DOI: https://doi.org/10.36347/sjahss.2026.v14i08.001

Pages: 303-311

English proficiency remains a critical concern in Bangladesh’s secondary education system, particularly in district-level contexts where resource constraints and pedagogical gaps are pronounced. This study examines the current level of English proficiency among secondary students in Tangail district, identifies key challenges, evaluates existing teaching practices, and explores prospects for improvement. Adopting a mixed-methods approach, data were collected from 200 students (Classes IX–X) through an English proficiency Multiple Choice Question test and a structured questionnaire, and from 20 English teachers via semi-structured interviews. Findings reveal that students exhibit moderate overall proficiency, performing relatively better in reading comprehension but showing significant weaknesses in vocabulary, grammar application, sentence construction, and especially speaking skills. Classroom practices remain predominantly examination-oriented, relying heavily on the Grammar Translation Method (GTM) with limited implementation of Communicative Language Teaching (CLT). Major challenges include insufficient vocabulary, difficulty applying grammar rules, fear of mistakes, limited speaking opportunities, large class sizes, and inadequate teaching resources. Urban students outperformed their rural counterparts across most indicators. The study concludes that without a shift from rote memorization to communicative practice, supported by enhanced teacher training, technology integration, and assessment reform, students’ communicative competence will remain limited. Practical recommendations are offered for policymakers, educators, and school authorities to foster more effective English language education in similar rural and semi-urban contexts.