This experimental study explores the impact of textual enhancement on English language learners' noticing of and grammatical awareness of expressing future plans and intentions. The study was conducted over five weeks with a pre-test, immediate post-test and delayed post-test research design with the participation of 97 tertiary level students in Bangladesh. The results reveal that exposure to textually enhanced input facilitates the development of metalinguistic knowledge of the 'be going to' construction, as well as the learners' controlled use of the construction 'will' for expressing future plans and intentions. Input enhancement alone, however, was not effective in helping the participants to gain a full understanding of the complexities of form to function mappings with regard to targeted future meanings.Keywords: Second/foreign language acquisition, child language acquisition, second language acquisition, foreign language teaching methodology/teacher education Der Einfluss von Textaufbereitungen auf das grammatikalische Bewusstsein von EFL-Lernern In dieser experimentellen Studie wird untersucht, wie sich Textaufbereitungen für Lerner des Englischen auf das "noticing" und das grammatikalische Bewusstsein beim Ausdruck von zukünftigen Plänen und Handlungen auswirken. Die Studie erstreckte sich über fünf Wochen mit einem Prätest, unmittelbaren Posttest und zeitverzögerten Posttest Design mit 97 Teilnehmern aus dem terziären Bildungsbereich in Bangladesch. Die Studie ergab, dass verbesserter Textinput die Entwicklung von metalinguistischem Wissen über die "be going to"-Konstruktion erleichtert, ebenso wie die kontrollierte Verwendung der "will"-Konstruktion durch die Lerner, um Pläne und Intentionen in der Zukunft zu beschreiben. Verbesserter Input erwies sich jedoch nicht als effekiv für das Ziel, den Teilnehmern zu helfen, ein vollständiges Verständnis der Komplexitäten der Form-Fuktion-Zuordnung im Bereich der untersuchten Futurbedeutungen zu vermitteln.
With the sudden onset of the COVID-19 pandemic and disruption of the education systems worldwide, private universities in Bangladesh transitioned to online classes to ensure continuity of education. Therefore, it was important to investigate the private university teachers’ and students’ perceptions regarding various dimensions of accessing online instruction and coping strategies used by teachers. A mixed-methods approach was used to collect data from 208 teachers and 674 students through questionnaires and focus group discussions. The findings indicate that teachers and students encountered several barriers, including unstable internet connection, costly internet packages, minimal support for teachers, issues with online assessment, and an unsuitable home environment. To combat existing problems related to assessment and to increase interaction in the classroom, teachers used a small range of coping strategies. Measures are suggested to ensure access to stable internet connectivity, financial support to students and teacher training on online pedagogy and assessment.
The wellbeing of teachers and students has emerged as a common concern in research studies in recent times, specifically during the critical period of COVID-19. Based on the findings drawn from the qualitative data through focus group discussions of five groups of teachers (16 females and 8 males) and students (10 males and nine females) at the tertiary level of education in Bangladesh, this paper shows that online teaching during COVID-19 is affected by personal and social challenges, and consequently, both teachers and students experience anxieties and stresses. Teachers are anxious because of the university authorities' surveillance, frequent pay cuts, and fear of losing jobs due to students' low enrollment in universities. They also suffer from physical discomforts, such as back pain, blur vision, and headache because of the prolonged engagement with online activities. Students, especially those from a non-privileged background located in peripheral rural contexts, seem to suffer more from contextual realities that are non-conducive for technology-based learning. Increased numbers and various forms of online assessments also seem to become a burden for them. In general, educational experiences of online teaching seemed to have a peripheral role in their conceptualization of wellbeing. The paper concludes that the insurmountable attention given to online pedagogic practices across the world needs to be balanced out by an equal effort in improving the wellbeing of both teachers and students.
Abstract:This paper is an endeavor to focus on the underlying problems involved in teaching presentation skills in English to tertiary level students in Bangladesh as a part of their academic achievement. The learners, who have acquired the effective techniques of presentation, can be considered as communicatively competent. Because presentation skill is the integration of all four major skills i.e. listening, speaking, reading and writing. Though each course at tertiary level irrespective of subjects has a certain percentage of marks allotted to this skill, most of the students' level of performances in classroom presentation is not yet satisfactory. Students mainly tend to present the topic by memorization without communicating it to the audience. Therefore, the difficulties in teaching this skill have to be figured out and the students also have to be taught the basics of this skill. These in turn will help them to gain the best in their academic as well as in their professional lives. With this purpose, the study has been done through questionnaire survey both from students' and teachers' point of view and the survey results have been analyzed by several statistical tools. Thus it has been located that the problems lie mainly within the teaching techniques and methods. Besides, our age old education system is also partly responsible in this regard.
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