A Procedure for Scheduling Inventory of an Industry by Merging Forecasting and Linear Programming

Reza, AKM Selim; Suraiya, Sayma; Hasan, M Babul

doi:10.3329/dujs.v68i1.54598

Cited by 1 publication

(2 citation statements)

References 11 publications

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“…The findings show that Bangladeshi tertiary EFL students' overall writing proficiency level (OWPL) is below par. The current study shows an increase in Bangladeshi tertiary EFL students' overall writing proficiency level (OWPL) when compared to a related study by Reza (2019), but a significantly lower level when compared to other worldwide contexts. Teachers might adjust their instructional strategies and assist students in developing their writing skills based on the presented findings of the current study.…”

Section: Conclusion and Implicationcontrasting

confidence: 42%

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Exploring Academic Writing Proficiency of Tertiary EFL Learners of Bangladesh: A Pedagogical Implication

Patwary,

Reza,

Akter

et al. 2023

Integr. J. Res. Arts Humanities

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It is essential that tertiary EFL students become proficient in all key aspects of writing, such as content, arrangement of ideas, usage of appropriate vocabulary, use of language and grammatical precision, and mechanics, in order to improve their formal writing skills. As a result, the current study's objective is to assess the level of writing competency of tertiary EFL students in terms of the key writing components and to provide some recommendations for EFL teachers, syllabus writers, and material designers. This study is qualitative in nature that collected 49 narrative essays from 49 tertiary students. The participants comprised both English and non-English majors from seven private and public universities in Bangladesh. The data were generated from English writing tests where students wrote one narrative essay. The texts were then analyzed on the basis of the analytic writing rubrics proposed by Jacobs et al. (1981) to see students’ writing ability in general. The findings of the analysis indicate that Bangladeshi tertiary EFL learners’ proficiency in all the major components falls in the category of Fair to Poor. The findings also indicate that the most challenging writing skills for the learners are the use of language and the use of vocabulary. The study concludes with some pedagogical suggestions for tertiary EFL teachers, syllabus designers, and material designers. This study stands out as unique and important since little research has previously attempted to evaluate the writing proficiency levels of Bangladeshi tertiary students under the key writing components.

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Section: Conclusion and Implicationcontrasting

confidence: 42%

“…Ur (1996) and Nunan (2015) both claim that writing is a tool for students' intellectual development. However, writing is "the largest and the most multifaceted language component" of the four fundamental language abilities (Reza, 2019). Writing well avoids repetition and omits superfluous information (Haugh & Duhamel, 1962).…”

Section: Writingmentioning

confidence: 99%