PEDAGOGICAL CHALLENGES OF TEACHING EFL WRITING AT HIGHER SECONDARY LEVEL IN BANGLADESH

This study attempted to investigate the pedagogical challenges of teaching EFL (English as a Foreign Language) writing at the Higher Secondary level in Bangladesh from November 2019 to February 2020. Adopting a mixed-method approach, a survey questionnaire (structured and semi-structured) and in-depth face-to-face interview were used to collect quantitative and qualitative data. In addition, secondary data were collected from policy documents, research reports as well as, journals and articles. Twenty teachers of English language from 10 different colleges of Mymensingh district were selected as the respondents of this study for data collection. This study revealed that 90% respondents faced different challenges while teaching English language writing whereas only 10% respondents were not interested to provide any answer. The study also found many other challenges faced by the English language teachers, eg., students' unwillingness (100%), large classroom size (80%), time limitation (55%), their lack of learning/training (65%), the pressure of authority (40%), and the lack of authentic materials (70%), etc. It was also found that, best possible approach, motivation and effective teaching process by the management can overcome the challenges of teaching EFL.