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This Author published in this journals
All Journal ELT Echo JOLLT Journal of Languages and Language Teaching
Israt Jahan Shuchi
King Khalid University
Arts Humanities Education Languange, Linguistic, Communication & Media

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Translanguaging as an Instructional Strategy in Adult ESL Classroom Mehedi Hasan; A B M Shafiqul Islam; Israt Jahan Shuchi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 5, No 2 (2020): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i2.7311

Abstract

The use of the first language (L1) in adult second (L2/SL) or foreign language (FL) classrooms has always been a bone of contention over the past few decades. Many are in favor of L1 use terming it as constructive and facilitating for language learning while some disapprove that practice and identify it as a hindrance to the teaching and learning of a language. Of late, the concept of translanguaging has added a new dimension to this long-standing debate of using L1 in teaching/learning L2 since it basically insists on viewing languages as a single unitary system as opposed to the traditional linguistic perception of L1 versus L2. However, there have only been a very few studies on translanguaging with particular emphasis and attention given to ESL/EFL adults at the college/university level. This research study thus attempts to shed light on the theoretical underpinnings of this L1-L2 dichotomy and discuss how translanguaging differs from the customary notion of using L1 in the adult L2 classroom. This study uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The results demonstrated that both translanguaging and the notion of L1use in the L2 classroom are pedagogically similar as both allow the use of L1 in L2 classrooms at varying degrees though theoretically, they are different.
Using Mobile-Based Formative Assessment in ESL/EFL Speaking Mahedi Hasan; A B M Shafiqul Islam; Israt Jahan Shuchi
Journal of Languages and Language Teaching Vol 9, No 1 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i1.3449

Abstract

With the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. Recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. There have been a good number of research studies on the use of Mobile Assisted Language Learning (MALL) or Mobile Learning (ML) in EFL or ESL classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (MBFA). Hence, this study attempts to shed light on MBFA and review the recent literature available on it and its effective utilization in developing ESL/EFL speaking skill. This paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that MBFA practices in ESL/EFL speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers.
Co-Authors A B M Shafiqul Islam Mahedi Hasan Mehedi Hasan