http://dspace.aiub.edu:8080/jspui/handle/123456789/430 2026-03-31T20:26:00Z http://dspace.aiub.edu:8080/jspui/handle/123456789/2539 Title: May Falgun (Spring) spark higher education Authors: Ibna Seraj, Prodhan Mahbub 2024-08-07T00:00:00Z http://dspace.aiub.edu:8080/jspui/handle/123456789/987 Title: The effectiveness of mobile assisted language learning (MALL) on ESL listening skill Authors: Hasan, Mehedi Abstract: Using mobile technology in English learning and teaching has been on the rise all over the world over the past few decades and hence, has received considerable attention and importance from academics in recent years. As a result, several experimental studies have been carried out about the use and effectiveness of mobile phones in the teaching/learning process. However, there have been only a few studies on mobile-assisted listening comprehension. This study aims to explore whether Mobile Assisted Language Learning (MALL) is effective in teaching/learning listening skills to the students of university-level English language programs and could better enhance students’ listening ability. It also endeavors to assess why some MALL strategies/techniques are more effective than others. This study uses a qualitative research method. It exclusively uses the relevant secondary materials available on the broader topic- the use and efficacy of mobile phones in teaching/learning listening skills. The results indicated that the MALL is meaningfully efficacious in teaching/learning ESL/EFL listening skills. Therefore, using appropriate strategies could positively contribute to bringing about better learning. Besides outlining a brief overview of MALL, the study also recommends some practical and useful stratagems that ESL/EFL educators can use while designing MALL listening tasks/activities. 2020-09-30T00:00:00Z http://dspace.aiub.edu:8080/jspui/handle/123456789/986 Title: Using mobile-based formative assessment in ESL/EFL speaking Authors: Hasan, Mehedi Abstract: With the widespread application of smartphones in and outside the classroom, mobile-based teaching and learning is drawing much attention and hence being extensively practised nowadays across the globe. Recently, using smartphones for assessment purposes has been a new phenomenon and the researchers are still examining what processes the use of mobile-based assessment tools may include and what outcomes and challenges they can cause to teachers and students in terms of learning/teaching performance, motivation and attitudes. There have been a good number of research studies on the use of Mobile Assisted Language Learning (MALL) or Mobile Learning (ML) in EFL or ESL classroom but not much literature is known about the mobile-based language assessment, especially mobile-based formative assessment (MBFA). Hence, this study attempts to shed light on MBFA and review the recent literature available on it and its effective utilization in developing ESL/EFL speaking skill. This paper uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The literature revealed that MBFA practices in ESL/EFL speaking classes are effective to a certain extent and some tools and procedures seem to be more effective than others depending on the design principles and strategies used by teachers or app developers 2021-01-25T00:00:00Z http://dspace.aiub.edu:8080/jspui/handle/123456789/985 Title: Translanguaging as an instructional strategy in adult ESL classrooms Authors: Hasan, Mehedi Abstract: The use of the first language (L1) in adult second (L2/SL) or foreign language (FL) classrooms has always been a bone of contention over the past few decades. Many are in favor of L1 use terming it as constructive and facilitating for language learning while some disapprove that practice and identify it as a hindrance to the teaching and learning of a language. Of late, the concept of translanguaging has added a new dimension to this longstanding debate of using L1 in teaching/learning L2 since it basically insists on viewing languages as a single unitary system as opposed to the traditional linguistic perception of L1 versus L2. However, there have only been a very few studies on translanguaging with particular emphasis and attention given to ESL/EFL adults at the college/university level. This research study thus attempts to shed light on the theoretical underpinnings of this L1-L2 dichotomy and discuss how translanguaging differs from the customary notion of using L1 in the adult L2 classroom. This study uses a qualitative research method that exclusively uses the relevant secondary references/works available on the topic. The results demonstrated that both translanguaging and the notion of L1use in the L2 classroom are pedagogically similar as both allow the use of L1 in 2020-12-15T00:00:00Z