Indexing1Dr. Md. Sazzad Hossain, 2Dr. Md. Abul Kalam Azad, 3Dr. Md. Zahidul Islam, 4Dr. Md. Kamrul Hasan,
1,2Professor, Department of English, Dhaka International University, Dhaka, Bangladesh
3Associate Professor, Department of English, Dhaka International University, Dhaka, Bangladesh
4Associate Professor (Adjunct), BGMEA University of Fashion & Technology, Dhaka, Bangladesh
DOI : https://doi.org/10.47191/ijmra/v8-i04-26Google Scholar Download Pdf
ABSTRACT:
A specific teaching-learning environment frequently governs EFL instruction and learning through assessment. In order to help students improve their four skills of language proficiency and prepare them for a globalized society, English courses are offered at private universities in Bangladesh. Formative and summative assessments are typically used to evaluate students' progress and achievement in the English language throughout their courses. The current study has attempted to investigate the appropriateness of the English assessment system and how it was related to English language curriculums of Bangladeshi private universities. A questionnaire survey was conducted in this quantitative study to collect data from 60 EFL instructors from fifteen private universities in Dhaka. The data was analyzed using both descriptive and inferential statistical methods with the statistical software SPSS 26.0. The study has discovered that the current assessment system is not perfectly aligned with the EFL curriculums and syllabuses, teaching approach, language materials, and classroom activities of English teachers at Bangladesh's private universities. The study has proposed that the current assessment method needs to be modified to guarantee high-quality EFL instruction and learning in Bangladesh's private universities.
KEYWORDS:EFL teaching, private universities, assessment, impact, and modification.
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Volume 08 Issue 04 April 2025
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