Published: 11:54 PM, 12 July 2026
Controversy About Teaching Quality in Universities: Why Most Graduates Are Drastically Poor in English Language
Jannatul Fardaus Mahia
English has long been regarded as an essential skill for higher education, employment, international communication, and research. Yet, despite studying English for more than twelve years before entering university, a significant number of university graduates in Bangladesh struggle to communicate effectively in the language. This reality has sparked widespread debate among educators, employers, students, and policymakers about the quality of teaching in universities. While many graduates possess academic degrees, employers often complain that they lack the English proficiency required in today's competitive job market. The controversy raises an important question: why are so many university graduates in Bangladesh weak in English despite years of formal education?
One of the primary reasons is the traditional teaching approach adopted by many educational institutions. In numerous universities, English classes remain heavily dependent on lectures, grammar rules, memorization, and examinations rather than practical communication. Students often memorize notes and model answers to secure good grades instead of developing speaking, listening, reading, and writing skills. As a result, many graduates perform well in written examinations but struggle to express themselves confidently in real-life situations.
Another major concern is the inconsistency in teaching quality across universities. Bangladesh has witnessed a rapid expansion of both public and private universities over the past few decades. While some institutions maintain high academic standards, others suffer from inadequate resources, overcrowded classrooms, and a shortage of qualified English language teachers. In many cases, instructors themselves have limited training in modern language teaching methodologies. Without continuous professional development, teachers may rely on outdated classroom practices that fail to engage students effectively.
The examination-oriented education system also contributes significantly to poor English proficiency. Success is often measured by examination results rather than actual language competence. Students become more interested in obtaining high grades than mastering communication skills. Consequently, they prepare predictable questions and memorize ready-made answers, leaving little room for creativity, critical thinking, or spontaneous language use. This examination culture continues from school to university, limiting students' ability to use English confidently outside academic settings.
Limited opportunities for practicing English further worsen the situation. Although English is taught as a compulsory subject, it is rarely used as a medium of everyday communication. Most students converse in Bangla both inside and outside the classroom. Even in universities where English is officially the medium of instruction, classroom discussions frequently shift to Bangla to ensure that everyone understands the lessons. Without regular exposure and active practice, students naturally fail to develop fluency and confidence in speaking English. Technology has created new opportunities for language learning, but these resources remain underutilized in many universities. Language laboratories, multimedia classrooms, online learning platforms, and interactive software can significantly improve language skills when used properly. However, many institutions lack adequate technological facilities, while others possess the equipment but fail to integrate it into regular teaching. Students therefore miss valuable opportunities to improve pronunciation, listening comprehension, and conversational ability.
The reading culture among university students also deserves attention. Strong language skills are closely linked to regular reading. Unfortunately, many students rely almost exclusively on lecture notes, summaries, and examination guides rather than newspapers, novels, journals, or academic articles written in English. Limited reading reduces vocabulary growth, comprehension skills, and familiarity with natural sentence structures. Without developing reading habits, students find it difficult to write effectively or express complex ideas in English.
Socio-economic disparities further influence English proficiency. Students from urban English-medium or well-resourced institutions often enjoy greater exposure to quality English education from an early age. In contrast, many students from rural or underprivileged backgrounds receive limited opportunities to practice English before entering university. Universities frequently fail to provide sufficient remedial support for these learners. Consequently, existing language gaps continue throughout higher education and become evident after graduation.
Employers across Bangladesh have repeatedly highlighted concerns regarding graduates' communication skills. Many recruitment processes include written tests, presentations, interviews, and group discussions conducted partly or entirely in English. Candidates who possess strong academic records sometimes fail to perform satisfactorily because they cannot communicate their knowledge effectively. This mismatch between academic qualifications and workplace expectations has increased criticism of university teaching quality and curriculum design. Some education experts argue that universities alone should not be blamed for the problem. They point out that weaknesses begin much earlier in the education system. Students entering universities often already have poor foundations in English grammar, vocabulary, pronunciation, and comprehension. Universities therefore inherit challenges created during primary and secondary education. Nevertheless, critics maintain that higher education institutions have a responsibility to bridge these gaps through intensive language support, practical courses, and continuous assessment.
Students themselves also bear some responsibility for improving their English proficiency. Many rely heavily on social media and entertainment in Bangla while avoiding opportunities to communicate in English. Fear of making mistakes often discourages them from speaking openly in classrooms or participating in debates, presentations, and extracurricular activities. Developing language skills requires consistent practice, patience, and confidence. Without active personal effort, classroom instruction alone cannot produce fluent English speakers.
Educational reformers have proposed several measures to address the ongoing controversy. Universities should modernize English curricula by emphasizing communication, critical thinking, academic writing, and presentation skills rather than rote memorization. Teacher training programmes should introduce innovative teaching methods, digital learning tools, and student-centred approaches. Language clubs, debate societies, writing centres, and conversation sessions can provide students with practical opportunities to use English beyond formal classrooms. Universities should also establish language laboratories and encourage regular reading through improved library facilities and digital resources.
Collaboration between universities and employers could further improve outcomes by aligning language education with workplace requirements. Internship programmes, professional communication workshops, and industry-led seminars can help students understand the importance of English in their future careers. Continuous evaluation based on practical performance instead of solely written examinations would encourage meaningful learning and better language development.
The controversy surrounding teaching quality in Bangladeshi universities reflects broader challenges within the country's education system. Producing graduates who are academically qualified but unable to communicate effectively in English undermines national competitiveness in an increasingly globalized world. Addressing this issue requires coordinated efforts from universities, schools, teachers, students, employers, and policymakers. By prioritizing practical language learning, improving teacher quality, modernizing curricula, and creating an environment that encourages regular English use, Bangladesh can better prepare its graduates for higher education, research, and the demands of the global job market. Only through sustained commitment to educational excellence can the nation ensure that university graduates possess not only degrees but also the communication skills necessary for personal success and national development.
Jannatul Fardaus Mahia writes
on contemporary issues.
