Browsing by Author "Chowdhury, Samina Nasrin"

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Journal writing: a silent kit for writing skills
(@ 2011 Horizon, Department of English, University of Chittagong, 2011) Chowdhury, Samina Nasrin; Islam, Mohammad Aminul
This article explores how dialogue journals can be used as a silent kit to improve writing skill. Sixty-five primary school teachers with limited English proficiency wrote dialogue journals in a teachers-training course during nine weeks. Data was gathered from their journal entries and post-study questionnaires. Dialogue journal was found effective to foster the development of descriptive writing, usage of correct syntax & vocabulary, critical thinking and finally to raise learners’ confidence in writing English. This article presents findings with necessary literature review and concludes with a number of recommendations on how EFL practitioners can use journals effectively to promote writing fluency of their students.
Journal writing: a silent kit for writing skills
(@ 2011 Horizon, Department of English, University of Chittagong, 2011) Chowdhury, Samina Nasrin; Islam, Mohammad Aminul
This article explores how dialogue journals can be used as a silent kit to improve writing skill. Sixty-five primary school teachers with limited English proficiency wrote dialogue journals in a teachers-training course during nine weeks. Data was gathered from their journal entries and post-study questionnaires. Dialogue journal was found effective to foster the development of descriptive writing, usage of correct syntax & vocabulary, critical thinking and finally to raise learners’ confidence in writing English. This article presents findings with necessary literature review and concludes with a number of recommendations on how EFL practitioners can use journals effectively to promote writing fluency of their students.
Professional English language course with content
(BRAC University, 2009) Chowdhury, Samina Nasrin
This paper offers a critical examination of a content-based professional EFL course, designed by centre for Languages (CFL), BRAC University in Bangladesh with the objectives of improving students’ language skills, content knowledge and professional attitude. How content-based instruction (CBI) develops students’ language and cognitive learning are analyzed in Bangladesh EFL context with literature review. The out come shows progress in students’ language proficiency as well as their professional knowledge. A brief outline of the course with implementation process are also presented with the aim of focusing CBI as an effective way for creating motivated, enthusiastic and better learners.