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

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.

Book Review: Integrated Language Skills: Writing

Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

The Patterns of Sequential Organization of a Person with Asperger Syndrome: A Conversation Analysis

This study documents the patterns of conversational sequential organization, i.e., turn construction unit (TCU), of a person (pseudonym Samy, age 27) with Asperger’s Syndrome (AS). The language data was audio recorded from two naturally occurring conversations (30 and 40 minutes long two different encounters) between the participant and the first author of this paper. Later, the data was transcribed and analyzed by using the tools of conversation analysis (CA). The results revealed the occurrences of unusual prosody, unusual pauses, invalid turns and word-finding difficulties, in the participant’s TCUs. The findings of this research contribute to our knowledge on the interactional patterns of people with AS. It also draws attention to the efficacy of the CA method in investigating conversational structures of atypical people. The findings eventually prepare a dialogue for incorporating conversation analytical methods into clinical approaches to study the persons with AS.

Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.

Tertiary Level Learners’ Listening Self Knowledge in an “Input Poor” EFL Context of Bangladesh

Metacognitive knowledge can influence L2 learning and listening; however, little is known about learners’ listening self knowledge, particularly in the EFL context of Bangladesh. The current study is a part of the author’s PhD project (Cite, 0000) that aimed to understand tertiary level EFL listeners’ listening self knowledge in Bangladesh. Semi-structured interviews were conducted with 30 participants on their metacognitive knowledge. There were 15 less successful listeners (LSMs) and 15 more successful listeners (MSLs). The thematic analysis of their listening self knowledge revealed students’ awareness of six aspects of listening self knowledge. Although their overall awareness in terms of frequency of mentions showed no considerable differences between the groups, variances have been observed in particular areas. The LSLs frequently mentioned listening problems and obstacles whereas the MSLs were more aware of the cognitive processes and showed greater motivation and exposure. A huge difference was revealed in self-concept: the LSLs’ negative self-concept differed from the positive self-concept of their counterparts. Insight into listeners’ listening self knowledge has several pedagogical implications.

Nepalese EFL Teachers’ Perceptions of Pedagogical Capital: A Case Study

This study explores the perceptions of pedagogical capital of English teachers in the context of Nepal. It aims to examine how the perceptions of pedagogical capital differ and how it affects teachers’ performance in the language classroom. Data for this research were collected from 3 participants with varied experiences. The data have been analyzed based on the framework of Stake (1995). The study uses Bourdieu's (1977) notion of cultural capital for theoretical insights. Findings indicate that teachers' pedagogic capital is an ability that can be used in the classroom to facilitate learning process.

Written Feedback on Midterm Scripts: Students’ Expectations, Problems and Preferences

Considering the increasing importance of written feedback (WF) on students’ scripts in education nowadays in Bangladesh, this research paper aimed to find out students’ expectations and problems regarding the written feedback provided on their midterm scripts by teachers. It also aimed to find out preferences of students in light of their expectations for making this process more effective. Both quantitative and qualitative data were collected from students (1st year to master’s) of the Department of English, X University (pseudonym for a public university) through questionnaire and two Focus Group Discussions (FGDs). There were 86 participants in total (78 respondents of the questionnaire and 8 participants in the FGDs). The study found out that although students expect written feedback on their scripts, they are more interested to check their marks. It also found that some students expect corrections by teachers without trying on their own. Regarding problems faced by students, it was found that many students do not understand feedback with signs and symbols. The findings of this paper indicate that preferences of students should be taken into account by teachers and others concerned to make the process written feedback effective for students.

Assessing the Mentoring Service in Department of English: A Case from Bangladeshi Public University

A voluntary mentoring service started from September 7, 2014 at the Department of English in a well- known public university of Bangladesh intending to provide guidance and support to the students of that respective department. The target was to help the students in their academic endeavor. The objective of the present research is to study the mentioned mentoring service. In this study, semi-structured interviews were conducted with seven mentors and five mentees. The findings suggest that the mentoring program was successful in fulfilling its aims; however, the participants pointed out the areas in which the service needs improvement. The study concludes with implications and suggestions to aid similar future projects.

Code-switching in Advertisement Posters: A Sociolinguistic Analysis

The language choice in the advertisement posters carries a significant role in the absence of audio input. The role of advertisements in the landscape of trade and commerce led many studies in different linguistic communities on the form of the language used but nothing over the choice of Bangla-English code-switching. This leads the study to focus primarily on the purposes of code-switching in advertisement posters. From a sociolinguistic perspective this study tried to explore the relationship between language choice in poster advertisements and consumers’ attitudes toward it. In order to have authentic data, all the stakeholders, i.e. sellers, consumers and copywriters, were taken into consideration. Qualitative research methodology was introduced to interview the 29 participants selected by judgment sampling from those stakeholders through three different semi structured questionnaires. The data were analyzed thematically. The results revealed various purposes of Bangla-English code-switching including communication, drawing consumers’ attention, lack of terminologies and many more.