scholarly journals English-only Instruction in Tertiary-level L2 Writing: An Exploratory Study with Translingualism

2021 ◽  
Vol 2 (1) ◽  
pp. 32-44
Author(s):  
Md. Akteruzzaman ◽  
◽  
S. M. Javed Anwar ◽  
Keyword(s):  
Academic Writing ◽  
Action Plan ◽  
National Curriculum ◽  
Private University ◽  
L2 Writing ◽  
Small Scale ◽  
Tertiary Level ◽  
English Only ◽  
Considerable Portion ◽  
Novice Writers

Since CLT's propagation emphasises teaching English monolingually in an adamant manner, the tide has been set to follow that trend blindly. However, English-only instruction has been under debate recently, particularly in non-native teaching contexts. This paper questions the credibility of English-only instruction in teaching tertiary-level L2 writing in Bangladesh. Through small-scale action research with 36 students studying at a private university, the researchers discover that inconsistent dependency on English as the only medium of instruction has far-reaching effects on academic writing perception in a multilingual setting. The initial findings suggest that students from Bangla-medium background, who are taught following NCTB (National Curriculum and Textbook Board) syllabus, constitute the most considerable portion of the affected community. To address the issue, participants were trained following a translingual action plan. A comparative analysis between their former and subsequent performances projects that application of translingual practices has a constructive influence that can equip the learners with a deeper understanding of academic writing. It also proposes that other than trying to fit the learners into the scaffold of English-only instruction, the novice writers should be taught translingually.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Knowledge and attitudes of adolescents towards the human microbiome and antibiotic resistance: a qualitative study

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Catherine V Hayes ◽  
Charlotte V Eley ◽  
Fiona Wood ◽  
Alicia Demirjian ◽  
Cliodna A M McNulty
Keyword(s):  
Antibiotic Resistance ◽  
Qualitative Study ◽  
Action Plan ◽  
National Curriculum ◽  
Human Microbiome ◽  
Theoretical Domains Framework ◽  
The Body ◽  
Dietary Behaviour ◽  
Motivation To Change ◽  
Knowledge And Attitudes

Abstract Background Antibiotic and dietary behaviour affect the human microbiome and influence antibiotic resistance development. Adolescents are a key demographic for influencing knowledge and behaviour change. Objectives To explore adolescents’ knowledge and attitudes towards the microbiome and antibiotic resistance, and the capability, motivation and opportunity for educators to integrate microbiome teaching in schools. Methods Qualitative study informed by the Theoretical Domains Framework (TDF) and COM-B model. Six educational establishments were purposively selected by rural/city and socioeconomic status, within Gloucestershire, South West England in 2019. Forty 14–18-year olds participated in focus groups, and eight science or health educators participated in interviews. Data were analysed thematically, double-coded and mapped to the TDF/COM-B. Results Adolescents were aware of ‘good microbes’ in the body but lacked deeper knowledge. Adolescents’ knowledge of, and intentions to use, antibiotics appropriately differed by their levels of scientific study. Adolescents lacked knowledge on the consequences of diet on the microbiome, and therefore lacked capability and motivation to change behaviour. Educators felt capable and motivated to teach microbiome topics but lacked opportunity though absence of topics in the national curriculum and lack of time to teach additional topics. Conclusions A disparity in knowledge of adolescents needs to be addressed through increasing antibiotic and microbiome topics in the national curriculum. Public antibiotic campaigns could include communication about the microbiome to increase awareness. Educational resources could motivate adolescents and improve their knowledge, skills and opportunity to improve diet and antibiotic use; so, supporting the UK antimicrobial resistance (AMR) national action plan.

scholarly journals What we talk about when we talk about writing: exploring how English for Academic Purposes teachers and learning developers conceptualise academic writing

2019 ◽  
Author(s):  
Sharon McCulloch ◽  
Tania Horak
Keyword(s):  
Academic Writing ◽  
Strong Evidence ◽  
Teacher Identity ◽  
English For Academic Purposes ◽  
Small Scale ◽  
Academic Literacies ◽  
Professional Identities ◽  
High Ranking ◽  
Academic Writer ◽  
Sense Of Identity

