Papers by Md Kamrul Hasan
Journal of Pan-Pacific Association of Applied Linguistics, 2017
This study makes an attempt to investigate the correlations between manifold aspects, namely both... more This study makes an attempt to investigate the correlations between manifold aspects, namely both syntagmatic and paradigmatic relations, the four major derivative word forms, which represented morphological knowledge, six dimensions of analytic relations (i.e. component-integral, member-collection, portion-mass, stuff-object, feature-activity, and placearea) of vocabulary depth knowledge and academic reading comprehension among English as a Foreign Language learners at tertiary level. To this end, ninety one students from three departments of Business school and sixty four Engineering students (two departments) took part voluntarily in three depth of vocabulary knowledge tests and one reading comprehension test, which consisted of three reading passages with followed multiple choice questions. Results showed that firstly, analytic relations, which represented depth of vocabulary knowledge was positively and significantly correlated with reading comprehension. In other words, those ...
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Dhaka University Journal of Linguistics, 2011
Kok-Borok is the native language of the Borok people in the Indian state of Tripura and its neigh... more Kok-Borok is the native language of the Borok people in the Indian state of Tripura and its neighbouring areas of Bangladesh. The aim of the present study is to capture the typological analysis of causative constructions of Kok-Borok, a language which belongs to the Bodo sub-group of the Tibeto-Burman language family. Our study shows that the most remarkable aspect of the causative constructions in Kok-borok is that in double causatives, the causative rI 'give' has been reduplicated in order to express 'to make somebody to do by employing a third party', which shows the language Kok-Borok's unique features if we compare this language with the other South-Asian Tibeto-Burman languages. The findings of mixed causatives show that both periphrastic and morphological devices have been employed in Kok-Borok to convey the meaning of causative constructions. Key Words: Causatives; Lexical; Morphological or Periphrastic Causatives; Kok-Borok.DOI: 10.3329/dujl.v2i4.6902Dha...
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The main objective of the present study is to examine the relationship
between different social p... more The main objective of the present study is to examine the relationship
between different social psychological variables on the one hand and
proficiency on the other. We have found a significant correlation
between scoring for exact responses versus acceptable included
responses, suggesting the Cloze procedure would well be appropriate
for use with non-native speakers. Except for the medium of instruction,
resentment motivation and class-room anxiety, all other variables,
namely age, sex, socio-economic status, exposure to English, schooling,
attitude towards English-speaking Bangladeshis, attitude towards English,
integrative motivation, instrumental motivation, manipulative motivation
and parental support are significantly correlated with the Cloze scores.
Cloze has shown a significant positive correlation with socio-economic
status. This indicates that the learners who are from the lower rungs of
society have not done well in the Cloze test even though they have a
positive attitude towards English-speaking Bangladeshis and also have
realized the importance of English in obtaining a better education and
good jobs. Those students who have performed better have come from
“high socio-economic statuses” and do not sustain positive attitude
towards English-speaking Bangladeshis and also view English
unfavourably. Those who come from good and English medium schools
are generally from higher socio-economic statuses; therefore, there is a
high co-relationship between socio-economic status and schooling. The
results of our present study confirm that schooling is the most
significant predictor of achievement and proficiency in second language
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The significance of vocabulary knowledge in academic development and having a sufficient vocabula... more The significance of vocabulary knowledge in academic development and having a sufficient vocabulary in language learning cannot be overstated. Research has shown that postgraduate students studying English as a second language (L2) lack vocabulary and require improving it. This research study was conducted to investigate the role of morphological awareness and its relation to productive vocabulary breadth and explore the function of teaching L2 postgraduate students in intervention for improving their productive vocabulary breadth. Thirty L2 postgraduate participants were involved in an intervention. The intervention included 11 sessions of morphological awareness instructions. The students' morphological awareness was tested using the Morphological Identification Test (MIT) and the Morphological Structure Awareness Test (MSAT), while productive vocabulary breadth was tested using the Productive Vocabulary Level Test (PVLT). A significant relationship was found between morphological awareness and productive vocabulary breadth. The synthetic aspect of morphological awareness was more closely related to the participants' productive vocabulary breadth than the analytic aspect. The morphological awareness intervention was effective and beneficial in increasing the students' productive vocabulary breadth. The results may indicate the benefits of teaching and learning morphology to L2 postgraduate students, especially for effective vocabulary building.
