Papers by Sultanul Arafin
EPRA International Journal of Multidisciplinary Research (IJMR)
The integration of ICT in ELT impacted education in the broader sense that language instructors c... more The integration of ICT in ELT impacted education in the broader sense that language instructors cannot remain stuck to just board-and-duster anymore. It has been mandatory for the teachers to blend digital content with existing materials. However, it has not been easy to employ authentic-digital materials due to some flaws in the education system (i.e., in developing countries like Bangladesh). In addition to that, the unavailability of technological equipment in most schools, together with teachers’ insufficient practical expertise, is a bar to language teaching and learning. Regardless of the drawbacks in the application of ICT in ELT in practice, nothing better than technology is found to set up a positive learning environment for language learners. KEYWORDS: ICT, ELT, Authenticity, Autonomy, Communication, Technology.
EPRA Publishing, 2020
https://eprajournals.com/jpanel/upload/859pm_48.EPRA%20JOURNALS-5170.pdf
https://doi.org/10.36713... more https://eprajournals.com/jpanel/upload/859pm_48.EPRA%20JOURNALS-5170.pdf
https://doi.org/10.36713/epra5170
Abstract
The integration of ICT in ELT impacted education in the broader sense that language instructors cannot remain stuck to just board-and-duster anymore. It has been mandatory for the teachers to blend digital content with existing materials. However, it has not been easy to employ authentic-digital materials due to some flaws in the education system (i.e., in developing countries like Bangladesh). In addition to that, the unavailability of technological equipment in most schools, together with teachers’ insufficient practical expertise, is a bar to language teaching and learning. Regardless of the drawbacks in the application of ICT in ELT in practice, nothing better than technology is found to set up a positive learning environment for language learners.
Keywords: ICT, ELT, Authenticity, Autonomy, Communication, Technology.
..................................
https://doi.org/10.36713/epra5170
Task-based syllabus is often presented as the strong version of CLT which requires real-world act... more Task-based syllabus is often presented as the strong version of CLT which requires real-world activities that occur in authentic situations. However, the definition of task is not fixed and it has been explained in a good number ways, giving rise to different characteristics of task-based syllabus. Regardless of different views about the principles of task-based syllabus, some key features have been found to be common based on the premise that this syllabus is superior to traditional (structural/grammatical) syllabuses. Top three basic features of task-based syllabus could be noted in the following manner: a) paying great attention to learner-centered approach, b) setting goal and learning outcome that focus on the application of the target language for functional purposes and c) deviating from the formal instruction on linguistic forms. In brief, these advantageous principles contribute to meet the learners' real-world needs by promoting fluency not accuracy.
Suggestopedia is an interesting approach that pays prime attention to the classroom environment, ... more Suggestopedia is an interesting approach that pays prime attention to the classroom environment, because it is believed that the settings contribute to language learning and development. It, however, requires the application of a good number of teaching methods to fit the lessons and activities which are set to meet the course objectives. Actually, this approach works with the knowledge of how brain functions actively, effectively and naturally during the language learning/acquisition process. The aim of this project is to explain Suggestopedia together with its background, to define the objectives behind the rise of this approach, to explore key principles and techniques, and to present its strength and weakness.
Determining challenges, in fact, is one of the key tasks required for designing a syllabus. There... more Determining challenges, in fact, is one of the key tasks required for designing a syllabus. There are plenty of theoretical solutions to such problems, but in practice actions do not really appear to be sufficient to mitigate those serious issues. And if a teacher was not the one to be responsible for developing a specific syllabus, then it is most likely that both the teacher and the students will experience troubles. As materials and syllabus are supportive agents to each other, Dubin and Olshtain view that teachers' participation in designing materials is essential. Due to the development of different kind of syllabuses, accompanied by different approaches of teaching English, designing syllabus has been a difficult task. Integration of syllabuses is highly welcome, but how effective they become is the matter of question. So, facing mounting challenges is a common aspect to syllabus designers before drafting and while designing a syllabus. The success of a syllabus mainly depends on how carefully and practically those obstacles are tackled. Adaptation to the needs and classroom environment is another factor that puts teachers in a challenging situation. Nunan believes that teachers can overcome such situation if they enjoy the flexibility and can bring changes if they feel necessary. However, selecting and grading tasks do not seem to be easy and they at times do not match students' needs and language level; therefore they can be the sources of disinterest. Besides the points mentioned above, there are some hundreds of troublesome situations affecting syllabus design. But still the best outcome can be achieved by engaging the professional syllabus designers, material developers and expert teachers to work together based on the needs and learning styles of the students. Being a person in the field of ELT, I personally experienced a good number of moments when I was stuck to the same point and kept thinking about what I should do to make the syllabus student-friendly and interesting. Choosing teaching approach or method also made me revisit students' needs, expectations, background and other relevant detriments of language learning process. While choosing contents, I often went on inserting authentic materials to confirm the presence of genuine English-but I had to go back and prescribe some structure-based contents by eliminating a few authentic contents. Finally, I want to mention that it is also not easy to satisfy the learners and the authority at the same time.
