Browsing by Author "Ullah, Md. Mohib"

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Admission Handbook Bachelor Programs Autumn-2022
(Academic Affairs Division (ACAD), 2022-06) Ullah, Md. Mohib
CLT at the Higher Secondary Level in Bangladesh: Theory and Practice
(CRP, International Islamic University Chittagong, Bangladesh, 2015-12) Ullah, Md. Mohib
With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.
MOOCs for professional development in Bangladesh: Difficulties and conveniences
(International Islamic University Chittagong, 2023-07) Ullah, Md. Mohib
The Massive Open Online Courses (MOOCs) that aim at developing teachers' efficiency have been gaining popularity worldwide. Besides enhancing teachers' knowledge and skills, MOOCs bring a qualitative change in learning and teaching in the educational arena. This qualitative study investigated the difficulties teachers faced in taking MOOCs, the convenience of taking MOOCs by attending camps, and the notable changes in teaching after taking MOOCs. Out of thirty-nine EFL Teachers who in 2018 attended two MOOC camps sponsored by the U.S. Department of State, seventeen participated in this research. The findings reported that teachers' challenges were primarily technical, technological, procedural, and time constraints. However, taking MOOCs by attending camps was convenient for mutual support, motivation, and best learning practices. The results showed that MOOCs helped teachers raise learners' intercultural awareness, develop content knowledge, facilitate C.T. skills, and interact more in the EFL classroom. The findings will help policymakers and teacher educators to use MOOCs more effectively for teachers' continuous professional development.