Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Exploring the Coalescence of Language and Literature through A Stylistic Analysis of Cristina Pantoja Hidalgo's “When It's A Grey November In Your Soul”
Oral Communication in Accounting Practice: Perspectives from the Philippines
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Move Sequences In Graduate Research Paper Introductions And Conclusions
Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
The Relationship Between Iranian EFL Learners' BeliefsAbout Language Learning And Language Learning Strategy Use
Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh
Social injustice has become one of the social vices that bedevil Nigerian society. The level of social injustice currently prevailing in Nigeria is alarming, and the poor citizens are beginning to feel the impact in the level of discontent among the citizenry, as demonstrated by various uprisings against the state. The poems of Victor Ngiri's “One Nigeria” and Ikenna Omeje's “The Shadows of Ethnicism and Tribalism” are aimed at capturing these scenarios. A thematic analysis technique is employed to explore the central idea of the poems, while a Marxist theoretical framework is employed in the analysis of data. The findings drawn from the study show that modern poets have been able to use the tool of poetry to satirize the evils of social injustice prevalent in Nigerian society. Furthermore, the poets identify ethnicism and tribalism as one of the major causes of social injustice in Nigeria. Consequently, the poets advocate that for African society to be better than what it is, people should emulate the past African heroes, preach the gospel of altruism, and lend peace a voice.
Language planning and teaching practices have recently shifted towards designing syllabi and curricula based on learners needs. Therefore, this study aims to determine the language needs of engineers, which will serve as the foundation for developing a course plan that aims to develop the speaking and writing skills of future engineers. This paper is anchored on the concept of Needs Analysis (NA), which refers to the activities that are involved in collecting information that will serve as the basis for developing a curriculum that will meet the needs of a particular group of students. One hundred and two engineers answered a survey questionnaire, and six of them were interviewed. The survey revealed that the engineers' writing needs include writing emails, business letters, technical reports, memos, and project proposals, while their speaking needs include communicating with their colleagues and superiors face-to-face and through telephone, presenting research papers, and delivering lectures in seminars and training workshops. Further, based on the interview results, the engineers said that they need more training to enhance their skills in writing business letters and business proposals. They suggested simulation activities to improve their oral communication skills during training. The engineers emphasized that they witnessed one's professional success as being highly dependent on oral and written communication skills.
In order to promote the internationalisation of education and professional mobility, higher education worldwide has seen the need to increase opportunities for students to develop English competence. To ensure that students meet desired linguistic objectives upon graduation, universities commonly use standardised tests. In the context of this study, TOEFL ITP is used for entry and exit purposes in undergraduate and postgraduate programmes. However, it is still unclear how students view this requirement and the academic support for obtaining the expected scores. Therefore, this study explores the perspectives of 42 undergraduate students concerning the role of TOEFL ITP in higher education. With the use of a questionnaire administered online, the students were able to suggest the academic benefits of learning English and reach the scores expected by their undergraduate programs. Their responses also suggest some challenges that they face trying to receive preparation for the test and academic resources provided by the institution. Even though the institution aims to raise students' awareness of internationalisation and interculturality, their responses also point to a limited perspective of the English language, which is opposed to the strategies proposed by the institution. Based on these results, the argument is that higher education should not only improve students' English competence but also their readiness for internationalisation, academic mobility, and interculturality, which are needed in globalisation.
This study examined the soft skills for employability among English graduates in Bangladesh. It identified twelve fundamental soft skills, Communication, Interpersonal Skills, Self-Management, People Management, Collaboration, Emotional Intelligence, Time Management, Problem-Solving, Decision-Making, Critical Thinking, Leadership, Creativity, and 49 Sub-skills. To triangulate the data, the study utilized a student survey (N=323), in-depth interviews with teachers (N=18), focus group discussions with students (N=9), and secondary literature. The findings revealed that English graduates had a higher awareness of soft skills than their actual practice. The survey results showed a gap between soft skill awareness and practice, with participants ranking their overall skill level slightly above average. Emotional intelligence, leadership, people management, and interpersonal skills were rated the highest, while creativity, problemsolving, critical thinking, and communication received the lowest scores. The in-depth interviews and focus group discussions provided further insights into the soft skill experiences of English graduates. It was found that the large class sizes in NU colleges posed challenges for effective soft skills practices. However, self-directed learning was identified as an effective method for enhancing soft skill awareness and practice. Additionally, the English curriculum indirectly encouraged the development of emotional intelligence skills among literature and language students. Based on the findings, the study recommended incorporating soft skills training into the English curriculum and providing clear implementation guidelines. This would help boost the employability of English graduates in Bangladesh. The study's implications extend to educational policy and practice, providing valuable insights for improving graduates' employability and contributing to overall economic development in the country.
The focus of this review paper is on the assessment of English Language Learners (ELLs) and the ways in which the language gap negatively influences ELLs in classroom assessments. The research body provides an outline of differentiated instruction and assessment highlighting the primary obstacles that hinder ELLs from achieving success in various classroom assessments. It explains the importance of addressing the language gap due to its wide-reaching impact. Additionally, it underscores the significance of differentiating instruction and scaffolding assessment to accommodate language, culture, and previous educational experience. This consideration is especially crucial as assessment results may be biased or inaccurate if these factors are not taken into account. Finally, the paper discusses several strategies that teachers can implement to enhance their instruction and assessment methods.
