Thesis (M.A in TESOL)

Permanent URI for this collectionhttps://hdl.handle.net/10361/3281

Browse

Now showing 1 - 20 of 122

Open Access
Exploring educational priorities in post-pandemic era: tertiary level EFL context of Bangladesh
(BRAC University, 2023-10) Das, Shaikat; Khan, Harunur Rashid; BRAC Institute of Languages
An educational priority in a curricular approach to education is an idealistic assertion that defines what students will learn due to participating in educational opportunities provided by an institution or division at a particular college or university (What Is Educational Priority | IGI Global, n.d.). There is no denying that the COVID-19 pandemic has created the necessity of many educational priorities (beyond traditional teaching-learning practices) at different levels of education, which can play a significant role in ELT pedagogy in the present time. Therefore, this study follows a qualitative approach where I conducted semi-structured interviews with 6 tertiary-level EFL teachers from 5 private universities and 4 TESOL students from 2 private universities in Bangladesh, to determine the extent those institutions have incorporated the post-pandemic educational priorities, mainly digital resources, empathy, mental well-being, blended classrooms, alternative assessments, 21st-century education and skills, SDG (Sustainable Development Goals), and benignant usage of AI (Artificial Intelligence) in ELT. I analyzed the interview data through a thematic analysis while considering the participants' beliefs, attitudes, insights, and experiences. Finally, this research has explored all these priorities and provided pertinent recommendations on incorporating such priorities for further development of the Bangladeshi EFL context.
Open Access
Challenges to learn English as second language for high school students in Dhaka
(BRAC University, 2023-10) Amin, Atquia Monowara; Karim, Abdul; BRAC Institute of Languages
The study titled ‘Challenges to Learn English as Second Language for High school students in Dhaka’ specifically focused on the challenges faced by high school learners while learning a second language, the reasons behind the challenges, and recommended some educational suggestions for teaching and learning the language. A mixed-method research design was used in the study. Three research questions were developed to find out the problems. This thesis contains six chapters. The first chapter covered the background of the study, the problem statement, the aim of the study, the objective of the study, the research questions, and the rationale of the study's significance, the study limitations, and the definitions of key terms. The second chapter included a review of the theoretical and experimental literature and theoretical framework of the study. Similarly, the third chapter dealt with the research methodology implemented for the study including research design, participants' research site and tools, data collection procedure, data analysis, and ethical consideration of the study. In the same way, adequate data and information were collected from the learners through close-ended questionnaires, classroom observation, and focus-group discussion. The students and the classes from two different colleges in Dhaka city helped to collect the data for the study. Later, the fifth chapter represented the analysis of the findings. Lastly, the study revealed useful reasons to find answers to the problems. The last chapter consisted of recommendations and conclusions derived from the findings. This chapter was also followed by references and appendices.
Open Access
Challenges and prospects of teaching English at multilingual primary schools in Chittagong hill tracts, Bangladesh
(BRAC University, 2025-07) Bashar, Fahreen; Sultana, Shaila; BRAC Institute of Languages
This study reports the challenges and opportunities of teaching English in multilingual primary schools in the Chittagong Hill Tracts (CHT) of Bangladesh, an area characterized by a complex sociocultural landscape and diverse linguistic heritage. This study aims to identify the unique obstacles faced by teachers, examine existing pedagogical practices and propose context appropriate solutions to improve English language teaching. Drawing on qualitative data from in- depth interviews with ten English teachers, the study reveals persistent obstacles including mismatches between students’ home languages and the national curriculum, a lack of culturally relevant teaching provisions, inadequate teacher training in multilingual pedagogy, and the continued marginalization of indigenous languages. Notwithstanding such limitations the study reveals encouraging opportunities, such as the heightened awareness of mother tongue-based multilingual education (MTB-MLE), teachers’ adaptive use of translanguaging practices, and greater community involvement in supporting language learning. Anchored in Vygotsky’s Sociocultural Theory, Cummin’s Interdependence Hypothesis, the study underscores the dynamic interdependence of languages, cultural contexts, and social interactions in effective multilingual education. The findings demonstrate the pressing need for inclusive curricula that reflect local realities, sustained teacher preparation tailored to multilingual classrooms, the creation of localized learning materials, policies that treat language variety as an asset rather than a barrier. This study adds to the larger conversation on equitable English teaching validly in multilingual and indigenous contexts and offers practical insight for educators, policymakers, and curriculum developers working in similar regions like Bangladesh.