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e role of reading comprehension and its correlation and prediction to other skills in terms of en... more e role of reading comprehension and its correlation and prediction to other skills in terms of enhancing the pro ciency level of students in English language has been widely recognized by researchers. However, research conducted on reading comprehension in roughly the last fteen to twenty years shows no concrete evidence of identifying the knowledge of the transition words with the understanding of reading comprehension. is study was particularly designed to ll that gap and to measure students' ability to di erentiate among various categories of expressions in English language, such as descriptive, narrative, sequence, comparison and contrast, and cause and e ect, and to identity the functions of their derivative transitions in the reading comprehension task. e current study adapted a quantitative method and collected data from 100 male and female EFL students at the tertiary level in a Bangladeshi university to conduct this study. To be speci c, this research used transition words as the predictor variable/ independent variable and reading comprehension as the dependent variable. e ndings of the research suggested that there were positive and signi cant correlations between students' knowledge of the transition words and their level of understanding the reading comprehension. In addition, the transitional word was found to be a strong predictor of reading comprehension. is study strongly suggests that students with a better understanding of transition words can perform equally better in their reading comprehension tasks. For tertiary level students, the knowledge of transitional words would be useful, and it would also have signi cance for lexical scholars and curriculum designers.
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The implications of this study may redound to the benefits of language learners, teachers, curric... more The implications of this study may redound to the benefits of language learners, teachers, curriculum designers, as well as policy makers in providing opportunities for further practice of Instagram feed-based tasks in language learning and teaching.
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Concerning the ubiquity of social media, this research tried to examine
the impacts of using Tele... more Concerning the ubiquity of social media, this research tried to examine
the impacts of using Telegram on Iranian EFL learners’ foreign language
motivation, foreign language anxiety, and attitude toward learning. To achieve
these purposes, 60 Iranian EFL learners at the intermediate level were
selected and randomly divided into two groups: experimental and control.
After that, both groups were pretested on motivation and anxiety variables.
After pretesting, the participants in the experimental class received treatment
via using the Telegram application, and the control students were trained
traditionally without using any social media. After an 18-session instruction, a
post-test of motivation and a post-test of anxiety were given to both groups,
and also an attitude questionnaire was distributed among the experimental
group to inspect their attitudes toward the Telegram application in language
learning. The results of using two one-way ANCOVA tests showed significant
differences between the post-tests of the control and experimental groups
in favor of the experimental group. The findings demonstrated that using the
Telegram application increased the motivation of the experimental group and
decreased their level of foreign language anxiety. Also, the results of one
sample t-test showed that the participants of the experimental group held
positive attitudes toward using the Telegram application in English language
learning. The implications of this research can encourage both teachers
and learners to use social media-based instruments in English teaching
and learning.
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The benefits of Collaborative Learning have been emphasized in the ELT literature; however, its p... more The benefits of Collaborative Learning have been emphasized in the ELT literature; however, its positive implications have remained few and far between at the higher educational institutions in Bangladesh. CLT has been introduced in Bangladesh; however, the majority of Public Universities and Madrasa Systems conspicuously lack trained ELT professionals who are aware of collaborative learning. Thus, the practical use of CLT in classrooms still remains a myth let alone the implementation of collaborative learning. The current study sought to identify the impact of collaborative learning on students’ performance rate in their presentation test results, and to identity their overall perspectival response rates to (CL). The study analyzed three hundred and ten responses relating to their experience of studying in collaboration with their fellow classmates during the preparatory stages of knowledge production and gathering information that involved gathering ideas and having discussions on social media (i.e. Facebook) towards the accomplishment of their project assignments. Then, the study compares students’ previous presentation test results derived from presentations conducted in the pre-collaborative stage to the test results derived from the post-collaborative stage. Finally, the study ran several statistical tests, and found that students responded positively to collaborative learning, and they made significant improvements in the post-collaborative test.
