Vol. 10, July 2023

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Now showing 1 - 7 of 7

Theorizing "Exercise Book" Through the Perspectives of Three Translation Theorists Jakobson, Derrida and Benjamin
(Daffodil International University, 23-07) Oysharja, Lutfun Naher Mahmud; Sharmin, Liza
A noble translator uncovers a text for the target language readers. An amateur translator, on the other hand, may destroy the prospect, beauty, and liveliness of the text. Therefore, while translating a text, a translator has to turn on his/her utmost possible creative aptitude along with a fanciful imagination of linguistic ability in context. The text “Exercise Book” is a short story, the translation of “Khata”, extracted from the collection of Rabindranath Tagore's short stories titled Rabindranath Tagore: Selected Short Stories, translated by William Radice. This analysis attempts to explore the emotional narrative and discovers if it interprets the subjectivity of Uma’s feelings and thoughts depicted in the short story “Khata” relatively. In addition, this paper is an exertion to understand and scrutinize which category of the translation does this story follow, while translating a text whether it is a sense-for-sense translation or word-for-word translation and whether it is a literary art form or not. For theorizing the translated short story three translation theories by Jakobson, Derrida and Benjamin have been reconnoitered in the paper. Keywords: Translator, creative, sense-for-sense, word-for-word, art, translation
Learning Opportunities and Challenges in Online Classes During COVID-19
(Daffodil International University, 23-07) Al Mahmud, Rafi
The COVID-19 pandemic forced several Bangladeshi private universities to move from in-person to online classes. This paradigm shift has facilitated a unique window of opportunities to harness the untapped potentials of e-learning practices in Bangladesh. However, it has posed a myriad of coping challenges for Bangladeshi students. This exploratory research was conducted to identify the seized learning opportunities along with the critical challenges experienced by the students while learning from online classes at a private university of Bangladesh. This research adopted a mixed methodology of combining both qualitative and quantitative approach for holistic insights. Quantitative data was collected through an online questionnaire survey on a representative and diverse sample size of 745 participants from ten different departments. Semi-structured in-depth interviews consisting of closed and open-ended questions were conducted on 20 respondents for in-depth findings. Primary findings demonstrate the underutilized potential of online classes such as adaptive personal learning, peer learning, gamification, collaborative problem solving, synchronized and asynchronized communications etc. The primary challenges include inadequate infrastructural arrangements, lack of uniform and coherent guidelines, non-existence of incentives, limited access to devices, interrupted internet connectivity, poor speed of internet, high data price, limited or no prior orientation to online learning tools and techniques, tedious online class schedule, increased summative and formative tests, fatigue from overusing virtual platforms and physiological issues such as eye-strain, backpain, headache, dizziness from prolonged online classes, absence of face-to-face socialization etc. Based on these findings, this study recommends a few pragmatic strategies to harness the untapped opportunities of online learning and further ensure the viability and sustainability of online education in Bangladesh. Keywords: E-learning; opportunities; online classes; Bangladesh; COVID-19.
Possibility of Using Jamboard for Interactive Remote EFL Teaching and Learning
(Daffodil International University, 23-07) Yesmin, Farjana; Siddique, Shahrina Afrin
COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jamboard can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jamboard to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jamboard for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jamboard for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education
Identity Crisis and Quest for Self-Autonomy in The Bell Jar
(Daffodil International University, 23-07) Anika, Ayman; Barman, Binoy
Identity crisis has been a long-discussed topic in English literature and it is vastly connected with the notion of self-autonomy. Most of the works of Sylvia Plath—regarded as one of the dynamic and controversial poets of the twentieth century—centre around the themes of identity crisis and self-autonomy that are intricately woven into the fabric of twentieth-century English literature. Through the character of Esther Greenwood in Sylvia Plath’s The Bell Jar (1963), this paper investigates how identity crisis takes its origin in the psyche of Plath’s heroine, a middle-class woman coming of age in 1950s America. Moreover, this paper equally shows what role the ideology of cultural containment of 1950s America has played in fracturing Esther’s self-esteem and sense of individuality. The researcher has reasoned that Esther’s individual suffering transcends the immediate vicinity of her personal space and resonates with the struggles that the female population of that time went through, thus making it a generic experience which has become a predominant issue of discussion in the modern era. Finally, the researcher demonstrates the ways via which Esther is able to win back her personalized identity and autonomy, though not fully but partially. Keywords: Identity crisis, Self-autonomy, Mental illness
Potential Success in English Writing Skills Using Artificial Intelligence “Grammarly”
(Daffodil International University, 2023-07) Shahriar, Arafat; Laboni, Fatema Begum
"Grammarly" is a cloud-based typing assistant or artificial intelli gence that checks for spelling, grammar, punctuation, coherence, interactivi ty, and other errors and replaces them with the appropriate responses. The purpose of the study is to investigate Bangladeshi students’ perception of using Grammarly in their writing to explore AI's potential creditability in effective English writing learning. The participants of the study are 55 students enrolled in different undergraduate programs at Daffodil Interna tional University, Ashulia, Dhaka, Bangladesh. A random sampling technique was used to collect the sample from non-English department students. A questionnaire was developed to gather the information for this research. The study has been conducted through a mixed-method convergent design methodology. The study finds that the participants who use Gram marly or used Grammarly at some point in their lives have developed their writing skills after using Grammarly. The finding of the research strongly discloses the potential success of learning English Writing by using the Artificial Intelligence “Grammarly”. Keywords: Artificial intelligence, Grammarly, Learning, English writing
Exploring English Language Teaching at Dakhil Level in the Aliya Madrasas in Bangladesh
(Daffodil International University, 2023-07) Ashraf, Tasleem Ara
In Bangladesh, a large group of students study in the Aliya madra sas that provide both religious and secular education. According to the new curriculum, the students studying at the Aliya madrasas must learn English language from Ebtedayee level (primary) and continue until Kamil (masters) level. However, the reports from BANBEIS and World Bank (2015) have revealed that the English language proficiency of the students are below the standard. Therefore, this study is an attempt to explore the English language teaching and learning approaches applied at Dakhil level in Aliya madrasas. Dakhil level is considered equivalent to S.S.C or secondary level education in Bangladesh. Data for the study was collected using a mixed method that included a questionnaire survey, interviews and focus group discussion. A total 50 teachers and 200 students from ten Aliya madrasas participated in the survey. The major findings revealed that CLT methods were not properly implemented in the Aliya madrasas at Dakhil level. Lack of adequately trained teachers, backdated syllabus, lack of necessary teaching aids, large class size and prevalence of traditional language teaching methods have been identified as the major causes for the poor teaching and learning of English language at the Aliya madrasas in Bangladesh. Keywords: CLT, Aliya Madrasa, Dakhil level, ELT, NCTB, English for Today
Assessing Content-Based Instruction (CBI) in the Context of Teaching English at the Tertiary Level of Bangladesh
(Daffodil International University, 2023-07) Ahmed, Firoz; Akter, Rahima
This study aims to assess the English language outcome of Content-Based Instruction (CBI) among EFL learners of English at the tertiary level of Bangladesh and the problems involved in this process, where a group of students and teachers (existing) of English department were the focus of the study. To conduct this study, a mixed-method approach was applied where research instruments such as questionnaire and classroom observation were used. In total, 279 (students=260, teachers=19) respon dents participated in the survey questionnaires and classroom observations. The findings of this study suggested that though teachers and students prefer the CBI approach, some drawbacks were found in this learning process. Keywords: Content-Based Instruction, Tertiary Level Learners of Bangladesh, EFL context