Secondly, since English teachers, themselves, lack an efficient level of language proficiency, they are not capable of conducting their classes in English and using English as a medium of instruction – indicated by Gary V. Ireland and Robert Van Benthuyse in their research paper entitled as Contemporary Issues in EFL Education in Myanmar. “Our official language is not English, so we often do not use it. Even in our own classrooms, we do not deliver our lessons in English because we are not confident to use it, and we are more comfortable using our own language”, said a participating teacher of EfECT program, which is also mentioned in Australian Journal of Teacher Education. As a result, the students are not exposed to English-speaking classroom environment and, this, in turn, costs them losing opportunities to speak English.
Thirdly, teachers with a low level of English language proficiency are more likely to employ a conventional teacher-centred pedagogy, which results passive learning and a limited interaction between students and teachers in classrooms, - according to a research on “Teacher Training in Myanmar: Teachers’ Perceptions and Implications” issued by International Journal of Instruction. Accordingly, the English language classrooms in Myanmar’s state schools are not dynamic or vibrant enough to conduce effective language learning.