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Mobile technologies have drawn the attention of the researchers and are gaining popularity in a v... more Mobile technologies have drawn the attention of the researchers and are gaining popularity in a variety of academic backgrounds. However, there is currently unavailability of studies on the benefits that various mobile technologies give to learning results. The objective of this current study was to examine how the mobile assisted language programme, WhatsApp affected Bangladeshi tertiary level EFL learners' vocabulary learning. The study included sixty-four EFL students who had intermediate level of English competency, and they were chosen using random sampling. After establishing the learners' homogeneity with a vocabulary examination/test, the researchers separated the participants into two categories, namely experimental group (N ¼ 34) and control (N ¼ 30) group, and then their vocabulary knowledge (i.e., synonyms and antonyms) was assessed. The research involved 14 session treatment with the control group using the usual traditional method and the experimental section using WhatsApp to teach new words. A vocabulary post-test for the both classes was conducted after the completion of the course. In addition, both groups were given an attitude questionnaire to see how they felt about the traditional vocabulary acquisition method and utilizing the WhatsApp approach. According to the findings of this study, the experimental group performed better than the control group. Furthermore, as compared to the other group, learners who utilized WhatsApp to improve their vocabulary skills showed a more favourable attitude toward learning foreign language vocabulary. The current research would have further ramifications for English instructors, learners, researchers, and other stakeholders as well.
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The status of English as a medium of instruction in higher education in Bangladesh has always bee... more The status of English as a medium of instruction in higher education in Bangladesh has always been a contentious issue since public universities move back and forth for continuing with English as a medium of instruction or not. On the other hand, the introduction of private universities in Bangladesh complicated the issue even more. The medium of instruction in private universities in Bangladesh is invariably English, while public universities do promote English in all their official activities, and the teachers at public universities use both Bangla and English in their class lectures, leading to the questions of what is hindering them from promoting English and how are they confronting this challenge? In order to investigate these problems, this paper attempts to initiate the debate on the status of English in public and private universities at the tertiary level. Resumen El inglés como medio de instrucción en la educación superior en Bangladesh ha sido un tema polémico, ya que las universidades públicas van y vienen para continuar con el inglés como medio de instrucción o no. Por otro lado, la introducción de universidades privadas en Bangladesh complicó aún más el problema. El medio de instrucción en las universidades privadas de Bangladesh es invariablemente el inglés, mientras que las universidades públicas promueven el inglés en todas sus actividades oficiales, y los profesores de las universidades públicas utilizan tanto el bengalí como el inglés en sus clases, lo que lleva a preguntar ¿qué les impide promover el inglés y cómo están enfrentando este desafío? Con el fin de investigar estos problemas, este artículo intenta iniciar el debate sobre el estatus del inglés en las universidades públicas y privadas de nivel terciario. This is an open-access article distributed under the terms of a Creative Commons Attibution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
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ere have been extensive studies that have investigated the favourable impacts of ipped classroom ... more ere have been extensive studies that have investigated the favourable impacts of ipped classroom instruction regarding the introductory language/ rst language (i.e., L1) setting. However, there is limited research about the e ect of ipped classroom instruction in foreign language backdrop in Asia, particularly in Bangladesh. e purpose of this study is to investigate the perceptions and attitudes of the undergraduate Bangladeshis learners towards the ipped learning classroom method. e current study employed an explanatory sequential design under mixed-methods among a sample of two hundred students. A questionnaire and semistructured interview as research instruments were used to collect data in this study. e results of the questionnaire revealed that the ipped learning strategy assisted students in learning grammar. Furthermore, learners had favourable conceptions and viewpoints regarding the ipped classroom instruction method. Correspondingly, the results of the interview which was semistructured in nature highlighted foursome key characteristics of the ipped classroom instruction method: collaboration, improvement of relationship, use of more technology, and favourable learning environment. is research might be of interest to English teachers, students, researchers, and other stakeholders as well.
