Students’ Perception of Including English Speaking Course in NSU

Name: Md. Mahtab Uddin

ID: 1721451030
ENG 105
Section: 07
Date: 21th December, 2019
 Acknowledgment

Date: 21th December, 2019

Ms. Shapla Parveen,
Lecturer,
Department of English and Modern Language
North South University,
Dhaka.
Subject: Submission of research paper on “Students’ perception of including English
speaking course in NSU.”
Respected Mam,
First of all, I want to thank you. Without your advice and guideline it was impossible
to complete this research paper. Your valuable time, your advices, your guideline help
me a lot. The necessary resources you teach us in class, I am really thankful, without
your cooperation this would be impossible to me.
I want to thank all those participates who sacrificed their valuable time to help me
collect the primary data. Without their input this research not be complete.
I have tried my best to make this research paper meaningful to all. Though there had
some limitations, but I try to make is as perfect as possible. I believe that my effort
will help people to understand about the necessity steps about the situation. If you
need any assistance about the research related topic please contact with me, I will try
my best clear any confusion you might have.

With all regards,

Md. Mahtab Uddin
ID: 1721451030
ENG 105
Section: 07
 Table of Contents
ABSTRACT.......................................................................................................................................................1
INTRODUCTION..............................................................................................................................................2
BACKGROUND................................................................................................................................................3
RESEARCH QUESTIONS................................................................................................................................6
HYPOTHESIS...................................................................................................................................................6
METHODOLOGY.............................................................................................................................................7
DATA PRESENTATION AND ANALYSIS....................................................................................................8
1. Students participation in classroom........................................................................................................9
2. Students participation with faculty.......................................................................................................10
3. Students fear during presentation..........................................................................................................11
4. Having anxiety about English speaking................................................................................................12
5. Students perception include English speaking course...........................................................................14
6. Students opinion about options.............................................................................................................15
7. How TA can be helpful.........................................................................................................................17
8. How frequently conducting workshop would be helpful......................................................................18
9. How it would be helpful outside of academic purpose.........................................................................19
10. Any further comments (optional)..........................................................................................................20
SUMMARY OF RESEARCH FINDINGS......................................................................................................21
RECOMMENDATION....................................................................................................................................22
CONCLUSION................................................................................................................................................22
APPENDIX......................................................................................................................................................23
ORIGINAL RESEARCH PROPOSAL........................................................................................................23
MODIFIED RESEARCH PROPOSAL........................................................................................................25
ORIGINAL QUESTIONNIRE.....................................................................................................................28
MODIFIED QUESTIOARIES.....................................................................................................................31
 ABSTRACT

This research paper topic is “North South University students’ perception including

English speaking course of the academic curriculum”. In the S.S.C and H.S.C program English

subject has become mandatory for all but the way English has taught in those levels that is not

good enough to apply in professional life. From this research paper, I intend to find out what

kind of difficulties NSU students have gone through especially the students who come from

Bangla medium. As my prospective students who come from Bangla medium they suffer a lot

like, they participate less in class, interact less with faculty members and most of them have a

fear of present themselves in the presentation because they are not enough fluent in English. It

is necessary not only has the academic purposed but also after graduation it would help students

to get a job after with a sounds salary. This research trying to find out the present situation the

NSU students’ skills of communication in English, the barriers they have facing and how NSU

authority and the Department of English and modern language assist them to improve speaking

and communication English. I have conducted survey over 30 students of NSU and the

responded answers of the survey with my hypothesis is matched well.

1
 INTRODUCTION

English is a language that is based on four fundamental skills e.g. Reading, Writing,

Listening and Speaking. For the development of the English language each skill needs to be

equally developed [CITATION MAT13 \p 236 \l 1033 ] According to Bangladeshi education policy

for the Bangla medium students, the S.S.C and H.S.C program English subject is compulsory

for all. The curriculum has less emphasized on students improving skills. Some of the chapters

provide tasks to practice, however, both teachers and students who intend to finish the syllabus

for the exam, so they have not got enough chance to practice those. Although some skills

completed by the student have completed such as Reading skills by the textbook English for

Today (EFT) book and writing skills which are completed by writing a composition and Essay

part. Listening and speaking parts get neglected. Other parts that affect most of the students

who want to practice outside their academic purpose they humiliated by others for their lack of

ability. So all the purpose that affects a lot as a Bangla medium student [CITATION MAT13 \p 234-

235 \l 1033 ]. In the Bangla medium schools and college teachers and students for interaction

purpose they use Bangla as usual[CITATION MdJ11 \p 197-198 \l 1033 ]. Now, when these

students have applied for higher education in our country in public and private universities,

most universities admission English questions have focused on the Grammar and writing part.

North South University examination policy is not different from those. Some private

universities have conducted viva, but NSU has not focused on that at all. According to the NSU

policy, Students get either ENG102 (Introduction to Composition) or ENG 103 (Intermediate

Composition) depending on their performance in the admission test. In both courses reading,

writing parts of English is being well covered. In the listening part, generally, it covers by

regularly attending class, listening to lectures. However, students have a fear of speaking

English. Especially, some of the Bangla medium background students participate less in class

because they are not used to participate in class spontaneously whether teachers and other

2
 students' engagement have seen quite well. The presentation time, they don’t perform well

while presenting themselves where faculty and classmates present as the audience.