How would you distinguish between a syllabus and a curriculum? Discuss the factors that an EFL te... more How would you distinguish between a syllabus and a curriculum? Discuss the factors that an EFL teacher needs to take into consideration while designing an English language syllabus.
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Syllabus and curriculum are sometimes mistaken to be interchangeable terms. However, they differ from each other in practical sense as syllabus is driven by curriculum and curriculum is governed by education policy. Syllabus is a brief presentation on the topics, units or chapters in a subject that are taught to students for the examination and academic development, whereas curriculum is the whole content (i.e. social, psychological, administrative, academic and other relevant factors) in an educational system or course or programme. Though there are six types of syllabus, a syllabus for real teaching context is designed by choosing and integrating different favourable options of existing syllabuses. By the way, it is noteworthy that one or two types of syllabus are designated as dominant. As syllabus design is a complex procedure, it requires consideration of a great deal of factors, but generally the syllabus designers focus on programme factors, teacher factors and student factors which work in tandem with other related issues. Programme factors include objectives and goals, availability of teaching materials, instructions and contents which are satisfactory to the authority and learners. Then, teachers' command over the target language, experience in dealing with different styles of language and training in language instruction are also important aspects that should be taken into account. Besides the above factors, students' personal and social background, level of target language proficiency, size of the class and their goals and expectation also appear to be vital driving forces in syllabus development. Opinions in relationship to other relevant determinants provide that need analysis is a must (difficult though), flexibility should be maintained for modification and innovation, and reductionism is not highly encouraged rather it must be well balanced. Some EFL experts, including van Ek (1975), explained the necessary elements of a language syllabus in a simple manner. For example, interests and demands of the students; limitations in the teaching environment; expectation of the authority; the contexts in which the target language will be used; topics of the language; situation and objectives related activities; students' prior language skills, and types and degree of language skills that the students will be able to achieve after the course; and the techniques to place skills successfully to meet the objectives. In conclusion, it can be said that without focusing on the mentioned factors it is impossible to design a successful English language syllabus. References How would you distinguish between a syllabus and a curriculum? Discuss the factors that an EFL teacher needs to take into consideration while designing an English language syllabus.
Morphological awareness (MA) is essential for improving vocabulary, reading achievement, spelling... more Morphological awareness (MA) is essential for improving vocabulary, reading achievement, spelling and pronunciation skills, so emphasising on teaching morphology at secondary level is of paramount importance. Based on the relevant literatures and teaching experience, I shall discuss how MA can shape students' English language skills and what approaches could be effective at secondary level. A few studies suggest that MA helps to a great extent as students capable of forming new words through the application of affixes and roots can achieve more vocabulary and comprehend texts better. According to some experts, better reading comprehension leads to better writing skills. It is also recommended that MA plays a vital role in improving listening and speaking skills. A certain research on 'skilled adult reading' provides that analysis of morphological units is a regular strategy for identifying words. If students are familiar with morphological elements, they can easily pronounce the novel words. MA can even aid in gaining phonological awareness (PA), such as the correct pronunciations of '-s' and '-ed' in different situations (Appendix). However, in respect of pedagogies, I must say that deviation from the traditional methods to teach and memorise morphemes should be encouraged. Some students do not pay attention to base words rather they cram some suffixes and prefixes to transform the grammatical categories in written exams. It is noteworthy that many of the students are surprisingly not good at English language but grammar. The only solution to this problem is to promote ICT based (interesting, visual and audio) lessons to introduce base words to the students. After that, derivational prefixes, derivation suffixes and inflectional morphemes can be taught in sequence. Finally, it can be said that the exact time to polish students' English is when they are at secondary level: therefore morphology is a must for them.
