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OBE Curriculum and EFL Learning: A Comparative Study between Khulna University and NUBTK Shaikh, Hasan; Kabir, Md. Shahjahan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1933

The alignment between OBE curricula and EFL learning outcomes plays a crucial role in shaping students’ language proficiency and academic success. This study aims at exploring the effectiveness of OBE in EFL context at KU and NUBTK through a comparative analysis of 80 undergraduate students’ perceptions. And their perceptions were collected through a survey questionnaire. The results suggest that KU students perceived clearer learning outcomes, better English proficiency, and a more structured integration of course materials. The effectiveness of feedback mechanisms, critical thinking enhancement, and real-world applications was also perceived to be higher at KU. In contrast, NUBTK students exhibited more varied responses, with a higher proportion of neutral perceptions, suggesting inconsistencies in curriculum implementation. Despite these differences, both institutions showed no statistically significant variation in reading and writing skill development, indicating comparable effectiveness in these areas. However, KU students perceived significantly stronger improvements in speaking confidence and analytical skills, reinforcing the notion that well-structured OBE implementation enhances student learning experiences. Nevertheless, to address the limitation of this study, future works should explore faculty perspectives, conduct longitudinal studies, and include qualitative methods. Moreover, institutions should refine their OBE frameworks to ensure that students acquire the linguistic and cognitive skills necessary for academic and professional success.

Emily Brontë’s Wuthering Heights in EFL Classroom: Writing Skills Focus Akter Mukta, Rukaiya; Kabir, Md. Shahjahan; Yeasmin, Farhana
Language, Technology, and Social Media Vol. 3 No. 1 (2025): June 2025 | Language, Technology, and Social Media
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/ltsm.v3i1.70

Integrating literature into language learning can prove to be a highly effective tool in an English as a Foreign Language (EFL) classroom. This is because a literary text encompasses various features related to language and linguistics. The exploration and utilization of these features in a language classroom can significantly advance students’ language skills, as literature leaves a lasting impact on their minds. Literature serves the dual purpose of entertaining and educating learners. Emily Brontë’s Wuthering Heights is an excellent source of different sentence patterns, rhetorical devices, idiomatic expressions, anaphoric and cataphoric references, ellipses, etc. Delving into the teaching and learning of these aspects can effectively enhance students’ writing skills. Traditionally, literary texts are taught with a focus on thematic and philosophical aspects, often neglecting linguistic elements. This study addresses and deconstructs these overlooked linguistic aspects, examining the practicality of incorporating novels into the EFL classroom. The study specifically aims at unveiling the role of Emily Brontë’s novel, Wuthering Heights, in English language learning, with a focus on how the novel can be employed as a valuable tool to advance students’ writing skills. The findings of this article may pave the way for a reconsideration of EFL syllabi, advocating the inclusion of literary texts as potential resources for developing students’ writing proficiency.

Challenges for Coastal Children: Investigating the Causes of School Dropout in the Southern Coastal Area of Bangladesh Hossain, Md. Saddam; Yeasmin, Farhana; Kabir, Md. Shahjahan; Al-Mahde, Abdul Elah
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 1 (2025): May 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : Wise Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i1.184

Coastal areas in Bangladesh are highly vulnerable to environmental and socioeconomic issues, leading to significant setbacks in children’s education. In a disaster-prone area like Satkhira, Shyamnagar Upazila, the root causes for high rates of student dropouts in schools are interlinked with the natural calamities of the land. This study aims at identifying the multifaceted challenges tending to school dropouts in the disaster-prone coastal area of Shyamnagar Upazila, Bangladesh. To achieve the aim, this study employs an exploratory qualitative design and purposive sampling, including structured interviews for 34 participants: 10 dropout children (aged between 10–16), 12 parents of dropout children, and 12 teachers from primary and secondary schools. Findings highlight that there are factors, such as natural calamities and scarcity of water, that directly hinder the education process and increase dropout rates. Economic constraints force children to leave schools so that they can work and earn money, alongside sociocultural factors such as child marriage and other gender norms. The study found that people who dropped out of school feel remorse and want to go back to school but get little or no assistance from the stakeholders. Inadequate infrastructure, sociocultural barriers, and psycho-social issues are also contributors to school dropouts.

OBE Curriculum and EFL Learning: A Comparative Study between Khulna University and NUBTK Shaikh, Hasan; Kabir, Md. Shahjahan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 2 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i2.1933

The alignment between OBE curricula and EFL learning outcomes plays a crucial role in shaping students’ language proficiency and academic success. This study aims at exploring the effectiveness of OBE in EFL context at KU and NUBTK through a comparative analysis of 80 undergraduate students’ perceptions. And their perceptions were collected through a survey questionnaire. The results suggest that KU students perceived clearer learning outcomes, better English proficiency, and a more structured integration of course materials. The effectiveness of feedback mechanisms, critical thinking enhancement, and real-world applications was also perceived to be higher at KU. In contrast, NUBTK students exhibited more varied responses, with a higher proportion of neutral perceptions, suggesting inconsistencies in curriculum implementation. Despite these differences, both institutions showed no statistically significant variation in reading and writing skill development, indicating comparable effectiveness in these areas. However, KU students perceived significantly stronger improvements in speaking confidence and analytical skills, reinforcing the notion that well-structured OBE implementation enhances student learning experiences. Nevertheless, to address the limitation of this study, future works should explore faculty perspectives, conduct longitudinal studies, and include qualitative methods. Moreover, institutions should refine their OBE frameworks to ensure that students acquire the linguistic and cognitive skills necessary for academic and professional success.

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