Open Access
Role of primary school teachers in achieving quality education (SDG 4) in rural Bangladesh
(BRAC University, 2025-07) Sultana, Sharin; Khan, Harunur Rashid; BRAC Institute of Languages
The Sustainable Development Goals (SDGs) offer a framework for tackling important global issues. Among all the goals, SDG 4 deals with quality education for all. However, achieving quality education for all is challenging in developing countries like Bangladesh, especially in rural areas. Teachers in rural Bangladesh often face challenges due to a lack of resources and proper training. It is vital to understand how important primary school teachers are to quality education, especially as primary education is an inalienable right to all. Providing ‘equitable’ and ‘inclusive quality education’ in rural areas is more challenging than in urban areas. This study investigates the perceptions of rural primary school teachers in the context of Bangladesh regarding their roles in relation to the strategies they undertake to maintain the quality of education and the impacts of their involvement in teachers' training programs on their practices towards the targets set by SDG 4. This study followed the qualitative research method, where a Semi-Structured interview was conducted. In this study, eight primary school teachers participated to share their insights. The data was analyzed thematically to explore teachers’ perceptions of their role in achieving SDG 4, the strategies they used in their classroom, the challenges they faced, and their professional development. This investigation is expected to provide important insights into how rural primary school teachers in Bangladesh critically understand their roles in relation to SDG 4. Furthermore, this study also reveals some specific ways teachers have resorted to in response to offering quality education for their students. The paper also analyses the effect of teacher training on the quality of education at primary level. This study reveals that the rural primary school teachers considered themselves key contributors to achieving quality education. However, they face several challenges due to a lack of resources and training. The study also provides insights that can inform policymakers and educational stakeholders on supporting teachers in resource-constrained rural settings.
Open Access
Investigating inquiry-based teaching and learning approach by the ELT teachers in IB primary years programme: a case study in a private IB continuum school in Bangladesh
(BRAC University, 2025-02) Urmy, Nushrat Jahan; Sarkar, John Paul Simanto; Haque, Mohammad Mujibul; BRAC Institute of Languages
Inquiry-based learning, widely used in the education of science and social subjects, may also be effectively employed in the teaching of the English language. In inquiry-based classrooms, the habit of memorizing information and rote learning is markedly diminished. It emphasizes the active participation of students in the teaching and learning process, ensuring they have significant, real-world experiences while becoming a self-learner. The paper will investigate the efficacy of inquiry-based learning employed by ELT teachers and their pedagogical strategies in the four language competencies in the Primary Years Programme from years 1 to 5 in an International Baccalaureate continuum school in Bangladesh. A qualitative methodology was employed to gather holistic evidence through interviews, classroom observations, and document analysis. Five teachers from grades 1 to 5 were intentionally interviewed as participants, and two classes from each grade were observed to collect data on their pedagogical practices in the four language skills. This inquiry involved the analysis of many documents, including lesson plans, class procedures, materials for weekly instruction, and both old and new student work examples. The Principal of the participant school was interviewed as the leader. The case study inquiry has demonstrated that the participating school provides the combination of English Medium Instruction (EMI) and English as an Additional Language (EAL), however only one kind is to be adhered in accordance with the International Baccalaureate Organization (IBO, 2018). The class observation and document analysis reveal that this participating school urgently needs a specialized EAL instructor to support in language learning. This study has examined how the beliefs and practices of teachers, as well as their principles, are either reinforced or contested in inquiry-based classrooms within the context of the International Baccalaureate Primary Years Programme (IB PYP). The investigation revealed that instructors utilized many pedagogical and specialized strategies for reading and watching, writing and creating, as well as speaking and listening. The use and frequency of each teaching technique varied across grade levels. This arises from their requirement for improved proficiency in 5 developing their technical pedagogical content knowledge, together with a lack of information exchange across different grade levels. Moreover, the reliance on excessive pen, paper, and print-exclusive materials for reading and research and to support ELT classes should be reduced which obstructed the execution of the inquiry-based approach. (IBO, 2018).This article has examined the substantial impact of teachers' professional experience and academic knowledge on their attitudes and practices. The findings reveal the presence of factors that support the inquiry-based framework, including a comprehensive curriculum such as WACE and various learning models like the Kath Murdoch cycle. However, these initiatives are impeded by the restricted time allocated for curriculum development, requiring an enhancement of teachers' planning and readiness.
