn

English

Positive/Negative
Questionnaire Item 3 Response Frequency Percentage
Responses (%)
Strongly 3 30
Agree 80
Students from Bangla medium
Agree 5 50
education background do not
Disagree 2 20
acquire English, they rather learn it.
Strongly 20
0 0
Disagree

Table 15: Whether Students from Bangla Medium Education Background Acquire or Learn

English

The participants were asked whether the students from Bangla medium education background

acquire English or they learn it and 80% of them have responded that the students do not

acquire English due to coming from Bangla medium background. Likewise, Rahman et al.,’s

(2017, p.41) findings suggest that, many pupils are uncomfortable with English medium

teaching because of their Bangla medium background, according to teachers, who adapt the

information into Bangla so that their students may grasp it.

Frequency Percentage
50
30

20
5
3

Strongly Agree Agree Disagree Strongly Disagree

Frequency 3 5 2 0
Percentage 30 50 20 0

Chart 15: Whether Students from Bangla Medium Education Background Acquire or Learn English
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 27

Students’ Lack of English Skills After Completing Secondary Education Level

Positive/Negative
Questionnaire Item 4 Response Frequency Percentage
Responses (%)
Strongly 5 50
Majority of the students from Agree 100
Bangla medium lack English skills Agree 5 50
after completing secondary Disagree 0 0
education level. Strongly 0
0 0
Disagree

Table 16: Students’ Lack of English Skills After Completing Secondary Education Level

This question was aimed to know about the participants view on the fact that most of the

students, with Bangla medium background, have less English skills after completing

secondary educational level and the result comes with 100% positive responses. 50% of them

have agreed and rest 50% have strongly agreed which points out that while instructing the

students, the teacher have experienced the students’ inability in the skills of basic English.

Percentage Frequency

STRONGLY DISAGRE E
00

DISAGREE
00

50

AGREE
5

50

STRONGLY AGREE
5

Strongly Agree Agree Disagree Strongly Disagree

Percentage 50 50 0 0
Frequency 5 5 0 0

Chart 16: Students’ Lack of English Skills After Completing Secondary Education Level
 ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 28

Teachers’ Code Switching Helps Students to Understand the Lesson Better

Positive/Negative
Questionnaire Item 5 Response Frequency Percentage
Responses (%)
Strongly 6 60
In classrooms, teachers often have to Agree 100
switch their lectures to Bangla so that Agree 4 40
the students can better understand the Disagree 0 0
lessons. Strongly 0
0 0
Disagree

Table 17: Teachers’ Code Switching Helps Students to Understand the Lesson Better

Code switching is a common scenario in every EMI process in order to lessening the

difficulties of the students to study in English language. The participants were asked to

express their opinion on this matter and 100% have responded with positive answer that

teacher often switch their lectures to Bangla for students’ better leaning. As Obaidullah,

(2016, p.928) in his research, has found that, about 67.6% of the participated teachers believe

using code switching to teach unfamiliar, difficult, or new words, phrases, or expressions

may be quite helpful.

Percentage Frequency

STRONGLY DISAGRE E
00

DISAGREE
00

40

AGREE
4

60

STRONGLY AGREE
6

Strongly Agree Agree Disagree Strongly Disagree

Percentage 60 40 0 0
Frequency 6 4 0 0

Chart 17: Teachers’ Code Switching Helps Students to Understand the Lesson Better
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 29

Necessity for Study Materials in Both Bangla and English

Positive/Negative
Questionnaire Item 6 Response Frequency Percentage
Responses (%)
Strongly 3 30
Study material for tertiary level Agree 70
should be available in both Bangla Agree 4 40
and English. Disagree 2 20
Strongly 1 10 30
Disagree

Table 18: Need for Study Materials in Both Bangla and English

In the survey, the participated teachers were asked about having the study materials for

tertiary level available in both Bangla and English and 70% have expressed their affirmation

to this fact and 30% have denied. Among the 70% responses, 40% means 4 teachers have

agreed and 3 teachers have strongly expressed their solidarity with this view. As Mirza and

Mahmud (2012) have recommended that the students are reading the translations in Bengali

to their English textbooks as an alternative (104).

