Challenges and effectiveness of eclectic method at higher secondary level in rural Bangladesh

Abstract

This article addresses the challenges and effectiveness of implementing Eclectic Method in Language Teaching at higher secondary level in the rural context of Bangladesh. This paper adopts a qualitative approach, and six rural colleges are selected to conduct the research. These institutions are located in Chittagong District, Bangladesh. Ten English teachers were interviewed face-to-face to collect data about the challenges they have faced and the effectiveness they observed in applying Eclectic Approach in their colleges. The findings show the applicability of Eclectic Approach in several ways that include flexibility in teaching, variety in adapting language teaching aspects, allowing new ideas, dynamic classroom facilities, enhancing teachers’ and students’ respect for cross-culture and multi-lingual classroom. The findings indicate some hurdles in teaching English that include lack of trained teachers, improper text books, teachers’ insufficient knowledge, rigid mentality of the rural teachers, insufficient infrastructural facilities, and taking pride in mother-language etc. This research may help the policy makers of language and curriculum design in developing effective strategies for Eclectic practices in rural Bangladesh. IIUC Studies Vol.17, December 2020: 73-86

The Efficacy of the Eclectic Approach on Students Language Performance in ESL/EFL Classrooms: An Overview (2019 - 2023)

“…Moreover, as students actively engage in classroom activities, they can retain and recall what they learned in class, enhancing their learning. This advantage has been discovered in the study by (Ullah et al, 2020); Alam and Sultana, 2021). The advantages mentioned above will ultimately lead to improved academic performance, as Chernus et al (2022) emphasised.…”

“…with traditional methods like the Grammar Translation Method (GTM) to improve students' communication and grammar skills (Alam & Sultana, 2021;Brett, 2020;Dozie et al, 2023). As GTM pivots on explicit grammar teaching, with little to no emphasis on oral performance, combining it with CLT focusing on meaning-based activities may develop and strengthen learners' communicative competence, grammatical structures and meaningful language use (Kiran, 2021).…”

“…The integration of the Audio-Lingual Method (ALM) with CLT has also been explored to enhance language learning outcomes (Mwanza, 2020;Alam & Sultana, 2021;Sagar & Afzal, 2019;Sooria & Prabu, 2023). ALM anchors on sentence-type practice (Qin, 2019); thus, combining it with CLT provides a balanced focus on grammar and communication, leading to improved language performance.…”

“…Five papers that have been reviewed shared the same view that eclecticism enables students to learn better. Sagar and Afzal (2019); Alam and Sultana (2021) highlighted in their paper that as the instructor integrated eclecticism in the classroom, boredom while learning was prevented, and the ambience of the classroom improved a lot. Similarly, modern teaching aids were usually included through this approach, and due to the blended techniques and approach, it will keep students interested in the lesson (Al-Jarrah et al, 2019).…”