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Writing is a very complex productive process that involves a number of socio-psycho-cognitive fac... more Writing is a very complex productive process that involves a number of socio-psycho-cognitive factors. So, a study on how all these factors affect students' performance in Academic English courses could enable ELT practitioners to help them improve their writing ability. Hence, the objectives of this study were to explore the probable correlation between tertiary level students' socioeconomic background and their anxiety towards English writing, particularly with reference to their academic writing performance. Taking a quantitative approach, a survey design was employed to collect data from 78 EFL undergraduate students. Multiple regression was used for the data analysis. The results of the study revealed that most of the participants suffered from writing anxiety. The medium of school and an educated family background emerged as key points in the data analysis to lessen writing anxiety among the students. In addition, more prominently, father's education was responsible for having less anxiety level in students' English writing. Not only was father's education the most contributing predictor of students' anxiety in writing but it also had the largest effect on explaining students' anxiety in writing. The findings of this study would have implications for EFL practitioners who deal with, and facilitate tertiary students' effort to overcome writing anxiety, particularly in the context where the students come from various socioeconomic backgrounds, along with distinctive affective factors. Resumen La escritura es un proceso productivo muy complejo que involucra una serie de factores socio-psico-cognitivos. Por lo tanto, un estudio sobre cómo todos estos factores afectan el rendimiento de los estudiantes en los cursos de inglés académico podría permitir a los profesionales de ILE ayudar a mejorar la escritura de sus estudiantes. Por lo tanto, los objetivos de este estudio fueron explorar la probable correlación entre el origen socioeconómico de los estudiantes de nivel terciario y su ansiedad hacia la escritura en inglés, particularmente con referencia a su rendimiento académico en escritura. Tomando un enfoque cuantitativo, se empleó un diseño de encuesta para recopilar datos de 78 estudiantes universitarios de inglés como lengua extranjera. Además, se utilizó regresión múltiple para el análisis de datos. Los resultados del estudio revelaron que la mayoría de los participantes sufría de ansiedad por escribir. El medio escolar y los antecedentes de educación familiar surgieron como puntos clave en el análisis de datos para disminuir la ansiedad por escribir entre los estudiantes. Además, de manera más destacada, la educación del padre fue responsable de tener un menor nivel de ansiedad en la escritura en inglés de los estudiantes. La educación del padre no solo fue el predictor que más contribuyó a la ansiedad de los estudiantes al escribir, sino que también tuvo el mayor efecto al explicar la ansiedad de los estudiantes al escribir. Los hallazgos de este estudio tendrían implicaciones para los profesionales de ILE que facilitan el esfuerzo de los estudiantes terciarios para superar la ansiedad por escribir, particularmente en el contexto donde los estudiantes provienen de diversos entornos socioeconómicos, junto con factores afectivos distintivos. This is an open-access article distributed under the terms of a Creative Commons Attibution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
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An in-depth investigation of vocabulary depth knowledge by lexical researchers plays a prominent ... more An in-depth investigation of vocabulary depth knowledge by lexical researchers plays a prominent role in language learning and teaching. The objectives of the present study were to investigate the extent of relationship and prediction of the three constitutes of vocabulary depth knowledge (i.e., analytic relations, morphological knowledge, and depth of vocabulary knowledge test which was represented by paradigmatic and syntagmatic relations) to reading comprehension. Therefore, this study employed standard multiple regression analysis under quantitative approach amongst undergraduate EFL learners. The results of the study show that a significant and strong correlation existed between adapted analytic relations aspect of vocabulary depth knowledge and reading comprehension, and also analytic relations made statistically the most significant unique prediction (which had the largest impact on) to reading comprehension. The study concludes that there are significant correlations and prediction of three components of vocabulary depth knowledge to reading comprehension. The inclusion of analytic relations with paradigmatic and syntagmatic relations and morphological knowledge, which represented vocabulary depth knowledge, has added to the body of lexical knowledge.
