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All Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Journal of English Education and Teaching (JEET)
Al Hasan, Rakib
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Languange, Linguistic, Communication & Media

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Graduates’ English Communicative Skills and Professional Success: Perspectives from Universities and Industry stakeholders in Bangladesh Karmaker, Protiva Rani; Al Hasan, Rakib
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.110-127

Abstract

In today’s competitive employment market, graduates must be proficient in English communication to succeed professionally. Specifically, fluency in spoken English, professional writing skills, presentation skills, and interpersonal communication in English are critical factors that contribute to workplace success. This study investigates how far university graduates’ English communicative abilities contribute to their success in securing employment and performing effectively in the workplace. This paper broadly examines the needs of graduates for English communicative skills to progress in their careers. A mixed-method approach was employed, combining qualitative and quantitative data. The study was conducted at three purposively selected public universities in Bangladesh: the University of Dhaka, Jagannath University, and Jahangirnagar University. 50 students were purposively sampled, and 15 industry stakeholders from private banks, multinational companies, and English-medium schools in Dhaka were interviewed to explore workplace English proficiency expectations. The findings indicate a strong correlation between English communication skills and employment opportunities. However, many graduates face challenges in professional writing, public speaking, and business communication. Furthermore, the results highlight a considerable distance between the communication demands of the professional world and the English instruction provided at the university level, which results in unpreparedness for real-world communication challenges. In this regard, in enhance graduates' global competitiveness, the study recommends urgent curriculum modifications that prioritize business-oriented communication, industry-aligned training, and real-world English applications.
Exploring identity crisis in A House for Mr. Biswas from a post-colonial perspective Miah, Md. Jony; Yasmin Meem, Farjana; Al Hasan, Rakib
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 Karmaker, Protiva Rani; Al Hasan, Rakib
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 Karmaker, Protiva Rani Miah, Md. Jony Yasmin Meem, Farjana