Open Access
EFL learners’ perceptions of effective English language teachers at universities in Bangladesh: a mixed-methods investigation
(BRAC University, 2025-02) Jahan, Israt; Islam, Mahbubul; BRAC Institute of Languages
Teacher effectiveness generally stems from impactful teachers and robust teaching practices that promote meaningful learning. This dissertation employs a concurrent mixed-methods research design to examine 152 EFL students’ perceptions of an effective English language teacher, from two private and two public universities in Bangladesh. A structured questionnaire, categorized into three areas— content knowledge, pedagogical knowledge, and socio-affective skills—was utilized to generate quantitative data on the perceptions of effective English teachers from learners who had completed at least one foundational English course at the university. The quantitative data were analyzed using descriptive statistics, considering gender, academic performance, and types of institutions as independent variables or subgroups. The student subgroups shared similar fundamental views regarding effective English teachers, but subtle differences coexist. First, more female than male students believed that English teachers should possess content knowledge, pedagogical knowledge, and socio-affective skills. Second, low-achieving students were more likely to agree that teachers must show adequate content knowledge, pedagogical skills, and socio-affective abilities. Third, students from private universities valued pedagogical knowledge more than students from public universities. In contrast, public university students placed greater importance on teachers' socio-affective skills than their peers in private institutions. Qualitative data on the same topic were gathered through in-depth interviews with eight students who participated in the quantitative study earlier. This qualitative data was then analyzed thematically to gain insights into students' perspectives about effective English language teachers. The qualitative findings significantly corroborated the quantitative results with minimal divergence. However, the interview data indicated that an effective English teacher can foster positive changes and enhance students' language proficiency through content knowledge, pedagogical knowledge, and socio-affective skills while ensuring a supportive teaching-learning environment contributing to students' academic success. The study's findings have significant implications for English language educators, administrators, and policymakers in fostering the positive attributes of English language teachers at the tertiary level of English education and teacher education programs.
Open Access
The effective role of language treachers in the psychological well-being of Bangladeshi undergraduate EFL students
(BRAC University, 2025-02) Goswami, Banasree; Khan, Harunur Rashid; BRAC Institute of Languages
Improving the quality of education has recently drawn a lot of attention from scholars who see the mental and academic well-being of language learners as crucial components. In Bangladesh, however, there is a lack of substantial research on the subject. In order to bridge this gap, the present investigation looks into how teachers can support students in overcoming psychological challenges and how psychological health affects learning. This study employed a mixed-methods design that included both qualitative (interviews) and quantitative (questionnaire) data in order to accomplish the specific aims. The findings reveal that teachers' empathetic communication, constructive feedback, and culturally appropriate pedagogical approaches substantially improve learners' sense of autonomy, purpose, and self-acceptance—all crucial components of psychological well-being. This study emphasizes how crucial language instructors are not only as facilitators of linguistic skills but also as key contributors to learners’ holistic development. Teachers can foster an environment that is more favorable for academic success by responding to the psychological needs of their students. The findings indicate that specialized teacher training programs should provide educators with techniques to assist students' academic progress as well as their well-being.
Open Access
Strategies associated with learner autonomy espoused by English language learners in the context of Bangladesh
(BRAC University, 2024-09) Ahmed, Rafi; Islam, Md Mahbubul; BRAC Institute of Languages
Learner autonomy has always been an extensively accepted phenomenon within the English language learning scenario. However, the recent discourse on English language teaching and learning in Bangladesh demonstrates that people are only aware of the term 'autonomous learning', but fail to understand how learners adapt to learner autonomy. The specific approaches autonomous learners employ to facilitate independent learning have yet to be fully understood. This study will focus on the strategies individuals across various age groups use to cultivate personalized learning autonomy and optimize their English language competence. The study's conceptual framework has been developed by integrating concepts including intrinsic and extrinsic motivation theories, friends' reinforcement, learners' differences, and real-world learning. Set in the interpretive paradigm, the research follows the qualitative approach. A multiple case study design has been employed to examine participants' subjective responses with significant precision. Participants were chosen using the purposive sampling method. A total of six participants were selected from three distinct age categories: two secondary-level students aged fifteen to eighteen, two undergraduate-level students aged twenty to twenty-four, and two adult learners aged over thirty. The results will provide insight into the different strategies adopted by various age groups of English language learners concerning learner autonomy. This research offers significant implications for English Language Teaching (ELT) professionals, administrators, and policymakers in Bangladesh as it provides valuable insights into the effective integration of autonomous learning strategies inside the traditional education system.
Open Access
An exploratory study of learner differences and learning styles accommodated in the new grade six English textbook in Bangladesh
(BRAC University, 2024-10) Aman, Azmatul; Islam, Md Mahbubul; BRAC Institute of Languages
This study examines the learning preferences and experiences of secondary school students in Bangladesh following the implementation of a new English curriculum. Using a mixedmethod approach, including a questionnaire survey, focus group discussions, and interviews, findings show a strong preference for kinesthetic and visual learning styles and a significant affinity for collaborative group work, enhancing engagement and language acquisition. However, challenges such as inadequate teacher training and limited parental awareness hinder effective implementation. Personality traits significantly influence learning preferences, with balanced learners—those with both extroverted and introverted traits— achieving higher proficiency than their more polarized peers, highlighting the need for diversified teaching methods. The study underscores the necessity for continuous teacher professional development, varied learning materials, and a supportive educational environment fostering experimentation and peer collaboration. Recommendations include adopting differentiated instructional strategies, improving access to resources, and creating inclusive, mistake-friendly classrooms to enhance language learning and prepare students for future academic challenges. Future research should explore the long-term effects of the curriculum on student performance and broaden the sample size to capture a wider range of experiences and outcomes.
Open Access
A comparative study on the current and previous 'English book' for grade six: NCTB curriculum context
(BRAC University, 2024-06) Paul, Anindita; Khan, Harunur Rashid; BRAC Institute of Languages
The National Curriculum and Textbook Board (NCTB) idealises students' contribution to the national educational setting while preparing them for the competitive world. The present curriculum of Bangladesh, particularly in the lower secondary section (classes 6 & 7), offers a new approach that reflects extensive academic experiences, purpose, content, technological advancement, collaborations of learning alignment, assessment, etc. This qualitative research aims to identify the efficacy of the new curriculum irrespective of the divergent activities of class six English textbooks compared with the previous one. A qualitative context provides a glimpse of the different factors, for example, teachers’ and learners’ prior and present knowledge of the curriculum, subject knowledge, teaching learning approach suggested in the curriculum, and a textual analysis of the textbooks, while incorporating Lev Vygotsky’s Zone of Proximal Development (ZPD) theory (1962), Task-Based Language Teaching (1987) and connecting it to Krashen’s Affective Filter Hypothesis (1980), Input Hypothesis Framework (1980), and finally David Kolb’s Experiential Learning Theory (1984). By analysing data from three government school teachers, four students, one teacher trained under the new curriculum, two textbook writers of class 6, the textual analysis has been facilitated to determine how the academic developments align with the new curriculum's holistic approaches, ensuring academic English language skills, emphasising the SDG & 21st-century experiential learning considering and incorporating specific scaffolding strategies, this comparative study between the previous and current NCTB curricula has finally offered some recommendations for further curriculum development in Bangladesh by shedding lights on the significant findings from textual analysis and interview so far the EFL practice in Bangladesh is concerned.
Open Access
The impact of gender on the motivation and performance of EFL students in language learning
(BRAC University, 2024-10) Husna, Asma Ul; Chowdhury, Raisul Islam; BRAC Institute of Languages
This study will demonstrate how gender affects students' proficiency and motivation in learning English as a foreign language. Each of the key elements motivates our learners to learn a second or foreign language considering the language learning approach and their surroundings. This study explores gender’s effects on the differences in EFL learning tactics student perspective with varying levels of learner motivation. It will also express teachers' and students' perspectives on the significance of this influence. In order to measure English language learning strategies and motivation, interviews were taken accommodating related topics based on open-ended questions to three different groups - male learners, female learners and teachers. The data analysis revealed that students with varying levels of enthusiasm to learn English as a foreign language significantly varied EFL learning methodologies based on genders’ impact.
Open Access
English language instructors’ readiness for using artificial intelligence for teaching in Bangladesh
(BRAC University, 2024-10) Islam, Mahmooda; Duha, Mohammad Shams Ud; BRAC Institute of Languages
Artificial intelligence (AI) is becoming increasingly prevalent in the field of education, which has made it possible for instructors of English as a second language to adapt their teaching strategies accordingly. The study explores the preparedness of English Language instructors to use artificial intelligence for instructional development utilizing Technology Acceptance Model (TAM) by Davis (1989). This study uses qualitative interviews with university instructors from both public and private institutions highlighting their perspectives, potential hesitations, as well as support needs concerning the incorporation of AI into their teaching methodologies. A rigorous analysis of data gathered from 9 in-depth instructor interviews across public and private universities to provide their experiences as well as beliefs showing the different contexts and perspectives of AI in the use for education. The findings indicated significant necessitation for providing support institutionally and professional training in order to enhance instructors’ confidence in AI tools, improve learning experiences as well as important factors that either facilitate or impede the implementation of AI.
Open Access
Linguistic landscape of Dhaka city: an exploration study
(BRAC University, 2023-06) Tasnim, Nazifa; Amin, Al; BRAC Institute of Languages
The study showcases the present condition of Dhaka city’s Linguistic Landscape. It is the written language in textual format on the visible signboards, billboards, nameplates even on the shop windows which are meant for the public. This study intends to unveil the languages used on the capital of Bangladesh, Dhaka city’s linguistic landscape and why is English language receiving priority over the national language, Bangla by analyzing 513 signboards and interviewing 30 shop owners/keepers.
Open Access
Perception of Bangladeshi secondary school ESL teachers regarding task-based language teaching and its functional implementation
(BRAC University, 2023-06) Aktar, Sharmin; Karim, Abdul; BRAC Institute of Languages
Task-Based Language Teaching (TBLT) acts as a potent student-centered methodology to teach English as a Foreign Language (EFL) in the Asia region. TBLT provides the opportunity to put into action the focused language in a genuine way in the classroom, and this is especially important considering the limited opportunity to do so in Asian EFL contexts (Jeon & Hahn, 2006). As a foreign language, English language education in Bangladesh always has some obstacles despite taking various initiatives in curriculum reform, methods of implementation & teachers training. Teachers are following several methods, techniques, and strategies to teach students English language in the classroom. It needs to be investigated whether and to what degree Task-Based Language Teaching is being successfully implemented. Recognizing this need, this paper sets out to explore the perceptions of Bangladeshi Secondary school ESL teachers regarding TBLT and the hands-on implementation of it. This qualitative study used interviews for data collection, & to investigate the perception of 11 Bangladeshi ESL teachers at the secondary education level in Dhaka city. The finding of this investigation is awaited to contribute greatly to the advancement of TBLT in the Bangladeshi teaching sector.
Open Access
Learners’ attitude towards English Language learning in the Bangladeshi madrasa context
(BRAC University, 2023-01) Jui, Nusrat Jahan; Kabir, Mian Md. Naushaad; BRAC Institute of Languages
In Bangladesh, the English language is considered a foreign language, and unofficially its usage is very elaborate in practice. However, Bangladesh is a monolingual country, and English has the second-language status in private offices, conversations, etc. So, learning English is very important for students in Bangladesh. Among the educational stream in Bangladesh, there are three major streams in Bangladesh, and the Madrasa stream is one of them and one of the most significant streams. According to some studies, English language proficiency among the Madrasa students is very weak compared to the other two streams of Bangladesh. Other streams follow and maintain much more advanced and suitable ways of teaching, while the Madrasa sector needs to improve their performance in teaching the English language. Improving and advancing teaching methods and techniques also affect learners’ attitudes towards learning a particular language, especially in the context of the Bangladeshi English learning process. This paper analyses the Madrasa learners’ attitude towards English language learning. Both qualitative and quantitative methods were conducted for data with 137 students and four English Teachers from two big cities, one town, one Upazila and one village. The findings were positive among students. They showed interest in learning English, but some behavior norms and facilities created problems for their better performance. It shows their positive and negative concern and other emotional sentiment connected with English learning. At the end of the paper, way of implications and some suggestions will be discussed.
Open Access
Learning English at the tertiary level: coping with the shift after secondary level
(BRAC University, 2023-06) Reeti, Deepannita; Shahed, Faheem Hasan; BRAC Institute of Languages
In Bangladesh, students start to learn English from class one, and most continue to learn it as part of their curriculum until the secondary level. At the tertiary level, the students experience a shift as they start a more specified type of study. During this journey, many of them have to learn English again. This paper deals with the experience of that learning at the tertiary level. It works upon three objectives: the learners’ experiences of learning English at the tertiary level, the coping strategies of the learners in case of difficulties, and their opinion regarding tertiary-level English learning experience. For conducting this research, two research methods were used: semi-structured interviewing and structured interviewing. This paper’s central insight is that this transition from the secondary to the tertiary level needs to be handled with more care because the nature of learning, teaching, and discussions change over time— and that, too, very swiftly.
Open Access
Youtube as a learning tool for school students in developing their skills
(BRAC University, 2023-06) Supti, Farhana Khan; Shahed, Faheem Hasan; BRAC Institute of Languages
The rapid advancement of technical software could have been a necessary fact. The phrase “digital disruption in educational contexts” originated to describe the constantly evolving electronic learning medium. Teaching English as a foreign language is perceived as challenging in this regard. YouTube is primarily made to improve the personal and linguistic abilities of EFL learners—including their motivation. This research aims to find out whether YouTube can be a learning tool for school students in developing EFL learners’ language skills in many ways. A mixed-method survey is conducted, and the results indicate that learners are benefiting from YouTube. However, several issues have been found that prevent their language skills. Therefore, YouTube should be more productive to improve learners’ both productive and receptive skills simultaneously. Therefore, the study recommends using YouTube in the classroom, and additional research is needed to fully comprehend and apply YouTube technology in language learning.
Open Access
A phenomenological study on newly enrolled undergraduate students’ paragraph writing skill
(BRAC University, 2024-05) Haque, Tasmiah; Das, Kushal; BRAC Institute of Languages
Paragraph writing skill is a prerequisite for any academic writing at the tertiary level. However, many students do not have paragraph writing skill even after successful completion of English as a language course in school and college-level education. This phenomenological study explored students’ paragraph writing experiences before enrolling in the pre-university language program at a private university to find out the causes of poor paragraph writing skill and its remedies. Six students were purposefully selected for interviewing considering their struggle in paragraph writing, which were identified in their entrance examination and offered pre-university writing courses. The findings of the study identified several challenges ranging from idea generation, inadequate content knowledge to poor grasp of grammar and vocabulary. Subsequently, students also pointed out causes of paragraph writing problems. Eventually, students also recommend some solutions to overcome these problems, such as learning coherence, vocabulary, grammar and needs of practice. Keywords: paragraph, challenges, academic writing, rote memorization, pre-strategies of writing, student’s perception, cohesion, vocabulary.
Open Access
Phenomenological study on teacher and AI-generated feedback on paragraph writing: undergraduate student’s preferences
(BRAC University, 2024-06) Sultana, Arifa; Das, Kushal; BRAC Institute of Languages
Providing students with formative feedback on their writing is an excellent strategy to encourage the improvement of their writing skills (Steiss et al., 2024). This phenomenological study aims to explore the students` preference and the efficacy of teacher and AI generated feedback in light of Hattie and Timperley (2007) feedback model. The data was collected via semi-structured interviews with six EFL students at a reputed university in Dhaka who experienced both types of feedback in their paragraph writing. The findings indicate that students generally value the personalized and accurate feedback offered by teachers but they also appreciate the quickness and constancy of feedback provided by artificial intelligence. This paper suggests the implementation of a mixed feedback approach that applies the benefits of both forms of feedback and enhances student learning outcomes in academic writing.
Open Access
Exploring the adaptive strategies in undergraduate English language courses at five Bangladesh private universities during the pandemic
(BRAC University, 2024-06) Hossain, Mehruna; Islam, Mr. Mohammad Aminul; BRAC Institute of Languages
This research explores the adaptive strategies employed by ELT teachers in Bangladesh’s private universities during the COVID-19 pandemic, as the shift from physical classrooms to online instruction became critical for continuing education. Integration of ICT tools at the tertiary level classrooms has been a phenomenon for many years. Therefore, the lockdown highlighted the need to investigate which strategies helped overcome the situational challenges of online English language classrooms and would also help in future disruptive situations in Bangladesh. Thus, semi-structured interviews were conducted with five undergraduate ELT teachers from five private universities, and then their responses were analyzed. The findings revealed the teachers’ “adaptive strategies” for successfully conducting their undergraduate courses. The teachers effectively adapted to online teaching and embraced technological tools, adopted the roles of ‘motivators’ and ‘mentors’, and integrated ICT tools, social networking platforms, and other LMSs. These strategies contributed to the enhancement of teaching materials, pedagogy, and methods, ensuring the successful delivery of English for Academic Purposes (EAP) courses.

Browse

Recent Submissions