Although a good number of studies have been conducted on the problems EFL learners face to develop oral English communication skills, only a few studies tackled the problems EFL teachers face when teaching oral English communication skills at the tertiary level globally and in the Bangladeshi EFL context. Thus, the objectives of this study are to explore the problems faced by EFL teachers and the relationship between teachers' demographic factors and the problems of teaching oral English communication skills (OECSs) at the tertiary level in Bangladesh. To obtain these objectives, the researchers employed an explanatory sequential mixedmethod research design by distributing an adapted survey questionnaire and conducting a semi-structured interview. Data were collected from 46 EFL teachers who were teaching at the department of English at 15 different public and private universities in Bangladesh. The synthesized results from quantitative and qualitative data show that the most frequent problems that EFL teachers face are the use of mother tongue, inappropriate teaching method, learners' passiveness, and lack of motivation, lack of oral practice environment, lack of supporting tools, lack of authentic materials and large class size. Besides, there is no statistically significant relationship between teachers' demographic factors and the problems the teachers face while teaching oral skills at the tertiary level in Bangladesh. In light of the results, this paper recommends that empirical studies should be conducted to provide teachers with methods that would integrate features of the smartphone, such as WhatsApp, call recorder, voice recorder etc. for teaching oral English communication skills.

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The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 studies met the criteria of this study to analyze the effects of mobile phones on ELT. The findings show that the major research trends of these studies aim at teachers’ professional development using mobile phones for teaching language. The findings also reveal that the use of mobile phones is effective in ELT through facilitating feasible, ubiquitous, and effective learning environments with some limitations, i.e., an issue with charging, a small screen, affection, and a lack of teacher confidence. Of the studies conducted, 83% have employed a qualitative research design for investigating learners’ readiness and concepts on the use of this device. In addition, there is a lack of empirical studies with the intention to observe and justify the effect of mobile phones on developing learners’ language skills. There is also a lack of evidence describing which mobile applications are effective for developing relevant language skills. Overall, the results of this systematic review might be applicable in the context of similarly developing countries, as well as triggering empirical research in the field of technology-enhanced ELT in these countries.

The objective of this systematic review is to present a critical overview of current studies to explore issues such as the factors causing EFL learners’ poor oral performance and the teaching and assessment methods of oral English communication skills (OECSs) for developing tertiary level learners’ OECSs in EFL contexts. For this purpose, 51 empirical studies of the 2907 retrieved from SpringerLink, SCOPUS, Web of Science, and the Google Scholar database that were published between 2010 and 2019 in different EFL contexts were analyzed. This study followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically using NVIVO 12, followed by the Mendeley reference management software. Studies that were conducted in native English contexts and non-empirical studies were excluded from consideration for this study. The findings showed that the environmental factor was the primary factor for learners’ poor OECS performance in EFL contexts. For the method of teaching and assessment of learners’ OECSs, the use of technology is rapidly increasing in different EFL contexts. This study suggests some implications for both future researchers and academics for developing EFL learners’ oral English communication skills dealing with environmental, psychological, and linguistic factors along with teaching and learning resources at the tertiary level in EFL contexts.

According to Widowson (1984), teachers are having dilemmas in choosing the right teaching method for the non-native learners. Thus, the methods to teaching literature are constantly changing to suit learners’ needs and differences (Padurean, 2015). This paper aims to highlight on two main objectives. Firstly, it aims to describe the literature teaching approaches applied by teachers in the ESL classroom. Secondly, it intends to elaborate on the challenges in applying appropriate literature teaching approaches in the lesson. This research employs thematic analysis of 22 journal articles related to the teaching and learning of literature in the ESL settings through the use of systematic review approach. Specific samples’ inclusion and exclusion criteria are applied during the screening process of article search and the main platform for sample collection are Scopus and Google Scholar. The distribution of year for the article sampling is set between the years of 2003 to 2021. Important keywords such as ESL teaching strategies, literature teaching approaches, challenges in teaching literature, ESL teaching and learning, and second language pedagogy were used to search for relevant samples. The findings show that there are six approaches to teaching literature that may be applied by the ESL teachers in their classroom, which are the information-based, paraphrastic, stylistic, language-based, reader response and moral philosophical approach. Meanwhile, previous research shows that the challenges to implement appropriate literature teaching approaches are the examination-oriented system, large class size, time constraint, learners’ attitude, poor language competence, and inappropriate texts selection.