Strongly Agree Agree Disagree Strongly Disagree

Chart 18: Need for Study Materials in Both Bangla and English
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 30

CHAPTER 4

DISCUSSION AND FINDINGS

The findings of the survey demonstrate that both the students and the teachers want to

be a part of EMI but unfortunately, they experience some unwanted obstacles in their way of

assessment. It has been found out that assessment in the EMI classroom is challenging,

especially when English is the only language allowed in a classroom where both the

instructor and the learners speak English as a foreign language. Students have given their

different estimations about EMI and maximum students have seem to have difficulties to

keep pace with English language. Since, most of them have come from Bangla medium

educational system, they face complications in learning English.

Students cannot completely understand the class lectures if it is given in English.

They find the study materials tough to understand sometimes when it is written in English.

Because they are not used to this particular language because the learners are evaluated in a

language that they are still learning. And as they are learning, they feel uncertain during the

assessment like presentation, viva-voce, examinations and also in using English in listening,

speaking, reading and writing. Moreover, low English proficiency, of the students, is the

source of the majority of the issues and concern.

On the other hand, the instructors believe the students are more likely to learn English

than acquiring it because they are not comfortable with EMI with Bangla medium

background. In fact, the teachers have experienced that student feel unfocused when the class

lectures are delivered in English. In fact, students feel challenged when they have language

teachers who are hesitant to utilize Bangla in English classes to fear being labeled ineffective.

Teachers switch languages in order to make the lecture comprehensible to the students.
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 31

Therefore, the survey has proved the hypotheses of this study which is English as a

foreign language cannot be fully appraised due to a lack of basic English language

competence of the students. Also, English is not a preferable language both inside and outside

of the classroom in private institutions, which is another major reason that obstructs students’

academic learning in English

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 32

CHAPTER 5

CONCLUSION

In this present time, English language is not only a subject to learn but also it has

become the priority of the young learners to learn English language to communicate with

other nations and establish their selves as confident and strong representative. As Crystal

(2003, p.17) suggests, there is broad agreement that ‘the earlier the better’ is one of the

important rules to follow if we wish to approach the process of learning a foreign language

seriously. Since, the findings of this study reveal that English has not been completely

evaluated due to lack of knowledge, practice and confidence, so the first necessary task is to

boost up all these in order to acquire English language.

According to Krashen, (Rounds, 2010), language acquisition research has concluded

that there are several factors that relate to success in language acquisition which are:

motivation, self-esteem and anxiety. And here, motivation and self-esteem need to be kept as

high as possible and on the other hand, anxiety level should be zero. The lower the anxiety is,

the better the language acquisition is. The students, with Bangla medium background, need to

be more motivated and should have self-esteem by removing the anxiety issues about

learning English language. They need to practice English outside of the classroom more than

Bangla. As Hall et al., (2011) believe, in second language acquisition theory learners should

focus on engaging in social activities like as conversing to classmates and teachers or having

out-of-class discussions (p.198). Students should keep a positive mindset about their

acquisition of English language more than learning English.

The instructors have tons of responsibilities to hold towards the learners. They have to

encourage them more about using English language inside the academic environment.

Tricomi (1986) implies, in Krashen’s theory, acquired competence is far more accessible and
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 33

dependable than taught competence, instructors should assist students in improving their

acquired competence in any manner they can (p.63). Teachers have to apply some techniques

to make the class materials easy for the learners to understand if it is in English. The teachers

should correct the students whenever they make mistakes in forming English sentence in case

of writing and speaking.

However, it would be more impactful for the students if they get to learn English from

the primary level especially in the Bangla medium institutions where English is not widely

practiced. Language acquisition is a slow process for the adult students because they already

know the rules, the grammar and on the contrary, learning is a quick process for them

because they already know what they are learning. That is why it is necessary for the students

to be nurtured under EMI in their early stage of academic education.

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 34

5.1 RESEARCH SCOPE AND LIMITATIONS

In this present study, the researcher had lack of collection in primary data sources

which can be an opportunity for the future researchers. In comparison to the large number of

accessible English as foreign language teachers and students, the sample size is rather tiny in

this research which can be broaden in further studies. As a big scope in this study, interviews

with students and observations of classrooms can able to provide better motivations for the

usage of EMI. While evaluating data, participants’ characteristics such as department, gender,

age, academic qualification, academic rank, and teaching experience of the instructors were

not taken into account, so the future researchers can keep these issues in mind in their studies.
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 35

References

Ahmed, M. K. (2020). English as medium of instruction in tertiary education: A case study in

the perspective of Bangladeshi private universities. North American Academic

Research, 3, 190-202.

Akter, S., & Mitul, S. M. (2020). English as a medium of instruction at Bangladesh university

of professionals: An investigation. Journal of ELT and Education, 3(2), 58-70.

