RESEARCH AND EVALUATION OF THE EIA SCHOOL INTERVENTION

An extensive research and evaluation programme is associated with the EIA project, particularly during the pilot phase but continuing through to 2017. For the school intervention, this involves both quantitative and qualitative studies directed at: 1. understanding teacher and student views about their experiences of, and how they think about, learning English; 2. examining classroom practice; 3. measuring teacher and student English language competence. This briefing focuses on the last of these areas: English language competence. MEASURING EL COMPETENCE Purpose and methodology To measure the impact of the EIA pilot school intervention, the spoken English language (EL) competence of a sample of participating teachers and students was tested at the start of the programme (Trinity College London 2010a & b) and then again after 12 months (see EIA 2012a). It is assumed that the students ’ spoken English ability should improve through use of EIA activities, materials and methods in the classroom; furthermore, as the teachers become more effective in teaching English, their proficiency is likely to improve. To examine these assumptions, EL competence testing was carried out by independent assessors from Trinity College London via diagnostic EL interviews. Samples The first round of testing of the EIA pilot school intervention, conducted at the start of the programme (February and March 2010), assessed 367 primary teachers, 176 secondary teachers, 4630 primary students and 2609 secondary students. The second round of testing, conducted 12 months after the launch of the programme (March and April 2011), assessed 230 primary teachers, 87 secondary teachers, 785 primary students and 317 secondary students. The sample sizes enabled statistically valid comparisons to be made between the 2010 and 2011 data. Testing was carried out in various regions across Bangladesh (6 districts in round 1; 4 in round 2). Trinity scale The EL competence of both teachers and students was measured using the 12-point Trinity scale: Grade 1 indicates initial spoken English; Grade 12 indicates complete fluency*. Those students and teachers failing to achieve a Grade 1 were assigned a Grade 0