The focus of this research is on how the experience changes if NSU introduces a new

speaking course and what effect will the students expect. This research intends to find out,

whether including a new speaking course is necessary, whether it made much difference or not,

whether they do well in class performance and on the presentation or not, how they think it

would be helpful for their future. The study aims to find answers to such questions through the

research work

BACKGROUND

In the background section I try to focus on overall English speaking prospective point of view of our

country. How much school and colleges education affected us for our English conversation, how

socio-culture affect us, what kinds of difficulties usually territory level students faced in life, how

teacher and students can get over the overall situation.

English speaking assessment skill at SSC and HSC levels:

According to our countries education policy English for Today book which is provided by the book.

In SSC and HSC levels as speaking skills different situation according to real life, dialogues between

friends, family members and students with teacher has been provided. But our teachers who only

focuses on those topics which is important for exam. In the comprehension section some regular

question have repeated and students and teachers both focuses on this topic which is general to us.

This curriculum system have only covered reading and writing skills. Our curriculum planner do not

care about the matter, so our students and teachers have less interest to improve students speaking

ability. [CITATION MAT13 \p 239 \l 1033 ]. The main way to learn any language is not about learning

grammars, but speak. Schools and colleges students have not got enough opportunity to open up

themselves during classes or outside of classes.

3
English Speaking scenario at University level students:

The scenario of have generally seen completely different. Most of the public and private

university lecturers provide their lectures in English and students need to participate in classes in

English. Another factor is, students have to perform the presentation on the course related topics

almost every courses. Most of the students memorize it that will not help them to perform improve

speaking English as communication skill. The students who memorize the presentation they mostly

have the anxiety of making mistakes, mostly the students who come from Bangla medium have this

type of fear (Ahsan, 2017, p. 30).

English speaking anxiety among students:

Language speaking anxiety works when someone trying to speak in second language instead

of mother tongue (Ahsan, 2017, p. 17). Generally Bangla medium students face these type of

difficulties during classes. Most of them were afraid about accents, the way one can talk might not

understand by others. Another possibility speaking anxiety attacks because of they feel shy in front

of others, cannot open up themselves properly because of over think about grammar, vocabulary,

sentence structures. Students translate sentences before speaking. For the reason, it slows them

down. Negative comments from friends also cause of English speaking anxiety. The main way to

learn any language to communicate with others, but for the surroundings student afraid of to open up.

I creates negative influence, lack of motivation. Socio-learning like, friends, teachers and classroom

activities (Ahsan, 2017, p. 18) are factors that most students who come from Bangla medium

suffered in English speaking anxiety.

Students from English medium perform better:

English language gets the first priority in class’s students of English medium whether they

read every subjects practice in English. On the other hand, in Bangla medium they learn English as a

subject to pass or have a good grade (Ahsan, 2017, p. 34).

4
Bangla medium students memorized oral presentation:

The oral presentation students have to attend in University level, most of the students

memorized those most of the time. Lack of speaking skill in English, poor sentence structure, anxiety

of making mistake those things make them more nervous (Ahsan, 2017, p.30). So that, they are

trying to be comfort zone by memorizing it. So, when they are presenting they keep their tone

straight and it sounds so weird to the audience.

English Language performance effects on academic results:

As the Bangla medium students most students in NSU believes that, English performance of

a students that he/she acquired in school and college, performance well in university academic

activities [ CITATION Has15 \l 1033 ]. Students who are from came from English medium have good

CGPA according to the students who come from Bangla medium.

English speaking impact on job markets:

According to Employees opinion, in Bangladesh lack of English speaking knowledge have a

great impacts on job sectors. Especially in private sectors they want to recruit those employees who

are good at English conversation fluently, bring company’s reputation as an employee [CITATION

Kha09 \p 3-4 \l 1033 ].

Above all of those secondary research indicates that, speaking English skills is a very important

issues for students. In school and college level a Bangla medium students did not get enough

resources to improve it, on the other hand having lack of English speaking as a fresh graduates

people will not get good job as expected. As a university students they suffer a lot in their academic

performance, this research is going to see the scenario what is the others point of view about the

matters.

5
 RESEARCH QUESTIONS

The research topic is “North South University students’ perception including English

speaking course of the academic curriculum.” In the research questions is related to what types

of trouble and difficulties NSU students face through the academic life related with English

speaking. What is the options they have thought to get rid of problems and how that would be

beneficial.

This research will address the following research questions:

1. What kind of difficulty do students go through in academic activity with regard to speaking

English?

2. How will it be effective if NSU includes English speaking course?

3. What differences would the English Speaking course make?

4. What will the best solution for improving English speaking instead of adding additional any

speaking course?

