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All Journal International Journal of Evaluation and Research in Education (IJERE) FOSTER: Journal of English Language Teaching Journal of Digital Learning and Distance Education PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Fatema, Kaniz
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Turning English Language Teaching into Service Learning: Transformative Education for Fourth Industrial Revolution Fatema, Kaniz; Hossain, Md Mozaffor
FOSTER: Journal of English Language Teaching Vol. 4 No. 2 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i2.149

Abstract

This research article means to academically elaborate the imperativeness of establishing a pragmatic convergence between English Language Teaching (ELT) and Service Learning (SL) as a worthwhile way of ensuring Transformative Education (TE) which, eventually, has a rewarding prospect of buttressing the ensuing as well as the currently-functioning Fourth Industrial Revolution (4IR). The researchers delineate some feasible models for incorporating service-learning into ELT arrangements at the program offering entity, and thereby, illustrate how these SL and ELT combinations might result in TE, and, somehow or other, instigate FIR.
Women in Ancient Greek literature: Either Conformist or Rebellious Fatema, Kaniz
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 4, No 1: February (2025) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v4i1.70889

Abstract

Greek literature, originating in Greece, has influenced generations across Europe, introducing genres like poetry, tragedy, comedy, and western philosophy. Ancient Greek mythology often depicted women as deceitful and manipulative, reflecting patriarchal society. This study contrasts the portrayal of women in Ancient Greek literature and modern-day literature, focusing on the female protagonists Medea, Clytemnestra, and Jocasta. It examines how these women, through their actions in Medea, Agamemnon, and Oedipus Rex, challenge societal norms and grapple with issues of power, identity, and autonomy. Feminist perspectives highlight how these ancient figures resonate with modern concerns about individuality and gender equality, revealing a long-standing tension between societal conformity and personal agency. This research will delve into the roles of female characters aware of their social position and, thereby, gradually emerging as rebellious and defying figures in their society. This paper  elaborately discusses how societal conventions define women as either ideal or evil, based on male standards. By exploring gender expectations across literary eras, the study offers insights into how women navigate these constraints and highlights new avenues for feminist literary discourse. Keywords: Ancient Greek; Conformist; Feminism; Individualism; Male Chauvinism
Bangladeshi university EFL teachers’ vision for the future role of artificial intelligence in teaching and teachers’ new identity Hasan, Md. Mahadhi; Fatema, Kaniz; Mahmud, Rashed
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.33638

Abstract

Global education has seen the rapid integration of artificial intelligence (AI). However, its adoption in Bangladeshi universities has been limited, raising questions about the perceived value and future applications of AI among English language teachers. This study examines how English as a foreign language (EFL) teachers at Bangladeshi universities envision a future role for AI in language instruction and discusses how the integration of AI might redefine their professional identity. The data were collected through a survey of 123 EFL teachers from 20 universities, using simple random sampling, and in-depth interviews with five teachers selected through purposive sampling, following a mixed-method approach. Quantitative analysis, supported by descriptive statistics, multicollinearity tests, and multiple regression, revealed that perceived usefulness has a significant impact on teachers’ attitudes toward AI, with a coefficient of 0.643 and a p-value of less than 0.001. In contrast, perceived challenges do not significantly influence attitudes, with a coefficient of 0.032 and a p-value of 0.665. Qualitative findings further illustrate the evolution of professional identity, where teachers acknowledged the potential of AI to change practice through task automation and personalization; however, concerns remain about changes in roles and gaps in skills. Piloting and expert review, together with rigorous statistical procedures, were used to ensure the reliability and validity of the research. The study concludes by stating that the effective integration of AI requires demonstrating its practical benefits and addressing the barriers, thereby providing valuable insights for policy and practice in Bangladeshi universities.
Students’ Perspectives on Using E-portfolio for Tertiary-level Academic Writing Fatema, Kaniz; Nur-A Amanat, Mohammed; Md. Sadman Mobtasin, Munshi
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i11.680

Abstract

This study investigates student perceptions regarding the implementation of electronic portfolios (e-portfolios) in tertiary-level academic writing courses. Utilizing an experimental research design, the study compares the effectiveness and student experiences of e-portfolios against traditional paper-based portfolios within the L2 writing classroom. The research was conducted on two homogeneous groups enrolled in the "English Composition and Communication Skills" course, where variables were kept constant to ensure comparative accuracy. While one group utilized paper-based portfolios, the other group integrated e-portfolios as a core component of their formative assessment. A mixed-methods approach was employed for data collection and analysis. Quantitative data were gathered through a five-point Likert scale questionnaire administered at the end of the semester, while qualitative insights were obtained through focus group discussions (FGDs) using semi-structured frameworks. Quantitative results were processed using Stata statistical software, whereas FGD data underwent a rigorous process of transcription, translation, thematic coding, and categorization. The findings indicate that students using e-portfolios demonstrated superior organizational skills and were better prepared for examinations, despite encountering initial technological hurdles. Ultimately, the research highlights the positive impact of digital tools on student preparation and learning trajectories, offering significant implications for the future of formative assessment in higher education.
Co-Authors Hasan, Md. Mahadhi Hossain, MD Mozaffor Mahmud, Rashed Md. Sadman Mobtasin, Munshi Nur-A Amanat, Mohammed