Article

Permanent URI for this collectionhttps://hdl.handle.net/10361/12247

Browse

Now showing 1 - 7 of 7

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.
Examining the impact of an English in action training program on secondary-school English teachers’ classroom practice in Bangladesh
(© 2019 The Qualitative Report, 2019) Karim, Abdul; Mohamed, Abdul Rashid; Brac Institutes of Languages
English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donorfunded project that incorporated school-based training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom.
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.
English medium instruction innovation in higher education: evidence from Asian contexts
(© 2019 The Journal of Asia TEFL, 2018) Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Karim, Abdul; Brac Institutes of Languages
English language teaching in Bangladesh today: issues, outcomes and implications
(© 2019 Springer Nature, 2019-06) Karim, Abdul; Rahman, Mohammad Mosiur; Islam, Md Shaiful; Brac Institutes of Languages
Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
Working in groups outside the classroom: affective challenges and probable solutions
(© 2019 International Journal of Instruction, 2019-07) Ferdous, Tanjila; Karim, Abdul; Brac Institutes of Languages
Group work is a common strategy of collaborative learning, practiced both inside and outside classroom. Irrespective of the subject matter, learners, either being assigned by the teachers or being self-employed, tend to carry out group work. It is evident that often learner experience various difficulties when they are involved in group work outside rather inside the class. Pertinently, this study aimed at identifying the difficulties undergraduate students face outside the class and presenting some effective ways of overcoming them. The study undertook Tuckman (1965), Connery (1998), Beebe and Masterson (2003) and Barkley et al. (2014) to elicit theoretical ground. Mixed –method research strategy was applied. Findings of the study suggested that learners witness problems in forming, storming, and performing stages. Individualism also impeded their group work. Participants of the study called for teachers’ monitor to diminish problems.
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