The universal importance of reading, a receptive skill, is enormous. It encompasses a major part of learning and teaching a language. Reading ameliorates language competence of learners and it has an all-inclusive effect on their acquisition of second language. But some students are not found appropriately motivated or found demotivated in reading classes across the world. This research aims at finding out why some students are less motivated in reading classes at Tertiary Level in Bangladesh.Both qualitative and quantitative research methodshave been employed in conducting the research. Simple random sampling technique has been used to select the respondents from the population of different public and private universities of Bangladesh. This research shows that some students are less motivated in reading classesat Tertiary Level for quite a lot of reasons pertaining to themselves, teachers, reading materials, contextual factors, etc. This paper also highlights some recommendations carrying out of which might make learners motivated in reading classes.
Given the shutdown of the schools worldwide thanks to COVID-19 pandemic hit early in 2020, there had been, for a while, a mounting global concern over continuing education and averting children’s learning loss. Paying heed to that concern, many nations across the world transitioned to online education as a wholesale alternative approach to emergency schooling. However, online schooling was no single panacea specially for those developing countries which are hardly able to meet the success conditions of online teaching and learning. This phenomenological case study describes a novel pandemic-time rural schooling activity as an alternative to the wholesale online education commonly adopted globally during the pandemic. We have theoretically based the study on the Activity Theories postulated by Vygotsky and Cole and extended by Engeström. We collected qualitative data by semistructured interviews and by gathering school documents. Following Williams and Moser’s coding method and Miles et al.’s two-cycle coding process, we analyzed the collected data. The novel schooling activity that this study found is “clustered (sub-)schools” made up of the split-ups of the regular school. The findings in detail are discussed and recommendations are made.
This article explores the patterns of father figures, the father -child relationships and power imbalance depicted in Katherine Mansfield's “The Little Girl”, using one tool of analysis from Systemic Functional Grammar, which is Transitivity. Examined are the ways Mansfield, as a Modernist and feminist writer, thematizes and engages herself to the theme of the fathering model and the father - child relationships typical of her time in her story. The study concentrates on The Little Girl, by Mansfield, which contains father figures and children as one of the central issues. The study concludes that there is a remote father syndrome in Mansfield's “The Little Girl”, and that the fathering style and practice of the Old Father type makes the impossibility of healthy father-child relationships, and that the Old Father's conventional fatherhood creates a power imbalance between males and females, and finally there is an aspiration for the New type of father in the child’s life.
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