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What is Second Language Acquisition? Discuss how "affective filter" hypothesis helps you to learn... more What is Second Language Acquisition? Discuss how "affective filter" hypothesis helps you to learn English language in reference of Stephen Krashen's Hypothesis. …………………………………………………………………………………………………………………………………………………………………. Second language acquisition, in brief, stands for subconscious process of earning second language skills. It is different from 'second language learning' which involves the learners using their awareness of what linguistic knowledge they are gaining and how they are going to build their input. When the difference between 'second language acquisition' and 'second language learning' is studied, it takes us back to Krashen's (1982) Monitor Model theory which presents well researched characteristics of learning and acquisition. According to him, an acquirer does not grab and apply grammatical patterns consciously; rather acquisition requires interaction and message transmission in the second language, giving importance to natural communication. However, the difference between language acquisition and learning is not the only section of Krashen's theory. It includes five central hypotheses and one of them is 'Affective Filter Hypothesis' which has always been a popular subject of research to find out if it can assist in learning English language. It is noteworthy that 'affective filter' was first recommended by Dulay and Burt (1977) who mentioned some affective factors like motivation, self-confidence and anxiety to be key players in triggering language learning and development. Krashen suggests that if the affective factors are up then these variables will appear like a fence to cause 'mental block' which can prevent the input from reaching the language acquisition device (LAD) or language areas of mind. On the other hand, acquirers receive plenty of input if those factors are down. So, it is obvious that affective factors can have great impact on acquisition as they can (depending on their state: either high or low) both hamper and expedite the delivery of input to the LAD. Krashen, together with Terrell, advocated for the incorporation of natural approach to second-language teaching and argued that this method is based on a theory of
This paper goes into details about the role of different internal and external factors in learnin... more This paper goes into details about the role of different internal and external factors in learning and teaching English in EFL classroom. In order to keep the research outcome free from doubtful authenticity, both of qualitative and quantitative methods have been applied. The result is obtained through an experimentation of the correlation found between external-and-internal factors and different kinds of study materials and methods for teaching English in EFL classroom. Throughout this paper, it is analysed that how the success rate in EFL classroom depends on some external and internal driving forces like: intelligence, self-esteem, learning styles, perception (internal factors), motivation and socio-cultural status (external factors). Besides observing the effect of external and internal factors, this paper also presents some suggestions about how to overcome the difficulties faced by EFL students who do not have the same learning style, social, cultural and regional backgrounds.
Key words: EFL, external factors, internal factors, learning style, teaching methods, types of students, relationship, social and cultural etc.
A distinguishing feature of British constitution is that the government exercises some discretion... more A distinguishing feature of British constitution is that the government exercises some discretionary powers which are not granted by 'a written constitution, nor by parliament, but are rather ancient prerogatives of the Crown'-The Governance of Britain (2007). In terms of nature, royal prerogative is contrary to the doctrine of democracy, rule of law, separation of power and the parliamentary sovereignty, so the points what come under discussion are: the foundation and functions of Crown's executive powers and the rationalisations behind their exercise; executive decisions concerned with domestic and foreign affairs that fall within the ambit of royal prerogatives; the extent to which royal prerogative is controlled by legal and political means; whether the placement of a prerogative power onto statutory footing refers to its abolition or not; if HRA 1998 has any impact over royal prerogative; and what pragmatic reform is expected to meet the requirements of modern democracy.