5. How effective will it be in future?

HYPOTHESIS

In NSU curriculum including English speaking course depending on the students

perception can be both either useful or not. From this research, it is expected that having fear of

public speaking who come from Bangla medium face much difficulties than students who come

from English medium. It is assumed that, including English speaking course would be helpful

and student can get a proper guideline throughout the course that give them courage to become

both public presenter. It is also believed that, students have enough knowledge of English,

However, lack of confidence and not having the proper guideline are might be the reason why

the English speaking course should be included. I can predict that students do not think that

6
English speaking course is totally unnecessary. Students might think improving presentation

skills cannot be possible in one course, it is a constant process. Student might think also that, it

would not be better option to spend additional tuition fees for improving speaking skills,

whether they find plenty of stuff through the internet and that is cost free.

METHODOLOGY

“North South University students’ perception including English speaking course of the

academic curriculum” for this research I collected all the data from primary and secondary

sources.

For the Primary data, I have been surveying by the Google forms. To conduct the

survey, well-structured questions have been made. I have been conducting this survey over a

random 30 students. All the respondents in my survey are NSU students. Some of them were

alumnae. To use these questionaries’ I have to try to figure out what NSU students are thinking

about the topic and as a matter of fact, they have responded well.

For secondary data, I have been going through some prevision research related English

speaking for non-native peoples and the use of English in daily life in Bangladesh. These

researches help me to gather extra knowledge and go through the overall situation, what

Bangladeshi students have anxiety to learn and use global language, what types of difficulties

they have been going through, how the external things affected them. Some of this research has

indicated that the root problem is the overall education system in our country and the real

sufferer becomes the students. I have also taken some internet article sources related to this

topic.

In conclusion of the analysis, I analyze the primary research information by Google

sheets from my survey. This analyzation is showed by graphical justification like bar charts,

graph charts. The analyzation data is understandable easily by all.

7
8
 DATA PRESENTATION AND ANALYSIS

In this part of the research, I want to sort out whether North South University thinks

about English communication, anxiety of English speaking, how they want to solve them and

what if NSU authority have thought about if they have started any English speaking course for

the overall development. I conducted primary research and created the proper questions and

analysis the graphical data based on NSU students opinions. From my hypothesis, I try to find

out whether my intension of this research is matched, slightly matched or have not matched at

all. The data presentation and analysis I have got, discussing briefly below:

Demographic Question:

This research responded are mostly came from Bangla medium students. Among 30 students

the data showed that 86.7% is from Bangla medium. According to my hypothesis I want to prove

that what NSU pupils especially who comes from Bangla medium what are their sufferings and how

they will benefitted if NSU authority add any English speaking course in curriculum. So, I am

expecting that this research’s result is more solid according to my hypothesis.

9
Survey questions and analysis:

1. Students participation in classroom

Figure 1

Analysis: This pie reveals how often NSU students willingly to ask questions or talking

in English. Regardless of three options 80% of the students of my samples ask questions

sometimes in English and sometimes in Bangla. This is happening because students do not get

so comfortable in class ask question in English in front of other students. They feel shy, what if

they making any mistake or what if anyone have laugh about them. This is the reason why they

are not get comfortable. Another reason that could be, before asking questions they think about

grammar, pronunciation or what it would be sounds like. After so many thoughts in a mean

time, they just avoid their opportunity to ask or participate in class. Students think before talk is

the main reason they are afraid of participate less in classes. But on the other hand 13.3% as

usually participate in class in English. So, after all the portion of the students is very low, but it

is better than students who do not feel like they should try. Rest of the portions 6.7% are

curious to know about the topic but they do not bother about language. They simply ask

questions or participate in class as they are comfortable with, no matter what others say about it

not.

10
 Interpretation: In the research question I have mentioned what types of difficulty do

students go through academic activity with regard to speaking English. 80% students ask

question in class both English and Bangla. So it can say that, Students are having problems with

regard to speaking English in class performance.

2. Students participation with faculty

Figure 2

Analysis: This pie chart represent how often students be comfortable interact with

honorable faculty in English. Majority of the students of NSU according to my sample they are

really interested to ask questions but somehow or for some random reason they are hesitated

communicate in English with the faculty. 46.7% of students in my sample just feel that way,

they feel like that would be judgmental call if they make any mistake in front of faculty. They

think like this way, what if faculty questioned about what they taught in school and college,

what if faculty tells them, he/she did not understand what are they talking about, what if they

make some grammatical or pronunciation mistake as they think in class participation part too.

But second majority pupils 33.3%, they feel like they should try what they are capable of.

11
 Faculty members consider it. They have at least courage to make themselves open-up as they

like to do. If faculty complain about then they at least ask their faculty members where was his

mistakes. Another reason could be, they are comfortable with speaking errors that, usually

friends or classmates who are same age judge one another, make laugh to each other. So, they

feel themselves comfortable with faculty making errors. Another part is some students usually

communicate with faculty members as always they ask questions in English, the portion of this

part in very low sample, they are only 20%.

Interpretation: 46.7% students hesitated to talk with faculties. That is clearly point out

that, students are having problem in academic activity with regard to speaking English.

