Author(s): Raihana Akter

Abstract: This paper explores the very recent transition of English language teaching at secondary level in Bangladesh. Bangladesh adopted Competency-Based Curriculum (CBC) to implement it from primary to higher secondary level. However, while implementing learner-centred curriculum, a mixed attitude was observed among learners, teachers, guardians, educational thinkers, and administrators. For this, the present study aims to investigate the classroom experiences of the English teachers and also to evaluate the findings objectively and recommend effective ways to develop communicative competence of the learners at the secondary level. The study employed quantitative research method and the sample was 10 English teachers. The data is analysed through Likerts’ scale and the major findings show that teachers face several difficulties during the CBC implementation. They do not deny the learner-centred curriculum but they frankly expressed the limitations of resources, need for training and administrative support. The study recommends that there should be proper administrative support, regular monitoring and teachers’ training in order to develop communicative competence of the learners. There should be proper utilization of digital tools in English language classroom at secondary level.

Keywords: Competency-Based Curriculum, English Language Teaching, Bangladesh, Communicative Competence, Teacher Training

Article Info: Received: 23 Mar 2026; Received in revised form: 20 Apr 2026; Accepted: 24 Apr 2026; Available online: 28 Apr 2026

DOI: 10.22161/ijels.112.91