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PARTIES Appellant: Broadview Energy Developments Limited. Respondent: The Secretary of State for ... more PARTIES Appellant: Broadview Energy Developments Limited. Respondent: The Secretary of State for Communities and Local Government, South Northamptonshire District Council, Helmdon Stuchbury & Greatworth Wind Farm Action Group MATERIAL FACTS The appellant's proposal to establish a wind farm was refused in a series of events; and its implementation was challenged by a local action group and discouraged by a local MP (at [2-6] and [8]). The appellant's requests to discuss the timing and process of the appeals were rejected (at [10]); on the contrary, a local MP had the opportunity to put her statement forward to the decision maker in the lower house tea room and the lobby (at [9]). The appellant, relying on the oral and written conversations between Mrs Leadsom MP (at [9]), the Secretary of State (Mr. Pickles) and Kris Hopkins MP, came forward with an appeal that Secretary of State's stance on the matter was unfair. QUESTION OF LAW/ISSUES The issues before the court are: (i) whether the action of the respondent was in breach of his duty to abide by rules of natural justice and common law fairness and of the guidance on propriety in planning decision making (Ibid) and additionally, (ii) whether the conduct of the respondent was or was not vitiated by actual or apparent bias (at [22]); and finally (iii) whether lobbying of ministers is part and parcel of the representative role of constituency MP (Longmore LJ at [ 43] and McCombe LJ at [43] and [44]). DECISION Unanimously, (Longmore LJ at [38]; Lewison LJ at [39] and McCombe LJ at [44]) the court, to some extent, disagreed with the decision of Cranston J at first instance and dismissed the appeal. DETAILED REASONS FOR THE DECISION Their Lordships could not find it reasonable to exercise discretionary power to quash the Secretary of State's decision (Longmore LJ at [32]). Longmore LJ discussed the authorities of Kanada v Government of the Federation of Malaya [1962] AC 322 and Errington v Minister of Health [1935] 1 KB 249 which indicate that there will be a breach of " audi alteram partem " if all involved parties are not allowed to put their comments on the matter related to quasi-judicial decision making. Mrs Leadsom's written representations were disregarded in the present case, as no privately made representation was 'entertained' (Longmore LJ at [26]).What Lord Justices suggest is that there was a technical breach of para 4 of the Guidance, not a breach of natural justice (at [26]). Even the technical breach (Longmore LJ at [30]) and also the breach of common law fairness (McCombe LJ at [42]) occurred by tea room conversations do not suffice to quash the decision on the grounds of a breach of the rules of natural justice (Longmore LJ at [30]; McCombe LJ at [44]), because all parties Sample Case Note on Broadview Case [2016] (a requirement of UOL International programme)
This paper aims at presenting a comprehensive study on the integration of ICT in teaching and lea... more This paper aims at presenting a comprehensive study on the integration of ICT in teaching and learning English language and literature at tertiary level in Bangladesh. In order to confirm the authenticity of this research, both qualitative and quantitative data have been collected, respectively, by reviewing previous studies in this field and by conducting survey and interview. The results obtained through data analysis give the answers to the research questions related to the application of ICT by the departments of English at private and public universities in Bangladesh. Findings present what students and key personnel think about the application of ICT in teaching and studying English language and literature, what are the major differences between public and private university classroom environment, and whether digital lessons can play the role of effective external factors to motivate the learners and set up a virtual-natural learning environment.
Key words: ICT, teaching methods, learning environment, external and internal factors, types of learners.
A language is considered as a sexist language if it conveys attitudes that stereotype a person ac... more A language is considered as a sexist language if it conveys attitudes that stereotype a person according to gender rather than judging on individual merits. Feminists believe that English language is a sexist language because it involves negative attitudes towards women and maintains social inequalities between men and women. There are many English metaphors used to describe women in disagreeable manner, but this is rarely a case with men. Animal, food and villainous imageries are highly used to refer to women, such as: bitch, chick,-sugar, honey, tomato,-witch and so on. Animal imageries compare women with helpless creatures, food imageries with items used for sustenance and pleasure, and villainous imageries with evil creatures. More or less, in every society, women are believed to be weak and subordinate to men who are considered to be masculine. Even by linguistic items, men are presented as the head of societies. English morphology generally takes the male form as the base form, and adds suffix to construct the female form, for example: lion-lioness, tiger-tigress, actor-actress, etc. Suffix 'ess' carries connotations of lack of seriousness. By using the words 'he' and 'man' as generic forms, women are kept invisible and undermined. My first language is Bengali, so it was a question as to whether my language is also a sexist one. Sexism is also a usual feature of Bengali language, and even a careless observation on daily language can help identify the presence of sexism in Bengali. Women are sometimes referred by the following villainous imageries: Rakkhoshi (রাক্ষসী) = female monster; daini (ডাইনী) = witch. Even in terms of morphology, male form appears to be the base form in Bengali language, such as: chakor-chakrani (চাকর-চাকরানী) = servant-maidservant, shingho-shinghi (সসিংহ-সসিংহী) = lion-lioness, etc. Even names of Bengali children follow sexism; a male child is never named Nodi (নদী) = river and a female child is never named Shagor (সাগর) = sea. Even by means of names, men are presented as a strong figure and women as the subordinate figures who possess lesser strength comparing to their opposite gender. From the above discussion, it is obvious that both Bengali and English are sexist languages; delve into your language to discover sexism in your language.