AlBakri, S. (2017). Effects of English medium instruction on students’ learning experiences

and quality of education in content courses in a public college in Oman (thesis).

Berlin, A., & Hammarström, K. (2015). First language use in second and foreign language

teaching (thesis).

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge

University Press.

Davies, A. (2007). An introduction to applied linguistics from practice to theory. Edinburgh:

Edinburgh University Press.

Hall, C. J., Smith, P. H., & Wicaksono, R. (2011). Mapping applied linguistics: A guide for

students and practitioners. London: Routledge.

Hamid, M. O., Jahan, I., & Islam, M. M. (2013). Medium of instruction policies and language

practices, ideologies and institutional divides: Voices of teachers and students in a

private university in Bangladesh. Current Issues in Language Planning, 14(1), 144-

163. https://doi.org/10.1080/14664208.2013.771417
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 36

Islam, M. M. (2013). English medium instruction in the private universities in Bangladesh.

Indonesian Journal of Applied Linguistics, 3(1), 126-137.

Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford:

Pergamon Press.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford:

Pergamon Press.

Mirza, M. G., & Mahmud, K. (2012). Reading habits of the students with Bengali medium

background at the English medium private universities in Bangladesh. Higher

Education Studies, 2(2), 100-106. https://doi.org/10.5539/hes.v2n2p100

Nunan, D. (2015). Teaching English to speakers of other languages: An introduction.

London: Routledge.

Obaidullah, M. (2016). Code switching in EFL classrooms: A Bangladeshi perspective.

Theory and Practice in Language Studies, 6(5), 924-934.

https://doi.org/10.17507/tpls.0605.03

Rahman, M., Azad, T., & Haque, A. M. (2017). Linguistic transition and challenges for

tertiary level students: A private university scenario. Society & Change, XI (1), 38-49.

Rounds, M. (2010, October 15). Stephen Krashen on Language Acquisition [Video file].

Retrieved from https://youtu.be/NiTsduRreug

Schmitt, N. (Ed.). (2010). An introduction to Applied Linguistics (2nd ed.). London: Hodder

Education.

Sureshkumar, N. (2002). Language acquisition: Theoretical background (thesis).

ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 37

Tricomi, E. T. (1986). Krashen’s second-language acquisition theory and the teaching of

edited American English. Journal of Basic Writing, 5(2), 59-69.

https://doi.org/10.37514/jbw-j.1986.5.2.07
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 38

Appendix A

Questionnaire for Students

Personal Information

Email: ______________________________

Full Name: ___________________________

Academic background (JSC, SSC and HSC)

a. Bangla medium

b. English medium

c. Both Bangla and English medium

Department: __________________________

Institution: ___________________________

Please choose the right answer.

1. I face difficulties studying in English after coming from a Bangla medium

background.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

2. I have a positive attitude towards English as a medium of instruction.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 39

3. English as a medium of instruction improves LSRW skills (LSRW stands for

Listening, Speaking, Reading, and Writing).

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

4. I frequently use English for communication outside the classroom.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

5. Speakers mostly tend to switch their codes from English to Bangla due to their

incompetency in English. (Code switching refers to speakers changing from one

language to another).

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

6. I face difficulties in understanding class lecture when the medium of instruction is

English.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 40

7. I am not able to perform well in the presentations, viva-voce because of English as a

medium of instruction.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

8. I find it difficult to understand teacher’s instructions when the medium of instruction

is English.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

9. It is difficult to form correct sentences with the lack of English grammatical

knowledge.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

10. I feel a lack of confidence when interacting/communicating in English.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 41

11. Majority of the students are weak in basic English skills due to their Bangla medium

background.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 42

Appendix B

Questionnaire for Teachers

Personal Information

Email: ______________________________

Full Name: ___________________________

Department: __________________________

Institution: ___________________________

Please choose the right answer.

1. Language acquisition is more effective than language learning.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

2. First language is more effective than foreign language as medium of instruction.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

3. Students from Bangla medium education background do not acquire English, they

rather learn it.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree
ASSESSMENT OF ENGLISH AS A MEDIUM OF INSTRUCTION 43

4. Majority of the students from Bangla medium lack English skills after completing

secondary education level.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

5. In classrooms, teachers often have to switch their lectures to Bangla so that the

students can better understand the lessons.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

6. Study material for tertiary level should be available in both Bangla and English.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree