Article

Permanent URI for this collectionhttps://hdl.handle.net/10361/11999

Browse

Now showing 1 - 3 of 3

Error analysis in EFL writing classroom
(© 2018 Canadian Center of Science and Education, 2018-03-22) Karim, Abdul; Mohamed, Abdul R.; Ismail, Shaik A. M. M.; Shahed, Faheem H.; Rahman, Mohammad Mosiur; Haque, Md. Hamidul; BRAC Institutes of Languages
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.
Evaluation of the teacher education programs in EFL context: a testimony of student teachers’ perspective
(© 2019 International Journal of Instruction, 2019-01) Karim, Abdul; Shahed, Faheem Hasan; Mohamed, Abdul Rashid; Rahman, Mohammad Mosiur; Ismail, Shaik Abdul Malik Mohamed; Brac Institutes of Languages
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.
Revisiting innovations in ELT through online classes: an evaluation of the approaches of 10 minute school
(© 2019 The Turkish Online Journal of Distance Education, 2019-01) Shahed, Faheem Hasan; Karim, Abdul; Rahman, Mohammad Mosiur; Mohamed, Abdul Rashid; BRAC Institutes of Languages
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.

Browse

Recent Submissions