3. Students fear during presentation

Figure 3

Analysis: In this Pie chart, the questionaries all the realted problems that have studets

face as usually related with English speaking during presentaion. In university presentation is

the way present ownself in front of similar students and faculty members. In the pie chart it is

visiual that, 43.3% students are being afraid of after presentation situation. Faculty and other

12
 students are free to ask related to the topic of the presentaion. That is the part where majority of

the student are being afraid of. The reason could be, they practiced so well the presentaion

topics that they are very comfortable when they are presenting themselve. But it is really hard to

them to come up with usual talking in English. However, the another reason behind that could

be the presentaion topic might be not to clear to the students, so that, they can be afraid of their

unpredicted question. In is remain unclear here for which purpose they are actully being afraid

of here. Second majority which is 30% do not think about it is not really matter of English that

they are fear of the presentation. According to them, present yourself as you know the topic as

your own words. So it can not be so difficult for them and the faculty member and students is

non of the mater for them. The rest of the persons being afraid about presentation because of

they think that the presentaion skills of themselves is not quiet good like, the slow talking make

audience boring or the way they talk those are not understandable for the audience who

listened.

Interpreation: Students donot face the presentation related problem for the lack of

skills of speaking English. 43.3% participants are agree about that matter that, after presentation

questions would be make them more afraid. So, in this cases students somehow manage the

presentation matter and donot affacts on academic activity at all.

4. Having anxiety about English speaking

13
 Figure 4

Analyze: By the questionaries’ of Bar graph I try to figure out what is the reason most

of the students being afraid of have fear of speaking English. There might have several reason

one people have fear of speaking English that I have mentioned. It might be the reason of fear

of making grammatical errors in front of audience, students may have regional accent, so they

might be embarrassed for accent and they might have enough courage but for their own lack of

practice they cannot perform well. The majority of students like, 15 students over 30 students,

50% participants of have chosen the lack of own ability to learn. That means in the students of

NSU knows how to talk in English very well, but the reason behind of their lacking is less

practice. They might not get help from others like, peers, friends and teachers. On the other

hand, they are so shy to ask for help. The second majority people like 43.3% students think that

making grammatical and pronunciation mistake make it harder, and the root cause of fear in

English speaking. They might think about grammar too much, may be before they talk anything

they create sentences in own head, that makes them much slower than as usual. After that there

are some students who feels uncomfortable for their accents. How it sounds like, will audience

14
 hear it from me, what if they laugh these questions makes them more uncomfortable when they

are presenting or communicating with each other. Last of all, the less portions of students do

not have any fear on speaking English. So, it clear that, generally students have fear of speaking

English and inability of practice, making grammatical mistakes and uncomfortable with accents

are the reasons.

Interpretations: 50% participants have enough knowledge of speaking English but they

do not have enough courage to make it. The difficulty they have faced it regard to academic

purpose too.

5. Students perception include English speaking course

Figure 5

Analyze: In this pie chart it represents if NSU authority or department of English and

modern language think to include English speaking course in the curriculum would it be

effective or not. I have indicated some positive option like how it would be effective like,

prepare a student as a professional presenter, it may develop grammar and punctuation properly

or it may help to improve communication skills for a student. Lastly, I have also mentioned I

15
may not significant because of 3 months course make any snap changes that you may expect.

The most responded like 43.3% say that, if NSU includes any speaking course then it will

improve their communication skills that they can apply in everywhere like communicate with

everyone, interact spontaneously in class and with faculties. The second majority supported that

totally different. 23.3% student’s thoughts that it will not bring any significant changes. As they

may thought English language is not the matter of 3 month crash course. It is constant process.

May be they are thinking to improve it others way, we will show it to explain my data

presentation and analysis. 10% of the student of my sample think that it would bring significate

to become a successful presenter. They may feel more comfortable and bold when they have to

present themselves in front of audience, 1% of my sample suggest me that, whether they should

like it or not it will depends on the curriculum structure. It should be mentioned that, NSU

authority obviously charge a fees for this course. So it would be much better make it structured

and beneficial for the students. Addition 1% participant thought they want to practice by

him/herself. Because as their opinion no resources can help at all, if you cannot practice it by

yourself.

Interpretation: This analysis answered that, how including English speaking course would

be effective. 43.3% participants think that it would help them to improve communication skills.

The research questioned have already mentioned what differences would the English speaking

course make and it is point that it will bring the positive impact on students to improve speaking

skills in English.

16
6. Students opinion about options

Figure 6

Analysis: This pie chart represents to whom including English course is not a solution

to improve speaking in English. What other options they have things about that would be

helpful for all. Conducting workshops, join a club asking friends to accompany to speaking

partner, ask faculty or teacher’s assistant to help them out or do the student think that, they

could done by him or herself by the resources of internet. According to data analysis, among the

30 participants 55.2% thinks that conducting workshop would be a best option. This is because

they can get a proper guideline how to do and what to do by the professionals. As professional’s

faculty of English Department, faculty advisors can help the students who are willing to learn.

