Teachers' and Students' Perceptions on Learning the English Language and Its Significance in a School in Samtse Dzongkhag, Bhutan

Abstract

This study investigates teachers’ and students’ perceptions on Learning English, specifically its opportunities and challenges. A qualitative approach guided by Constructivist paradigm was employed for the study. The data were gathered using one-on-one interviews, focus group interviews and classroom observations.  A purposive sampling was used to collect data from students and teachers from a higher secondary school in Samtse Dzongkhag (district).  The data were thematically analyzed using Braun and Clarke's (2018) thematic analysis procedures. Findings revealed that learning English enhances cognitive flexibility, networking skills, career perspective, educational opportunities, and unfamiliarity with the English language and its rules. Further, the findings highlighted that there are intrapersonal and institutional barriers to learning English. It is recommended that the stakeholders concerned and school administration to make available of teaching aids and other facilities like printing and ICT laboratory. Additionally, the study also recommends the Ministry of Education (MoE) and teachers to provide adequate time for reading and writing literature.