33 research outputs found

    Critical Insights in Choosing Approaches to Feedback in Second Language (L2) Writing: Catering Individual Needs

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    Although there is a debate as to whether or not feedback in writing helps second language learners, this research indicates that learners improve in writing with having feedback from their instructors. However, in correcting learners’ errors, especial care should be rendered to learners’ individual needs as all the learners do not like a single approach to feedback. Apart from indicating the importance of feedback, in what this study contributes to the existing literature is the suggestion that learners’ choice of the approaches to feedback varies more because of learners’ ‘individual needs’ than their ‘cultural differences’. Key Words: Writing Errors, Formative Feedback, Summative Feedback, Direct Feedback, Indirect Feedbac

    Issues in the Integration of Educational Technology into English Language Teaching Programme: An Empirical Study

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    Technology, as everybody will agree, is increasingly getting involved in language education. In teaching English as an International Language (EIL), as a matter of fact, there is an apparent need for integrating technology into English Language Teaching (ELT) education. This need has eventually brought about a new scope for ELT in the form of a new genre: Computer Assisted Language Learning (CALL). Following a Mixed Method Approach, this study investigates some of the issues relating to the use of CALL in the Department of English Language and Literature (ELL) at International Islamic University Chittagong (IIUC). The findings indicate some barriers that seem to impede the integration and the implementation of CALL in the department

    The Study of Errors and Feedback in Second Language Acquisition (SLA) Research: Strategies used by the ELT practitioners in Bangladesh to address the errors their students make in learning English

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    The study of errors and feedback is one of the major issues in Second Language Acquisition (SLA) research. The research in this area is so important because it gives the English language teaching (ELT) practitioners an opportunity to have an insight in understanding the nature of learners errors and in giving feedback to learners. Following quantitative method, this paper carries out an empirical cross-sectional survey research on errors and feedback in SLA in the context of Bangladesh in order to generalize the way in which the Bangladeshi ELT practitioners view their students errors and the ways they correct the errors