Doctor Faustus, an Elezabethan drama of Christopher Marlowe, was mostly recognized as a blasphemo... more Doctor Faustus, an Elezabethan drama of Christopher Marlowe, was mostly recognized as a blasphemous piece of writing, exhibiting how a man of Renaissance grew enthusiasm for attaining supremacy and dominance and how he was subjected to damnation for conducting evil experiments.
Abstract
This paper presents idea... more Abstract
This paper presents ideas about how the ‘role of nature’ plays a great role for Shakespeare’s tragedy ‘King Lear’ and how ecocriticism goes with this tragedy. Role of nature is broken down into several points, explaining how human beings as part of nature get affected by either their own choice or by others’ actions, illustrating the changes in human beings in reference to change in the environment, and concluding the study by merging historic tragic events with what is presented in the play.
Key words: Ecocriticism, imagery, manner, nature, order, relationship, tragedy.
'Volpone', a play written based on a beast-fable, is mostly recognized as a satiric piece of writ... more 'Volpone', a play written based on a beast-fable, is mostly recognized as a satiric piece of writing. By means of 'Volpone', author Ben Johnson mirrored his society where most of the people were influenced by the negative features of Renaissance. They lost their morals and degenerated into lower levels of animal existence because of their greed for power and wealth. Only a handful number of people were there to be rewarded due to having good traits. .
Undoubtedly, Kattaiony is the main cause for this conflict.
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Papers by Sultanul Arafin
https://doi.org/10.36713/epra5170
Abstract
The integration of ICT in ELT impacted education in the broader sense that language instructors cannot remain stuck to just board-and-duster anymore. It has been mandatory for the teachers to blend digital content with existing materials. However, it has not been easy to employ authentic-digital materials due to some flaws in the education system (i.e., in developing countries like Bangladesh). In addition to that, the unavailability of technological equipment in most schools, together with teachers’ insufficient practical expertise, is a bar to language teaching and learning. Regardless of the drawbacks in the application of ICT in ELT in practice, nothing better than technology is found to set up a positive learning environment for language learners.
Keywords: ICT, ELT, Authenticity, Autonomy, Communication, Technology.
..................................
https://doi.org/10.36713/epra5170
.............................................................................................
Syllabus and curriculum are sometimes mistaken to be interchangeable terms. However, they differ from each other in practical sense as syllabus is driven by curriculum and curriculum is governed by education policy. Syllabus is a brief presentation on the topics, units or chapters in a subject that are taught to students for the examination and academic development, whereas curriculum is the whole content (i.e. social, psychological, administrative, academic and other relevant factors) in an educational system or course or programme. Though there are six types of syllabus, a syllabus for real teaching context is designed by choosing and integrating different favourable options of existing syllabuses. By the way, it is noteworthy that one or two types of syllabus are designated as dominant. As syllabus design is a complex procedure, it requires consideration of a great deal of factors, but generally the syllabus designers focus on programme factors, teacher factors and student factors which work in tandem with other related issues. Programme factors include objectives and goals, availability of teaching materials, instructions and contents which are satisfactory to the authority and learners. Then, teachers' command over the target language, experience in dealing with different styles of language and training in language instruction are also important aspects that should be taken into account. Besides the above factors, students' personal and social background, level of target language proficiency, size of the class and their goals and expectation also appear to be vital driving forces in syllabus development. Opinions in relationship to other relevant determinants provide that need analysis is a must (difficult though), flexibility should be maintained for modification and innovation, and reductionism is not highly encouraged rather it must be well balanced. Some EFL experts, including van Ek (1975), explained the necessary elements of a language syllabus in a simple manner. For example, interests and demands of the students; limitations in the teaching environment; expectation of the authority; the contexts in which the target language will be used; topics of the language; situation and objectives related activities; students' prior language skills, and types and degree of language skills that the students will be able to achieve after the course; and the techniques to place skills successfully to meet the objectives. In conclusion, it can be said that without focusing on the mentioned factors it is impossible to design a successful English language syllabus. References How would you distinguish between a syllabus and a curriculum? Discuss the factors that an EFL teacher needs to take into consideration while designing an English language syllabus.
