Dr M Enamul - Academia.edu (original) (raw)
Dr. M. Enamul Hoque has long experience in curriculum and syllabus design.He is a teacher educator and an academic. He is an M.A. in English from Dhaka University. He has also obtained his M.Phil and PhD Degree in Applied Linguistics and ELT. He publishes research articles in the recognized journals in home and abroad. He presents papers in national and international conferences. Currently, he leads 03 International Journals registered with the ISSN Center.
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Papers by Dr M Enamul
In order to enhance instruction for foreign languages, it is important to consider a variety of o... more In order to enhance instruction for foreign languages, it is important to consider a variety of options in designing technology. Furthermore, it is crucial to understand different learning issues, theories of language acquisition, methodologies in foreign language teaching, and questions when designing instruction for foreign language learning via computers. The EFL context seeks to critically expand the use of technology in basic foreign language education, to contribute to instruction in advanced literature and culture courses, and to support ESL education. The article premise is that technology can be used as an effective teaching tool for English language learners. The authors discuss a variety of research illustrating how teachers can help English language learners develop their language skills through the use of technology.
Language teaching has historically alternated between scholarly and pragmatic approaches. This ar... more Language teaching has historically alternated between scholarly and pragmatic approaches. This article describes the role of literature in EFL classes. Language, as we know, is a tool for communication. Learning a foreign language is more than memorizing all of the grammatical structures that are possible in a language.
Teaching Documents by Dr M Enamul
In order to enhance instruction for foreign languages, it is important to consider a variety of o... more In order to enhance instruction for foreign languages, it is important to consider a variety of options in designing technology. Furthermore, it is crucial to understand different learning issues, theories of language acquisition, methodologies in foreign language teaching, and questions when designing instruction for foreign language learning via computers. The EFL context seeks to critically expand the use of technology in basic foreign language education, to contribute to instruction in advanced literature and culture courses, and to support ESL education. The article premise is that technology can be used as an effective teaching tool for English language learners. The authors discuss a variety of research illustrating how teachers can help English language learners develop their language skills through the use of technology.
Explicit or direct instruction is a systematic method of teaching with emphasis on proceeding in ... more Explicit or direct instruction is a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. The purpose of this paper is to describe the tenets of explicit instruction, an important instructional approach to ensure the success of students who struggle in reading secondary level. An overview of the topic is provided along with a discussion of current reading statistics; best practices in reading; what explicit instruction is and what it is not; lesson planning, delivery, and assessment; the stages of learning; and the research supporting the use of explicit instruction.
Teachers’ beliefs and professional statements are thought to have a profound influence on their c... more Teachers’ beliefs and professional statements are thought to have a profound influence on their classroom practices. Teachers tend to implement classroom practices that reflect their philosophical beliefs. The objective of the study was to explore the gaps between statements and classroom practices of teachers in teaching English as a Foreign Language (EFL) at the Higher Secondary Level. The present research was an intensive qualitative study which applied in-depth interviews and the reference of classroom observation outcomes to determine the gaps between the teachers’ beliefs and their practice in the classroom. The participants of the study were 6 EFL teachers who took part in the in-depth interview sessions after they were observed in the EFL class. The data was analysed in the constant comparative method; the remarks and assertions made by interviewed teachers during the various interview sessions were constantly compared and contrasted throughout the research process. The study revealed that in most of the cases the teachers did not practice what they believed and claimed to have practiced in their EFL classroom; with a very few exceptions, they were found very traditional and dominating in the classroom opposed to what they claimed in their interview sessions. The teachers advocated the Communicative Language Teaching (CLT), use of target language, student-centered classroom, various participatory instructional approaches, and use of authentic materials; however, their claims were not reflected in practical when they were observed in the classroom teaching.
In order to enhance instruction for foreign languages, it is important to consider a variety of o... more In order to enhance instruction for foreign languages, it is important to consider a variety of options in designing technology. Furthermore, it is crucial to understand different learning issues, theories of language acquisition, methodologies in foreign language teaching, and questions when designing instruction for foreign language learning via computers. The EFL context seeks to critically expand the use of technology in basic foreign language education, to contribute to instruction in advanced literature and culture courses, and to support ESL education. The article premise is that technology can be used as an effective teaching tool for English language learners. The authors discuss a variety of research illustrating how teachers can help English language learners develop their language skills through the use of technology.
Language teaching has historically alternated between scholarly and pragmatic approaches. This ar... more Language teaching has historically alternated between scholarly and pragmatic approaches. This article describes the role of literature in EFL classes. Language, as we know, is a tool for communication. Learning a foreign language is more than memorizing all of the grammatical structures that are possible in a language.
In order to enhance instruction for foreign languages, it is important to consider a variety of o... more In order to enhance instruction for foreign languages, it is important to consider a variety of options in designing technology. Furthermore, it is crucial to understand different learning issues, theories of language acquisition, methodologies in foreign language teaching, and questions when designing instruction for foreign language learning via computers. The EFL context seeks to critically expand the use of technology in basic foreign language education, to contribute to instruction in advanced literature and culture courses, and to support ESL education. The article premise is that technology can be used as an effective teaching tool for English language learners. The authors discuss a variety of research illustrating how teachers can help English language learners develop their language skills through the use of technology.
Explicit or direct instruction is a systematic method of teaching with emphasis on proceeding in ... more Explicit or direct instruction is a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. The purpose of this paper is to describe the tenets of explicit instruction, an important instructional approach to ensure the success of students who struggle in reading secondary level. An overview of the topic is provided along with a discussion of current reading statistics; best practices in reading; what explicit instruction is and what it is not; lesson planning, delivery, and assessment; the stages of learning; and the research supporting the use of explicit instruction.
Teachers’ beliefs and professional statements are thought to have a profound influence on their c... more Teachers’ beliefs and professional statements are thought to have a profound influence on their classroom practices. Teachers tend to implement classroom practices that reflect their philosophical beliefs. The objective of the study was to explore the gaps between statements and classroom practices of teachers in teaching English as a Foreign Language (EFL) at the Higher Secondary Level. The present research was an intensive qualitative study which applied in-depth interviews and the reference of classroom observation outcomes to determine the gaps between the teachers’ beliefs and their practice in the classroom. The participants of the study were 6 EFL teachers who took part in the in-depth interview sessions after they were observed in the EFL class. The data was analysed in the constant comparative method; the remarks and assertions made by interviewed teachers during the various interview sessions were constantly compared and contrasted throughout the research process. The study revealed that in most of the cases the teachers did not practice what they believed and claimed to have practiced in their EFL classroom; with a very few exceptions, they were found very traditional and dominating in the classroom opposed to what they claimed in their interview sessions. The teachers advocated the Communicative Language Teaching (CLT), use of target language, student-centered classroom, various participatory instructional approaches, and use of authentic materials; however, their claims were not reflected in practical when they were observed in the classroom teaching.