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Purpose-Grit is a novel, rather an important psychological variable that has been associated with... more Purpose-Grit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable. Design/methodology/approach-A quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test. Findings-Findings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.
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Morphological knowledge has been established as a critical sub-skill in the learning of bilingual... more Morphological knowledge has been established as a critical sub-skill in the learning of bilingual reading and a strong predictor of spelling, word reading, and reading comprehension skills. The goal of this study was to investigate the prediction of morphological knowledge to reading comprehension in 185 university-level English as a Foreign Language (EFL) students, using the four primary derivatives of morphological knowledge (i.e. adverb, adjective, verb, and noun). The current study, which took a quantitative method, used multiple regression analysis to analyse two English competence tests, i.e. a reading comprehension test and a morphological knowledge test. The findings indicated that verb derivative form statistically and significantly predicted the reading comprehension most. Additionally, the verb word class affected greatly in elucidating the dependent variable, namely reading comprehension, followed by the adverbial derivative form, the adjective word class, and the noun derivative form of morphological knowledge. Further consequences of the current study's findings will be felt by English language teachers, curriculum designers, and academics.
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Evolution of English medium instruction (EMI) in non-native English-speaking countries in recent ... more Evolution of English medium instruction (EMI) in non-native English-speaking countries in recent years has inspired researchers to investigate the various dimensions of this phenomenon. Internationalising higher education, realising the local needs of English-speaking graduates, and eliciting the economic and social benefits of English are often reported as the major factors behind the adoption and implementation of EMI. However, these goals and demands of EMI are perceived and realised to varying extents in diverse higher education contexts. This article reports on a small-scale study conducted in Malaysia and Bangladesh exploring the beliefs and attitudes of university lecturers to EMI. Based on the data extracted from interviews, this study highlights the needs and aspirations of EMI in Malaysia and Bangladesh and identifies several common issues that influenced the adoption of EMI in both countries. However, Malaysia's desire to become a hub of higher education in the region and to encourage the recruitment of international students has been reported by the lecturers in Malaysia as the most prominent reason for their adoption of EMI. Such EMI-related policies in Malaysia have shaped positively the beliefs and attitudes of lecturers towards its adoption and implementation. Furthermore, these policies also supported the lecturers to develop a considerate attitude to students' challenges with regard to EMI.
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This study aims to examine the EFL teachers' perception of their readiness to use different smart... more This study aims to examine the EFL teachers' perception of their readiness to use different smartphone applications for teaching oral skills at the tertiary level in Bangladesh and compares this to the relevant demographic factors. To reach these objectives, a mixed method research design was implemented. A survey questionnaire was answered by 46 English as a Foreign Language (EFL) teachers from twelve different universities in Bangladesh and a semistructured interview was conducted with five of these teachers. The results showed that these EFL teachers had a high degree of readiness to use smartphones for teaching oral skills. The teachers agreed that smartphones could help them to deal with the problems like a large class size, a lack of authentic materials, learners' inactiveness, as well as a lack of an oral practice environment inside and outside the classroom. Moreover, there was no statistically significant relationship between the EFL teachers' demographics and their readiness to use a smartphone. The results suggest that smartphone applications have certain potentials/benefits for the university teachers, and that a smartphonebased teaching method for developing EFL learners' oral skills should be promoted in an EFL context like Bangladesh. Resumen Este estudio tiene como objetivo examinar la percepción de los profesores de inglés como lengua extranjera sobre su disposición para usar diferentes aplicaciones de teléfonos inteligentes para enseñar habilidades orales en el nivel terciario en Bangladesh y lo compara con los factores demográficos relevantes. Para alcanzar estos objetivos, se implementó un diseño de investigación de método mixto: un cuestionario de encuesta fue respondido por 46 profesores de Inglés como Lengua Extranjera (ILE) de doce universidades diferentes en Bangladesh y se realizó una entrevista semiestructurada con cinco de estos profesores. Los resultados mostraron que estos profesores de inglés como lengua extranjera tenían un alto grado de preparación para usar teléfonos inteligentes para