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All Journal IJoLE: International Journal of Language Education Journal of Language Learning and Assessment
Ashraf, Tasleem Ara
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Classroom Language Proficiency of EFL Teachers at the Dakhil Level in Aliya Madrasas of Bangladesh: An Empirical Study Ashraf, Tasleem Ara
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.82099

Abstract

In Bangladesh, EFL learning in Aliya madrasas is still questionable as the English language proficiency of the students are far below the acceptable level. According to BANBEIS and World Bank (2018), there are huge dropouts that occur at Dakhil (equivalent to secondary) level in majority Aliya madrasas due to receiving failing grades in English language courses regularly. The poor English language proficiency of Madrasa students is also a result of ineffective teaching and insignificant use of target language by EFL teachers at Dakhil level. Therefore, EFL teachers at Dakhil level in the Aliya madrasas in Bangladesh need to have a very good oral proficiency of English language along with their content knowledge for effective teaching and learning. The purpose of this study was to examine the CLP (classroom language proficiency) of the teachers at Dakhil level who are currently teaching English language in different Aliya madrasas in Bangladesh. This research also investigated EFL learning and teaching in Aliya madrasas using classroom observation and explored the prevailing teaching methods of the teachers. Following qualitative methods of classroom observation and interviews, data were collected from thirty currently practicing teachers who are working at the secondary level in the Aliya madrasas in Bangladesh. Major findings revealed EFL teachers poor proficiency in the usage of target language, as the classroom observations reported I) Insignificant use of TL inside classrooms II) inadequacy in learner interaction using TL, III) limited scope for learner participation IV) lecture based classrooms V) vast  use of native language VI) TTT beyond limits etc. Therefore, this research came up with some recommendations that may help to bring qualitative changes among the teaching learning situation in the Aliya madrasas in Bangladesh.
Investigating Impact of ChatGPT on Creativity Among Literature and Non-English Majors in Bangladeshi Private Universities Ashraf, Tasleem Ara
Journal of Language Learning and Assessment Volume 3, Number 2, December 2025
Publisher : Naifaderu Cipta Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71194/jlla.v3i2.141

Abstract

Purpose The rapid rise of artificial intelligence tools, particularly ChatGPT, has transformed academic learning and creativity among university students. This study explores the comparative impact of ChatGPT usage on creativity among literature students and non-English majors. Specifically, it examines how students use ChatGPT, the challenges they face, and the effects of AI reliance on creative thinking and problem-solving. Methodology A mixed-methods approach was adopted, utilizing a structured questionnaire to collect data from both groups. The quantitative component, through a structured survey, will measure usage patterns, perceived benefits, challenges, and the perceived impact on creativity. The qualitative component, using open-ended survey responses, will capture deeper insights into students’ experiences, helping to explain the patterns observed in the quantitative data. This approach allows for triangulation, enhancing the validity and reliability of the study’s findings Results/Findings Findings suggest that while literature students tend to use ChatGPT as a tool to enhance idea generation and critical thinking, non-English majors are more likely to depend on it for ready-made answers, potentially limiting their creative engagement. Common challenges identified include inaccurate outputs, difficulty in formulating effective prompts, and occasional over-reliance on AI assistance. The study proposes a “Differential AI-Mediated Creativity” framework, highlighting that the impact of AI on creativity is mediated by students’ academic background, motivation, and engagement. Implication These insights emphasize the need for guided AI integration in academic settings, enabling students to harness ChatGPT effectively without compromising independent thinking. The research contributes to understanding how AI tools can be leveraged to foster creativity while minimizing dependency across diverse academic disciplines
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