Dr. Faheem Hasan Shahed
http://hdl.handle.net/10361/11995
2024-03-29T15:46:47Z
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Error analysis in EFL writing classroom
http://hdl.handle.net/10361/12466
Error analysis in EFL writing classroom
Karim, Abdul; Mohamed, Abdul R.; Ismail, Shaik A. M. M.; Shahed, Faheem H.; Rahman, Mohammad Mosiur; Haque, Md. Hamidul
Identifying the EFL learners’ errors in writing has no longer been important but essential. As such, drawing the
pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and
what are the perceptions possessed by them concerning error correction, the article addressed the commonest
errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the
error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study
comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a
student survey was carried out to reveal the perceptions of the students regarding error correction. The common
errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally,
the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.
This article was published in the International Journal of English Linguistics
[© 2018 Canadian Center of Science and Education] and the definite version is available at: https://doi.org/10.5539/ijel.v8n4p122 The Journal's website is at: http://www.ccsenet.org/journal/index.php/ijel/article/view/73383
2018-03-22T00:00:00Z
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Evaluation of the teacher education programs in EFL context: a testimony of student teachers’ perspective
http://hdl.handle.net/10361/12253
Evaluation of the teacher education programs in EFL context: a testimony of student teachers’ perspective
Karim, Abdul; Shahed, Faheem Hasan; Mohamed, Abdul Rashid; Rahman, Mohammad Mosiur; Ismail, Shaik Abdul Malik Mohamed
Pre-service teacher education programs such as, TEFL, TESOL, and ELT are
offered in some universities in Bangladesh. Meeting the criteria and based on their
level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT
programs. These programs entail different courses that are claimed to enable
enrollees with the repertoires required to be an expert language teachers. However,
for unknown reason, the effectiveness of such teacher education programs has not
been explored. The current study intended to reveal what student teachers think
about their teacher education programs. Adopting the pre-service teacher education
program evaluation model suggested by Peacock, the current study was conducted.
Semi-structured interview with the selected participants was also undertaken.
Conducting the descriptive statistics elicited the respondents’ perceptions
regarding the teacher education programs. Majority of the participants viewed the
programs instrumental to develop their pedagogic and linguistics competence.
This article was published in the International Journal of Instruction [© 2019 International Journal of Instruction] and the definite version is available at: https://doi.org/10.29333/iji.2019.1219a The Journal's website is at: http://www.e-iji.net/dosyalar/iji_2019_1_9.pdf
2019-01-01T00:00:00Z
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Revisiting innovations in ELT through online classes: an evaluation of the approaches of 10 minute school
http://hdl.handle.net/10361/12002
Revisiting innovations in ELT through online classes: an evaluation of the approaches of 10 minute school
Shahed, Faheem Hasan; Karim, Abdul; Rahman, Mohammad Mosiur; Mohamed, Abdul Rashid
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students' learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students' quick learning.
This article was published in the Turkish Online Journal of Distance Education
[© 2019 Anadolu Universitesi] and the definite version is available at :http://dx.doi.org/10.17718/tojde.522729 The Journal's website is at: https://dergipark.org.tr/tojde/issue/43090/522729
2019-01-01T00:00:00Z