This is the option majority choose because in this stage people actually learn skills what they

can use in the practical life, and this is possible because conducting workshop can be the way to

make a bridge between the students and the professionals. But make sure students can practice

properly, and all the students get enough care in the program. Second majority student have

chosen by 20.7% participant who thinks that joining a club and communicate with others in

17
 English. This would be helpful for them because they are not judged by others. When someone

is comfortable with someone they can do it as they want to. They are trying to keep themselves

in comfort zone, but it would be beneficial if his/her partner help him/her properly. 13.3%

students think that asking faculty or TA would might beneficial. It is because they will not

judge by others on the other hand they will get a proper guideline and know about their

mistakes too. 6.9% students thought that they will do it by themselves. The students who have

not chosen it the reason could be actually English speaking skills is not something like you are

reading a book and know about it all. It is a skill that you acquire by practicing. So, this option

is not best for them as they thought.

Interpretation: In the research question, I mentioned what will be the best solution for

improving English speaking instead of adding additional course. 56.2% participants mentioned

that conducting workshop would be effective for them.

7. How TA can be helpful

Figure 7

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 In this pie chart it represents that can TAs of Department of English and modern

languages can help the students who are willing to learn to develop the English speaking as a

skill, and what is the opinion of the students. The reason behind of TA is, professors, faculty

members they have lot things to do, like taking classes, maintain office hour and they

contributes in research development too. So it would be difficult to maintain if authority of

NSU assign them to extra tasks. TAs who are so close to the students and faculties so they can

make an abridgment between two of them. The majority of the students like 56.7% of my

responded in this research this would be significate if TAs would like to help in this purpose.

They think that face-to-face would be best in these purpose. TAs who have enough knowledge

and similar ages with the students so they can be learn us in friendly way. The reason behind is

face to face to talk why most students choose because of it would be relaxing for them to

expose themselves and they learn about non-verbal activities too. Informal interaction is also

chosen by second majority. Rest of the peoples have chosen other two options because in the

informal conversation they feel like more comfortable. They can be friend, share their story and

share their experience in English. Obviously, that would be helpful very much. It also help

them to perform well in class that is they believe that. The important factor is, none of the

participant have chosen it is not necessary. So, out of the 30 participants all of them think about

it, it would be a really good idea if they TAs involved in this place. The majority of participant

have chosen workshop would be the best option regard to speaking

Interpretation: Conducting workshop would be effective for students because students

can face-to-face conversation with experts who are our ages. So students feel comfortable in

this way.

19
8. How frequently conducting workshop would be helpful

Figure 8

English would be useful. To asking how many times to my participants they have

mentioned that about 50% students think that 2 times in a semester would be beneficial. NSU

authority can conduct workshop after 1.5 months as usually. English speaking skill is a constant

learning process, and frequently workshop would be better for students. The second majority

have chosen 3 times in a semester, but it would be tough because at the end of the semester

students have pressure for the semester final which is a big deal for students.

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9. How it would be helpful outside of academic purpose

Figure 9

In this pie chart what if NSU authority is thinking about adding English course in the

academic curriculum and how that could be effective obviously in academic purpose, but how

that would be effective outside of academic purpose. To answer that question I had given those

several options like they might feel comfortable as a public speaker, it will help them for

occasional presentation like anchoring in front of audience or it will give the high possibility of

chances that students will get their expected job. 40% have realized that they will feel more

confident if NSU authority add English speaking course in curriculum. That will solve them

each and every purpose like they can talk everywhere where they want to. So the major point is

they just want to be confident when they talk, they want to talk like as their mother tongue.

33.3% students realized that would helpful for occasional presentation, to be to do that they

have to be confident too about their matter and lastly, 20% students think that it is necessary to

get a good job and sound salary. The most major point is only 7% students think that it is not

21
 necessary. The ratio of the people so high that students want it so badly to improve themselves

and the focus is it will beneficial for their future.

Interpretation: Too all the students it will be helpful for them, bring positive output and it

will effective to students in future. 40% participants think that it will improve their

communication skill.

10. Any further comments (optional)

Out of 30 participants 2 of them have given extra suggestion about the research topic. They

encourage me a lot, to choose this topic. I am going to mention those as they have said it:

Comment 01: “If you can inform your faculty with this issue about opening speaking course for

Bangla medium student. It will be one of your own success”

Comment 02: “Faculties and TA’s should try to communicate in English with students in their

class and encourage them to do the same. Because I had heard around a few months ago that

students in NSU, most of the time cannot communicate properly in job interviews. And only you

people (NSUers and respected faculties) can help to improve that” -comment from ex-NSUer!

The reason of NSU authority and Department of English and modern language need to focus

to improve student’s communication skill in English, and it is necessary to do so. As we all

know, a university give you the perfect direction to anyone life and NSU will think about it

immediately. It is not about the matter of additional burden for the students, authority or the

faculty. It is so important that anyone cannot avoid the responsibility of it.