enseñar habilidades orales. Los profesores estuvieron de acuerdo en que los teléfonos inteligentes podrían ayudarlos a lidiar con problemas como clases grandes, la falta de materiales auténticos, la pasividad de los alumnos y la falta de oportunidades de práctica oral dentro y fuera del aula. Además, no se encontró una relación estadísticamente significativa entre los datos demográficos de los profesores de inglés como lengua extranjera y su disposición para usar un teléfono inteligente. Los resultados sugieren que las aplicaciones para teléfonos inteligentes tienen ciertos potenciales / beneficios para los profesores universitarios, y que un método de enseñanza basado en teléfonos inteligentes para desarrollar las habilidades orales de los estudiantes de inglés como lengua extranjera debería promoverse en un contexto de inglés como lengua extranjera como es Bangladesh. This is an open-access article distributed under the terms of a Creative Commons Attibution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
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Morphological knowledge has been identified as a significant sub-skill in bilingual listening com... more Morphological knowledge has been identified as a significant sub-skill in bilingual listening comprehension, and lexical researchers consider listening comprehension an essential means for language learning. The current research attempted to examine the crucial four derivative word classes (adverb, adjective, verb, and noun) to represent knowledge of morphology. The objective was to find out if morphological knowledge can predict students' listening comprehension and investigate the correlation between the four derivative word classes and listening comprehension. The participants of the present study comprised 171 English as a foreign language (EFL) undergraduate university students. This study was quantitative in nature and a multiple regression analysis was administered. Two tests of English language proficiency were conducted: listening comprehension and morphological knowledge. The findings of the research showed that there were positive and significant correlations between all four major derivative word classes and listening comprehension. In addition, verb derivative form not only had the most significant, positive correlation with the dependent variable, (i.e., listening comprehension), but it was also the most statistically significant contributing predictor of listening comprehension. Resumen El conocimiento morfológico ha sido identificado como una sub-habilidad significativa en la comprensión auditiva bilingüe, y los investigadores léxicos consideran la comprensión auditiva como un medio esencial para el aprendizaje de idiomas. Esta investigación examinó las cuatro clases de palabras derivadas cruciales (adverbio, adjetivo, verbo y sustantivo) para representar el conocimiento de la morfología. El objetivo era averiguar si el conocimiento morfológico puede predecir la comprensión auditiva de los estudiantes e investigar la correlación entre los cuatro. clases de palabras derivadas y comprensión auditiva. Los participantes del presente estudio fueron 171 estudiantes universitarios de pregrado en inglés como lengua extranjera. El estudio fue cuantitativo a través de análisis de regresión múltiple. Se realizaron dos pruebas de dominio del idioma inglés: comprensión auditiva y conocimiento morfológico. Los hallazgos de la investigación mostraron que había correlaciones positivas y significativas entre las cuatro clases principales de palabras derivadas y la comprensión auditiva. Además, la forma derivada del verbo no solo tuvo la correlación positiva más significativa con la variable dependiente (es decir, comprensión auditiva) sino que también fue el predictor contribuyente más estadísticamente significativo de la comprensión auditiva. This is an open-access article distributed under the terms of a Creative Commons Attibution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
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This paper aims at exploring the issues related to implementing a formative assessment model name... more This paper aims at exploring the issues related to implementing a formative assessment model namely School-Based Assessment (SBA) at secondary schools in Bangladesh. A qualitative study employing interviews with English teachers of grade 8 and the head teachers and FGDs with students from twelve secondary schools was conducted. Moreover, field notes and document analysis provided valuable data. The findings from the qualitative content analysis showed a dismal condition of implementing SBA in Bangladesh. Some distinct reasons posed challenges to implementing SBA. These are teachers' insufficient orientation towards SBA, teachers' negative attitude towards SBA, teachers' heavy workloads, large class size, large contents of syllabus, no reflection of the marks of SBA in public examinations, lack of honesty and fairness in teachers, lack of validity and reliability of SBA as an assessment tool, poor socioeconomic conditions of teachers, and the absence of monitoring and supervision by concerned authorities. This study also provides a comprehensive understanding of how teachers conceptualize and apply strategies of SBA in their classrooms, along with some recommendations and, hence, bears implications for the policy makers, teacher trainers, and other stakeholders involved in the Bangladeshi school education system and elsewhere.
