Enhancing Foundational English Learning through Classroom Practices: A Case Study at a Private University in Bangladesh

Abstract

The ability to use English effectively is essential for university students in Bangladesh, especially as English continues to play a central role in academic and professional domains. However, despite studying English for over a decade, many students enter university with limited communicative competence. This gap raises important concerns about the effectiveness of foundational English instruction in tertiary education. This study aimed to explore the classroom practices used in a Basic English course at BGMEA University of Fashion and Technology (BUFT) to identify which teaching methods best support student learning. Using a qualitative case study design, data were collected through 27 non-participant classroom observations and 14 semi-structured interviews with both teachers and students. Thematic analysis was applied to examine how different instructional techniques influenced student engagement and learning outcomes. Findings showed that while traditional methods like the Grammar-Translation Method (GTM) helped build students’ grammatical and writing skills, communicative strategies such as role-playing, task-based activities, and context-driven discussions enhanced student interaction and confidence. Teachers played a key role in balancing both approaches, while this active involvement contributed to more successful learning outcomes. These results suggest that combining structured instruction with communicative techniques can more effectively develop foundational English skills. The study recommends updating university English curricula and teacher training programs to include blended instructional models that promote both accuracy and real-world language use.