22
 SUMMARY OF RESEARCH FINDINGS

The research topic is NSU student’s perception about to include English speaking course in NSU

curriculum and according to students response the following things the certain things should

mentioned:

To do the research I discovered, people’s general perception about NSU is that, NSU students

have better necessary skills as they can cope up with corporate sectors so easily, as a best

private university’s students NSU students have all kinds of quality and they are fluent in

English speaking. This perception of general people is sort of wrong. According to the research

NSU students suffer the basic necessary skills as they cannot perform their best in the academic

life because of anxiety of communicate in English. The reason behind that is because, they have

not get enough opportunity to practice. Just because of for a lack of positive surroundings. It is

necessary make a positive environment for those who are actually willing to learn. The more

students will do in future in corporate sector, the grater NSU will be known by others.

My hypothesis was, students who comes from Bangla medium, do they need to improve English

speaking skills and how NSU would can help them. What would NSU students thought if NSU

authority or department of English and modern language thinks about including English

speaking course. I have got positive response according to those data. Another hypothesis I

mentioned, if one course cannot solve the problems, can NSU authority takes other steps to

improve speaking course. I got the different opinion students shared and majority supported that

NSU may conduct workshop repeatedly that students can really can get proper guideline.

Overall according to the hypothesis of the research paper and the data collected from responded

is matched very well.

The response of this research was very well. Whether students spontaneously contribute their own

opinions. The responded who participated know about the pros and cons very well, so the data I

23
have got is solid. The samples of the participants was random, so biased is not exist. The

research results approximately 90% matched with the hypothesis.

RECOMMENDATION

In the future any research about the related topic about NSU students this research might

be helpful for researcher. This research have limitations about the survey questions. It was

necessary to collecting the source from different sources like interview, physical appearance,

classroom observation, faculty-students personal opinion. In the research it is assumed that all

the students are facing the same types of difficulties. According to my 30 peoples sample

represent the whole NSU students, so 30 peoples opinion cannot be overall university student’s

opinion. Another important limitation is in this research still now in NSU approx. 24000

students studding and it is impossible to reach individual everyone. So this is the limitation here

in this research paper. I recommend to the future researcher who will work on the related topics,

try to focus on those limitation that is still remaining in this research.

CONCLUSION

In conclusion, I can say that, including English speaking course is necessary according to

student’s perception. NSU students especially students who came from Bangla medium have

enough knowledge about English. But lack of confidence, over thinks about others perception

cause big trouble to them. In schools and college they did not get enough opportunity and

guideline to improve those skills, and university periods is the only option they can improve

themselves for the better future. NSU faculty members should be more open minded to

encourage students participate in classes in English. In some cases, it would bring the great

changes in some student’s life. Through the presentation it cannot assure that one students have

24
 enough communication skill in English. So it would get better to make a proper environment

where students can practice with others. Teacher’s assistant can be helping hand in here.

Students can learn things from internet, but communication skills is something like we need to

communicate with someone. So it is not something like we teach it is something like we

acquire. NSU authority and Department of English and modern language ought to pay attention

about this issue and help the students who is actually needy. This will bring a great reputation

of North South University.

APPENDIX

ORIGINAL RESEARCH PROPOSAL

Research Proposal: Student perception of including English speaking course in NSU.

Date: October 27, 2019

To: Shapla Parveen

From: Md. Mahtab Uddin. ID# 172 1451 030, ENG 105, Section: 07

Subject: Students' perceptions on including English speaking courses as part of the academic
curriculum at NSU.

INTRODUCTION

English is a language which is based on four skills e.g. Reading, Writing, Listening and Speaking.
According to the NSU policy, Students get either ENG102 (Introduction to Composition) or ENG
103 (Intermediate Composition) depending on their performance in the NSU admission test. In both
courses reading, writing parts of English is being well covered. In the listening part, generally it
covers by regular attending class, listening lectures. However, students have a fear in speaking

25
English. Specially, Bangla medium background students participate less in class activity and in
presentation time, they don’t perform well while presenting themselves.

The focus of this research will be on how the experience will change if NSU introduce a new
speaking course and what effect will the students expect. This research intends to find out, whether
including a new speaking course is really necessary, whether it made much difference or not,
whether they do well in class performance and on presentation or not, how they think it would be
helpful for their future. The study aims to find answers to such questions through the research work.

RESEARCH QUESTONS

This research plans to investigate the NSU on perception on speaking courses students. This research
will address the following research questions:

1. What kind of difficulty do students go through in academic activity with regard to speaking
English?
2. How will it be effective if NSU includes English speaking course?
3. What differences would the English Speaking course make?
4. What will be the best solution for improving English speaking instead of adding additional any
speaking courses?
5. How effective will it be in future?

HYPOTHESIS

In NSU curriculum including English speaking course depending on the students perception can be
both either useful or not. From this research, it is expected that having fear of public speaking who
come from Bangla medium face much difficulties than students who come from English medium. It
is assumed that, including English speaking course would be helpful and student can get a proper
guideline throughout the course that give them courage to become both public presenter. It is
believed that, students have enough knowledge of English, However, lack of confidence and not
having the proper guideline are the reason why the English speaking course should be included. It is
also expected that students do not think that English speaking course is totally unnecessary. Students
might think improving presentation skills cannot be possible in one course, it is a constant process.
Student might think also that, it would not be better option to spend additional tuition fees for
improving speaking skills, whether they find plenty of stuff through the internet and that is cost free.