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Many of the first-year undergraduate students who enrol in universities, particularly in top-rank... more Many of the first-year undergraduate students who enrol in universities, particularly in top-ranked private universities in Bangladesh, struggle with getting good grades. As a result, many students look forward to a bleak future, dropping out midway through their studies. Thus, improving the rates of graduation and reducing the rates of attrition is extremely important at the tertiary level in Bangladesh. The predominant determinants (whether personal or family related) that predict the institutional causes of student attrition before graduation need consideration and investigation. In order to investigate the strongest predictor from the above mentioned determinants, a survey questionnaire (with a five-Likert scale) was designed and applied to 390 EFL students who were pursuing their degrees in four disciplines at a university in Dhaka, Bangladesh. The current study employed multiple regression analyses and found that family related determinant causes not only closely correlated with institutional determinant attributes, but contributed the most in predicting student dropout rates. The results of the current study will have further implications for researchers, educational administrators, and policy makers at the tertiary level. Resumen Muchos estudiantes del primer año de pregrado en universidades, particularmente en universidades privadas de primer nivel en Bangladesh, luchan por obtener buenas calificaciones. Como resultado, muchos estudiantes abrazan un futuro sombrío, abandonando sus estudios a mitad de camino cuando se supone que deben estar modelando su carrera hacia arriba. Por ello, los determinantes predominantes (ya sean atributos personales o atributos relacionados con la familia) que predicen los atributos institucionales de la deserción de los estudiantes antes de la graduación necesitan consideración e investigación. Con el fin de investigar el predictor más fuerte de los determinantes mencionados, se diseñó y distribuyó un cuestionario de encuesta (con una escala de cinco Likert) entre 390 estudiantes de inglés como lengua extranjera que cursaban estudios principalmente en cuatro disciplinas en una universidad en Dhaka, Bangladesh. El estudio actual empleó análisis de regresión múltiple y encontró que los atributos determinantes relacionados con la familia no solo se correlacionan estrechamente con los atributos determinantes institucionales, sino que son los que más contribuyen a predecir las tasas de abandono de los estudiantes. Los resultados del estudio actual tendrán implicaciones para los investigadores, los administradores del sector de la gestión educativa y los responsables de la formulación de políticas en el nivel terciario. This is an open-access article distributed under the terms of a Creative Commons Attibution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
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Papers by Md Kamrul Hasan
between different social psychological variables on the one hand and
proficiency on the other. We have found a significant correlation
between scoring for exact responses versus acceptable included
responses, suggesting the Cloze procedure would well be appropriate
for use with non-native speakers. Except for the medium of instruction,
resentment motivation and class-room anxiety, all other variables,
namely age, sex, socio-economic status, exposure to English, schooling,
attitude towards English-speaking Bangladeshis, attitude towards English,
integrative motivation, instrumental motivation, manipulative motivation
and parental support are significantly correlated with the Cloze scores.
