Browsing by Author "Haque, Md. Hamidul"

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Error analysis in EFL writing classroom
(© 2018 Canadian Center of Science and Education, 2018-03-22) Karim, Abdul; Mohamed, Abdul R.; Ismail, Shaik A. M. M.; Shahed, Faheem H.; Rahman, Mohammad Mosiur; Haque, Md. Hamidul
Identifying the EFL learners’ errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.
Error analysis in EFL writing classroom
(© 2018 Canadian Center of Science and Education, 2018-03-22) Karim, Abdul; Mohamed, Abdul R.; Ismail, Shaik A. M. M.; Shahed, Faheem H.; Rahman, Mohammad Mosiur; Haque, Md. Hamidul
Identifying the EFL learners’ errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.
Error analysis in EFL writing classroom
(© 2018 Canadian Center of Science and Education, 2018-03-22) Karim, Abdul; Mohamed, Abdul R.; Ismail, Shaik A. M. M.; Shahed, Faheem H.; Rahman, Mohammad Mosiur; Haque, Md. Hamidul
Identifying the EFL learners’ errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.
Primary Education Governance at Upuzila Level in Bangladesh
(University of Rajshahi, 2018) Haque, Md. Hamidul; Amin, Md. Ruhul
As an efficient management of primary education is the prerequisite of a success of primary education enhancement of a country, researches are required to provide a deep insight into the present scenario of primary education governance at upazila level in Bangladesh. This research has been conducted to disclose how to manage the primary education by the upuzila education offices, and roles of headmaster, SMC, and PTA chairman to govern the primary education. The study on primary education governance has been conducted in 38 schools of two upuzilas of Kushtia and Rajshahi district under two divisions of Khulna and Rajshahi in Bangladesh. We have strived to attain four specific objectives in this study. The study is an attempt to understand the structure of the SMC and PTA, process of formation of SMC and PTA, level of awareness and participation of both chairman in school activities, roles and functions envisaged in the light of national education policy 2010. The roles of headmaster, SMC and PTA chairman are important in the school management and their perception about the primary education has been judged through their identification of primary education functions. The SMC and PTA chairman are theoretically responsible to mobilize the local people for primary education accordingly, several meeting of SMC and PTA were held in the schools. The most pronounced success of the meeting is that they often discussed about the management problems of their respective schools. But it has been observed that these meeting are now becoming very irregular and the member are not very clear about their functions. The chairman of SMC and PTA has been found to play important roles in moulding the people and mobilizing the teachers and parents towards the advancement of primary education in the country. Education offices lack of desired monitoring and evaluation system to watch over and guide institutions which are quite large number, primarily due to lack of access and modern management tools. It is very important that the UEO and AUEO offices be equipped with computer for baseline information and periodic updating by each school of upuzilas. With regard to quality and management issues, the roles of headmaster and officials have been underline in various sector in primary education. Community mobilization should be taken by SMC and PTA to hold cultural, social and religious functions. Community support and donation to local schools should be acknowledge by management of the school, this will ensure sustained and even encourage bigger supports.