RESEARCH METHODOLOGY:

26
For my primary research, I will conduct a survey of representative sampling of the general public in
Dhaka and interview people who have actually had experienced the matter and find out what
significant results come out from the survey. I hope to have a sample size of 30 people. I will also
design a questionnaire with different types of question so as to get range of useful data which will
help me to answer my research question.

For my secondary research, I plan to use materials from e-library of my institution, articles, web
blogs, journals, newsletters from academic websites.

ORGANIZATION:

My paper will be divided into several sections. I hope to lay them out in the following order:
Introduction, Background, Data Presentation and Analysis, and Summary of Findings.

Within these sections, my organization will be based on research question.

TIME TABLE:

I hope to complete my primary and secondary research by fourth week of November and December.
I shall complete writing the final draft of my paper by 20 th December, 2019 and submit it by the
specific deadline.

REQUEST FOR APPOVAL:

I hereby request your approval for my research proposal. If you wish me to modify or improve my
proposal, I will submit it after incorporating the necessary changes. I would also be grateful for your
advice and help in conducting my research and completing the project.

MODIFIED RESEARCH PROPOSAL

Research Proposal: Student perception of including English speaking course in NSU.

27
Date: October 27, 2019

To: Shapla Parveen

From: Md. Mahtab Uddin. ID# 172 1451 030, ENG 105, Section: 07

Subject: Students' perceptions on including English speaking courses as part of the academic
curriculum at NSU.

INTRODUCTION

English is a language which is based on four skills e.g. Reading, Writing, Listening and Speaking.
According to the NSU policy, Students get either ENG102 (Introduction to Composition) or ENG
103 (Intermediate Composition) depending on their performance in the NSU admission test. In both
courses reading, writing parts of English is being well covered. In the listening part, generally it
covers by regular attending class, listening lectures. However, students have a fear in speaking
English. Specially, Bangla medium background student participate less in class activity and in
presentation time, they don’t perform well while presenting themselves.

The focus of this research will be on how will the experience change if NSU introduce a new
speaking course and what effect after will be students expected. This research intended to find out,
including a new speaking course is that really necessary, whether it made much difference or not,
whether they do well in class performance and on presentation or not, how they think it would be
helpful for their future. The study aims to find answers to such questions through the research work.

RESEARCH QUESTONS

This research plans to investigate the impact of NSU have on students. This research will address the
following research questions:

1. What kind of difficulty students go through in academic activity with regard to speaking
English?
2. How will it be effective if NSU includes English speaking course? How can this course help
students to become a good public presenter?
3. What are the difference would the English Speaking course make? Do the students think
improvement in speaking English is possible in just one course?

28
4. How can students can utilize the learning that gain from course in academic life?
5. How effective will it be in future? Will it add any value in corporate sector?

HYPOTHESIS

In NSU curriculum including English speaking course depending on the students perception can be
both either useful or not. From this research, it is expected that having fear of public speaking who
comes from Bangla medium face much difficulties than students who come from English medium. It
is assumed that, including English speaking course would be helpful specially for Bangla medium
students who can get a proper guideline throughout the course that give them courage to become
presenter. It is believed that, students have enough knowledge of English, However, lack of
confidence and not having the proper guideline are the reason why the English-speaking course
should be included. It is also expected that students do not think that English speaking course is
totally unnecessary. Students might think improving presentation skills cannot be possible in one
course, it is a constant process. Students might think also that, it would not be better option to spend
additional tuition fees for improving speaking skills, whether they find plenty of stuff through the
internet and that is cost free.

RESEARCH METHODOLOGY:

For my primary research, I will conduct survey of representative sampling of the general public in
Dhaka and interview people who have actually had experienced the matter and find out what
significant results come out from the survey. I hope to have a sample size of 30 people. I will also
design a questionnaire with different types of question so as to get range of useful data which will
help me to answer my research question.

For my secondary research, I plan to use materials from e-library of my institution, articles, web
blogs, journals, newsletters from academic websites.

ORGANIZATION:

My paper will be divided into several sections. I hope to lay them out in the following order:
Introduction, Background, Data Presentation and Analysis, and Summary of Findings.

Within these sections, my organization will be based on research question.

29
TIME TABLE:

I hope to complete my primary and secondary research by fourth week of July. I shall complete
writing the final draft of my paper by the end of August and submit it by the specific deadline.

REQUEST FOR APPOVAL:

I hereby request your approval for my research proposal. If you wish me to modify or improve my
proposal, I will submit it after incorporating the necessary changes. I would also be grateful for your
advice and help in conducting my research and completing the project.

ORIGINAL QUESTIONNIRE

The Students' perception of including English speaking course at North South University.
The survey intends to find out students’ perception of including English speaking course at
North South University. These questions will help to provide information for the research of the
course ENG 105 at North South University. Your involvement would be highly appreciated and
the answers to the questions will be kept in secrecy. I am thankful to you for having cooperated
with me and look forward to hearing from you.

