Uncovering English Learning Trajectories: An Inquiry into B. Ed. Freshers’ Limited English Proficiency

Abstract

Nepal has provisioned English as a required course in bachelor’s degree. Secondary English curriculum (Class 11/12) expects secondary education graduates be able to use both written and spoken English for general and academic purposes. However, due to their hesitation in English use, I observed that Bachelor of Education. enrolled students are relatively weaker in English proficiency. Therefore, this research was conducted to evaluate their level of proficiency and to trace their English learning trajectories. For the mixed-method nature of this study, a standard test was administered to 56 B. Ed. 1st year students, and in-depth interviews were conducted with 4 of them selected randomly. The test score indicated that the students have a very low level of English proficiency (mean 16.74 out of 75), interview finding also found the similar issue. According to the model of domain learning (MDL), they are at the first stage- acclimation, in their English learning trajectories. Reasons for this stagnation were credited to all three dimensions of MDL: knowledge, interest, and strategies. The teachers and educational authorities are recommended to devise the plans and implement programs to supply sufficient knowledge, to arouse interest, and to teach cognitive strategies to students for high proficiency.