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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
Rakib Al Hasan
Department of English, University of Rajshahi, Bangladesh

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Exploring identity crisis in A House for Mr. Biswas from a post-colonial perspective Md. Jony Miah; Farjana Yasmin Meem; Rakib Al Hasan
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 1 (2025): July 2025
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v10i1.15549

Abstract

This paper explores the post-colonial themes of identity crisis, alienation, and cultural displacement in V.S. Naipaul’s A House for Mr. Biswas. Through a close reading of the novel, the study examines how the protagonist, Mr. Biswas, resists the oppressive control of the Tulsi family and asserts his individuality by striving to build a house of his own. Rather than conforming to the familial imperialism that mirrors colonial dominance, Mr. Biswas challenges it, making his pursuit of a home a powerful metaphor for post-colonial resistance and self-definition. The analysis highlights how Naipaul portrays the existential struggles of a marginalized individual within a fractured society shaped by colonial legacy. Using descriptive and analytical methods, with the novel as the primary source and scholarly literature as secondary support, this study reveals that Mr. Biswas’s journey is emblematic of the broader post-colonial quest for autonomy and identity. Ultimately, the novel affirms that reclaiming personal space is essential to overcoming cultural subjugation and achieving post-colonial liberation.
Graduates’ English communicative competence and its impact on academic success: Implications for EFL learning in Bangladeshi public universities Protiva Rani Karmaker; Rakib Al Hasan
EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol. 10 No. 1 (2025): July 2025
Publisher : Universitas Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/enjourme.v10i1.15690

Abstract

In Bangladesh’s EFL context, English communicative competence plays a critical role in shaping students’ academic success. This study examines the impact of English language skills on the educational experiences of public university graduates and identifies key instructional and curricular gaps. Using a mixed-methods explanatory sequential design, the study surveyed 100 graduates from three major public universities and conducted semi-structured interviews to explore their language challenges and perceptions. Quantitative data were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis. Findings reveal that although many graduates self-rated their English skills as “good,” significant deficiencies, particularly in speaking and writing, frequently hindered academic tasks such as essay writing, presentations, and research communication. Notably, over 60% of participants reported a mismatch between university English instruction and the language demands of academic work. Qualitative insights further emphasize the emotional struggles and performance anxieties associated with low communicative competence. The study highlights the pressing need for curriculum reforms that focus on English for Academic Purposes (EAP), provide interactive speaking opportunities, and incorporate performance-based assessments. These findings advocate for skill-based, context-aware EFL instruction to better support academic achievement and professional preparedness in Bangladeshi higher education.
Co-Authors Farjana Yasmin Meem Md. Jony Miah Protiva Rani Karmaker