Key words: EFL, external factors, internal factors, learning style, teaching methods, types of students, relationship, social and cultural etc.
Key words: ICT, teaching methods, learning environment, external and internal factors, types of learners.
This paper presents ideas about how the ‘role of nature’ plays a great role for Shakespeare’s tragedy ‘King Lear’ and how ecocriticism goes with this tragedy. Role of nature is broken down into several points, explaining how human beings as part of nature get affected by either their own choice or by others’ actions, illustrating the changes in human beings in reference to change in the environment, and concluding the study by merging historic tragic events with what is presented in the play.
Key words: Ecocriticism, imagery, manner, nature, order, relationship, tragedy.
https://doi.org/10.36713/epra5170
Abstract
The integration of ICT in ELT impacted education in the broader sense that language instructors cannot remain stuck to just board-and-duster anymore. It has been mandatory for the teachers to blend digital content with existing materials. However, it has not been easy to employ authentic-digital materials due to some flaws in the education system (i.e., in developing countries like Bangladesh). In addition to that, the unavailability of technological equipment in most schools, together with teachers’ insufficient practical expertise, is a bar to language teaching and learning. Regardless of the drawbacks in the application of ICT in ELT in practice, nothing better than technology is found to set up a positive learning environment for language learners.
Keywords: ICT, ELT, Authenticity, Autonomy, Communication, Technology.
..................................
https://doi.org/10.36713/epra5170
.............................................................................................
Syllabus and curriculum are sometimes mistaken to be interchangeable terms. However, they differ from each other in practical sense as syllabus is driven by curriculum and curriculum is governed by education policy. Syllabus is a brief presentation on the topics, units or chapters in a subject that are taught to students for the examination and academic development, whereas curriculum is the whole content (i.e. social, psychological, administrative, academic and other relevant factors) in an educational system or course or programme. Though there are six types of syllabus, a syllabus for real teaching context is designed by choosing and integrating different favourable options of existing syllabuses. By the way, it is noteworthy that one or two types of syllabus are designated as dominant. As syllabus design is a complex procedure, it requires consideration of a great deal of factors, but generally the syllabus designers focus on programme factors, teacher factors and student factors which work in tandem with other related issues. Programme factors include objectives and goals, availability of teaching materials, instructions and contents which are satisfactory to the authority and learners. Then, teachers' command over the target language, experience in dealing with different styles of language and training in language instruction are also important aspects that should be taken into account. Besides the above factors, students' personal and social background, level of target language proficiency, size of the class and their goals and expectation also appear to be vital driving forces in syllabus development. Opinions in relationship to other relevant determinants provide that need analysis is a must (difficult though), flexibility should be maintained for modification and innovation, and reductionism is not highly encouraged rather it must be well balanced. Some EFL experts, including van Ek (1975), explained the necessary elements of a language syllabus in a simple manner. For example, interests and demands of the students; limitations in the teaching environment; expectation of the authority; the contexts in which the target language will be used; topics of the language; situation and objectives related activities; students' prior language skills, and types and degree of language skills that the students will be able to achieve after the course; and the techniques to place skills successfully to meet the objectives. In conclusion, it can be said that without focusing on the mentioned factors it is impossible to design a successful English language syllabus. References How would you distinguish between a syllabus and a curriculum? Discuss the factors that an EFL teacher needs to take into consideration while designing an English language syllabus.
Key words: EFL, external factors, internal factors, learning style, teaching methods, types of students, relationship, social and cultural etc.
Key words: ICT, teaching methods, learning environment, external and internal factors, types of learners.
This paper presents ideas about how the ‘role of nature’ plays a great role for Shakespeare’s tragedy ‘King Lear’ and how ecocriticism goes with this tragedy. Role of nature is broken down into several points, explaining how human beings as part of nature get affected by either their own choice or by others’ actions, illustrating the changes in human beings in reference to change in the environment, and concluding the study by merging historic tragic events with what is presented in the play.
Key words: Ecocriticism, imagery, manner, nature, order, relationship, tragedy.