Cloze has shown a significant positive correlation with socio-economic
status. This indicates that the learners who are from the lower rungs of
society have not done well in the Cloze test even though they have a
positive attitude towards English-speaking Bangladeshis and also have
realized the importance of English in obtaining a better education and
good jobs. Those students who have performed better have come from
“high socio-economic statuses” and do not sustain positive attitude
towards English-speaking Bangladeshis and also view English
unfavourably. Those who come from good and English medium schools
are generally from higher socio-economic statuses; therefore, there is a
high co-relationship between socio-economic status and schooling. The
results of our present study confirm that schooling is the most
significant predictor of achievement and proficiency in second language
the impacts of using Telegram on Iranian EFL learners’ foreign language
motivation, foreign language anxiety, and attitude toward learning. To achieve
these purposes, 60 Iranian EFL learners at the intermediate level were
selected and randomly divided into two groups: experimental and control.
After that, both groups were pretested on motivation and anxiety variables.
After pretesting, the participants in the experimental class received treatment
via using the Telegram application, and the control students were trained
traditionally without using any social media. After an 18-session instruction, a
post-test of motivation and a post-test of anxiety were given to both groups,
and also an attitude questionnaire was distributed among the experimental
group to inspect their attitudes toward the Telegram application in language
learning. The results of using two one-way ANCOVA tests showed significant
differences between the post-tests of the control and experimental groups
in favor of the experimental group. The findings demonstrated that using the
Telegram application increased the motivation of the experimental group and
decreased their level of foreign language anxiety. Also, the results of one
sample t-test showed that the participants of the experimental group held
positive attitudes toward using the Telegram application in English language
learning. The implications of this research can encourage both teachers
and learners to use social media-based instruments in English teaching
and learning.
between different social psychological variables on the one hand and
proficiency on the other. We have found a significant correlation
between scoring for exact responses versus acceptable included
responses, suggesting the Cloze procedure would well be appropriate
for use with non-native speakers. Except for the medium of instruction,
resentment motivation and class-room anxiety, all other variables,
namely age, sex, socio-economic status, exposure to English, schooling,
attitude towards English-speaking Bangladeshis, attitude towards English,
integrative motivation, instrumental motivation, manipulative motivation
and parental support are significantly correlated with the Cloze scores.
Cloze has shown a significant positive correlation with socio-economic
status. This indicates that the learners who are from the lower rungs of
society have not done well in the Cloze test even though they have a
positive attitude towards English-speaking Bangladeshis and also have
realized the importance of English in obtaining a better education and
good jobs. Those students who have performed better have come from
“high socio-economic statuses” and do not sustain positive attitude
towards English-speaking Bangladeshis and also view English
unfavourably. Those who come from good and English medium schools
are generally from higher socio-economic statuses; therefore, there is a
high co-relationship between socio-economic status and schooling. The
results of our present study confirm that schooling is the most
significant predictor of achievement and proficiency in second language
the impacts of using Telegram on Iranian EFL learners’ foreign language
motivation, foreign language anxiety, and attitude toward learning. To achieve
these purposes, 60 Iranian EFL learners at the intermediate level were
selected and randomly divided into two groups: experimental and control.
After that, both groups were pretested on motivation and anxiety variables.
After pretesting, the participants in the experimental class received treatment
via using the Telegram application, and the control students were trained
traditionally without using any social media. After an 18-session instruction, a
post-test of motivation and a post-test of anxiety were given to both groups,
and also an attitude questionnaire was distributed among the experimental
group to inspect their attitudes toward the Telegram application in language
learning. The results of using two one-way ANCOVA tests showed significant
differences between the post-tests of the control and experimental groups
in favor of the experimental group. The findings demonstrated that using the
Telegram application increased the motivation of the experimental group and
decreased their level of foreign language anxiety. Also, the results of one
sample t-test showed that the participants of the experimental group held
positive attitudes toward using the Telegram application in English language
learning. The implications of this research can encourage both teachers
and learners to use social media-based instruments in English teaching
and learning.