Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) VIVID Journal of Language and Literature Language Literacy: Journal of Linguistics, Literature, and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts)
Mahmud, Rashed
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Translation Quality in Translating Abstract in Thesis from the Economics Field Fadilla, Dwi; Ardi, Havid; Mahmud, Rashed
Vivid: Journal of Language and Literature Vol. 13 No. 1 (2024)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.13.1.79-89.2024

Abstract

A scientific research report should provide abstract at the beginning of themanuscript. Students who learn English as a foreign language in Indonesiais also provided with the translation skill, including in translating abstract.This study aims to analyze the translation quality of the thesis abstracttranslated by the English literature students of UNP. This research usedthe descriptive method as the research design. The population of thisstudy consisted of sixth-semester English literature students of UNP,and the purposive sampling method was used to select 25 students as thesample. A translation test was used to collect data. Based on the resultsof the analysis of the translation quality, the researcher concludes thatthe students’ accuracy, acceptability, and readability of the abstract in thethesis for students of English Literature who have studied translation is lessaccurate, less acceptable, and has a high readability translation level. Thelevel of accuracy is at an average of 2.14. The level of acceptability is at anaverage of 2.34. Moreover, the level of readability is at an average of 2.71.
EFL TEACHERS' PERCEPTIONS OF AI'S IMPACT ON ACADEMIC INTEGRITY AND PEDAGOGY IN BANGLADESHI UNIVERSITIES Islam, Mirajul; Hasan, Md. Mahadhi; Mahmud, Rashed
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 8, No 2: December 2024
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v8i2.10082

Abstract

The objectives of the research are to identify Bangladeshi EFL teachers’ perceptions regarding the role of AI in language teaching in the way it affects academic integrity, the pedagogical issues, and how these can affect the efficacy of the existing institutional policies in English teaching profession. This study used a descriptive quantitative research design, which is based on an online questionnaire survey with 115 EFL teachers teaching in 22 private universities in Bangladesh. The results found that 69.6% of teachers were concerned about the ethical implications of AI, most prominently 69.6% about the alignment with academic dishonesty. In addition, 65.2% of the teachers revealed challenges in merging AI into class pedagogy, with the foremost reason being a lack of institutional support and training provision to integrate the lessons into class lessons. Indicatively, 74.8% of respondents stated that current institutional policies do not enable dealing with the challenges posed by AI in education. The study recommends the immediate requirements for extensive AI-related training programs, institutional regulations, and instruments to attain academic integrity in EFL classrooms. This research builds on and adds to the growing literature on AI in education while capturing the Bangladeshi EFL context. Future research can be conducted on the threats of AI-integration in EFL teaching and learning. 
KARDS Model: An Alternative Approach to Language Education Santiana, Santiana; Enriquez, Alexis; Marzuki, Abdul Gafur; Mahmud, Rashed; Ghofur, Abdul
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i1.5232

Abstract

Students can be motivated by making them aware of their intrinsic and extrinsic motivation. Guiding the student could include addressing the subject’s goals, the nature of the activities, and the techniques used to complete the tasks, including supporting them in determining the best ways to learn. Providing learning facilities indicates that the instructor should be able to facilitate and simplify learning. This is essentially characterized as creating and establishing suitable learning settings and providing learning resources. This piece of paper will emphasise a literature review on the KARDS Model as an alternative conceptualization for language training. The review is based on journal papers, conference proceedings, and book chapters that explore Kumaravadivelu's KARDS Model. The scope of this discussion is limited to the following points: (1) presenting Postmodernism as a relevant theoretical framework in the context of language teacher education and (2) presenting the KARDS model as an alternative conceptual outline that can help language teachers address teaching issues more effectively. This finding demonstrates that teachers must keep their knowledge, which serves as their academic medium of communication, up to date in order to survive in academic contexts. Their enhanced professional and personal knowledge is projected to lead to more positive perceptions. This distinction may be justified by the circulation of knowledge transfer and building, the routine exchange of knowledge, and academicians' access to the most recent results.Keywords: Alternative Approach, KARDS Model, and Language Education
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.
Co-Authors Abdul Gafur Marzuki Abdul Ghofur Enriquez, Alexis Fadilla, Dwi Fatema, Kaniz Hasan, Md. Mahadhi Havid Ardi Islam, Mirajul Santiana Santiana