Two main groups of staff currently provide writing support to students in British universities. These staff typically enter their roles from a range of professional backgrounds and, consequently, may hold different professional identities and understandings of what academic writing is. Although there is a body of research on teacher identity and on lecturers’ conceptualisations of writing, few studies have compared the views and identities of English for Academic Purposes (EAP) teachers and learning developers. The current study set out to investigate whether these two groups perceive academic writing in similar or different ways, and why. We undertook a small-scale study, interviewing eight participants at two universities, half from a post-1992 institution and the others from a research-intensive, high-ranking university. While participants varied in their definitions of writing, common themes emerged, lying on a spectrum from an autonomous, text-based, to an academic literacies perspective on writing. To establish the influences on these perspectives, we investigated the participants’ sense of identity as an academic writer, how they learned writing themselves and any influences on them from theory. Neither the EAP teachers nor the learning developers identified strongly as academic writers, despite all holding postgraduate qualifications and some having published their writing. Most reported little to no training in how to write academically themselves, and few mentioned any theoretical stance in their approach to helping students. Although some clustering around particular conceptualisations of writing was observed, we did not find strong evidence that the participants belong to two different ‘tribes’.

scholarly journals Investigating the Role of Google Classroom as an LMS in Tertiary Level EAP Classes

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Author(s):  
S. M. Sanzana Rahman ◽  
Lubaba Sanjana
Keyword(s):  
Language Learning ◽  
Diffusion Of Innovations ◽  
Private University ◽  
Computer Assisted ◽  
Tertiary Level ◽  
Computer Assisted Language Learning ◽  
Academic English ◽  
Mixed Methods Approach ◽  
Attitudes And Perceptions

Using an online platform, such as Google Classroom to engage learners, is a recent practice in the field of Computer Assisted Language Learning (CALL). It can be used to engage learners to learn academic English skills at the tertiary level in Bangladesh. This paper examines adoption of Google Classroom through the lens of Rogers’ (2003) diffusion of innovations to investigate learners’ experiences, attitudes, and perceptions towards Google Classroom as a Learning Management System (LMS) to engage students to learn the four skills of English. The researchers have undertaken a mixed methods approach to collect data from 105 tertiary level students who are taking EAP courses in a private university. The findings suggest that the participants have strong positive attitude towards the use of different features of Google Classroom due to the availability of training and technological tools. This study is crucial for understanding the importance of using instructional technology (IT) in reshaping English teaching practices in Bangladesh.

INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING

2017 ◽  
Vol 1 ◽  
pp. 144
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
National Curriculum ◽  
Literacy Skills ◽  
Writing Class ◽  
Numeracy Skills ◽  
Development Goals ◽  
Character Building ◽  
The Third World

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

Will CLT bail out the bogged down ELT in Bangladesh?

English Today ◽  
2008 ◽  
Vol 24 (3) ◽  
pp. 16-24 ◽  
Author(s):  
M. Obaidul Hamid ◽  
Richard B. Baldauf
Keyword(s):  
Foreign Language ◽  
Human Resource Development ◽  
Communicative Competence ◽  
National Curriculum ◽  
Communicative Language Teaching ◽  
Drop Out ◽  
Tertiary Level ◽  
English Learning ◽  
The Government ◽  
Bail Out

ABSTRACTRural failure in English learning and the socioeconomics of ELT. Over 24 million children learn English as a second/foreign language in primary and secondary schools in Bangladesh. These children start learning the language as a required subject in Grade 1 and continue learning it (if they don't drop out) until Grade 12, and later at the tertiary level. Officially, they are taught English communicatively using Communicative Language Teaching (CLT) methodology, as it was envisaged that CLT would develop learners' ‘communicative competence’, and thereby strengthen the human resource development efforts of the Government of Bangladesh (NCTB, 2003). Nearly a decade has passed since CLT was first introduced in the national curriculum. It now seems appropriate to ask to what extent has it developed learners' competence and improved the declining standards of English in the country (Rahman, 1991).

Understanding the use of mediational means in academic writing

2018 ◽  
Vol 31 (1) ◽  
pp. 378-407
Author(s):  
Peisha Wu ◽  
Shulin Yu
Keyword(s):  
Academic Writing ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Journal Articles ◽  
Content Type ◽  
Master Level ◽  
Mediational Means ◽  
Novice Writers ◽  
Present Case Study

Abstract While the majority of previous studies on EAP (English for academic purposes) writing have been devoted to professional or academic writing at a more advanced level (i.e., PhD students and scholars) in ESL contexts, little attention has been paid to the academic writing of master-level novice writers in EFL contexts. From a sociocultural perspective, the present case study examined the writing strategies of a master-level novice writer – Alice in Macau context. Non-structured, semi-structured and text-based interviews were used as the primary source of data, with document analysis used for triangulation. The study identified two major categories (i.e., artifacts and community) and five subcategories of mediational means (i.e., journal articles and theses, languages, online writing materials, peers and experts) as significant in the novice writer’s academic writing activities. It also unveiled double-edged features of mediational means and recognized their interplay with the writer’s goals and relatedness to her situated context.

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