What was your background in school and college?

a. Bangla Medium.
b. English Medium.
c. Others.

What is your current semester?

a. 1-4
b. 5-8

30
c. 9-above

1. How often do you ask questions in English in the classroom?

a. Regular, I ask questions naturally in English.

b. Often, I ask questions in sometimes in English, sometimes in Bangla.
c. Never, I usually ask questions in Bangla.

2. How often do you speak in English with your respective faculty either in class room or during
in consulting hour?

a. Regular, it is natural.
b. Often, Faculty allows me speaking errors.
c. Never, I am interested but feel hesitated speaking English.

3. Is speaking in English your only fear during presentation?

a. I afraid for faculty and students may ask questions.

b. My presentation will be boring because of speaking slowly.
c. Worried about students if they may not understand.
d. No, this is not even a fear at all.
4. What is your fear of speaking English? (you may choose more than one)

a. I fear of making grammatical errors and worried not to find right words
b. I feel embarrassed for my accent.
c. I am not fearful about speaking English, but the reason behind my inability is the lack of
practice.
d. No, it is not fear at all.

5. Do you think introducing a new English speaking course will have any positive impact on
students?

a. It would help prepare me as a professional presenter.

b. It will developing me use of vocabulary, grammar and pronunciation properly

31
 c. It will help me to improve spoken communication skills
d. No, it cannot bring significant change within a short period of time (3 months) in a
student. Other:

6. If introducing an English course is not beneficial then what will be the best option do you
think?

a. Conducting workshop
b. Join a club and communicate with people in English
c. Ask faculty or Teaching assistant to help in performance
d. No, I will do it by myself through Internet.

e. Other:

7. Teaching Assistants from the Department of English and Modern languages of North South
University can facilitate workshop with regard to speak English in Group Work. How do you
think it will be effective?

a. Face-to-face discussion with anyone feel you like friendly chatting

b. It would increase opportunities participating spontaneously in Class
c. Informal interaction, get reduce the pressure of talking
d. No, it is not necessary. Rather I would like to practice alone.

8. How frequently conducting workshops with regard to speaking English would be useful in
one semester?

0 1 2 3

None Maximum

9. Do you think speaking English course might be helpful outside of academic purpose?

32
 a. I will feel more confident in speaking English.
b. It will helpful to present spontaneously in any occasional presentation.
c. It increases the possibility of getting a good job and sound salary.
d. No, adding any additional English course will not be beneficial at all.

10. Any further comments (optional)

MODIFIED QUESTIOARIES

ENG 105: Advanced Composition

To: Shapla Parveen
From: Md. Mahtab Uddin. ID# 172 1451 030, ENG 105, Section: 07

___________________________________________________________________________

Questionnaire for the Student perception of including

English speaking course in NSU

The survey intends to find out students’ perception of including English speaking course in NSU.
This questions will help to provide information for the research of the course ENG 105 at North
South University. Your involvement would be highly appreciated and the answers of the questions
will be kept in secrecy. I am thankful to you for having cooperated with me and look forward to
hearing from you.

33
1. What was your background in school and college?
o Bangla Medium.
o English Medium.
o Others.
2. What is your current semester? ____________________________________
3. How often do you ask questions in English in the classroom?

o Regular, I ask questions naturally in English.

o Often, I ask questions in sometimes in English, sometimes in Bangla.
o Never, I usually ask questions in Bangla.
4. How often do you speak in English with your respective faculty either in class room or
during in consulting hour?
o Regular, it is natural.
o Often, Faculty allows me speaking errors.
o Never, I am interested but feel hesitated speaking English.
5. Does speaking in English your only fear during presentation?

o Yes, I fear questions that the faculty member asks after the end of the presentation
because I have to answer in English and if I cannot answer, it would cause negative
impression.
o No, this is not even a fear at all.

6. What is your fear of speaking English?

o I fear of making grammatical errors because people may make fun of me.

o I am not fearful about speaking English, but the reason behind my inability is the lack
of practice.

7. Do you think introducing a new English speaking course will have any positive impact
on students?

o Yes, introducing a new English speaking course will be very effective.

o No, it cannot bring significant change within a short period of time (3 months) in a
student.

34
8. Teaching Assistants from the Department of English and Modern languages of North
South University can facilitate workshop with regard to speaking English. Do you think
it will be effective?

o Yes, it can be beneficial and should be opened for all the students studying at the
university.

o No.

9. Frequently conducting workshops with regard to speaking English is useful, do you

think so? Or will it be effective?

o Yes, it will be very good if such workshops are conducted at least twice and
maximum thrice a semester.

o No, it is unlikely to bring any positive change with respect to speaking English.

10. Do you think speaking English might be helpful outside of academic purpose?

o Yes, because it increases the possibility of getting a good job with sound salary.

o No, having good command over speaking English is of no use outside the academic
purpose.

11. Any further comments (optional)

35