Cleaning Drains and Roadsides Together: EFL Teachers and Learners Enacting Service-Learning (Published)
Service-learning tasks practiced by EFL teachers and learners are rare phenomena in Bangladesh. In fact, the lessons of service-learning haven’t been integrated into the EFL classrooms in Bangladesh so far. Consequently, it is obvious that teachers and learners in this field are not seen performing community welfare services anywhere in the country. I have been teaching English at university level for the last 10 years and have had no experience of the incorporation of service-learning and EFL teaching and learning in Bangladeshi context, which made me think and inspired me to begin with the good idea. With only little theoretical knowledge, I started talking on service-learning and motivating my students about it, which many of them responded to from a sense of civic responsibility. Subsequently, I presented the idea of actuating the knowledge of service-learning, and together we chose to clean drains and roadsides in Khulna City in Bangladesh. This article describes how we accomplished the task together and what we felt about it.
This paper is an exploration of Bangladeshi college students’ attitude towards English language learning. Learners’ attitude towards any language can be either positive or negative. Students with positive attitudes put more efforts into the job of learning a foreign language and therefore learn it better, faster and easier than those with negative attitudes towards the same language. Therewith, gender could be one of the factors influencing students’ attitudes towards ESL / EFL learning. The present piece of research was undertaken on 50 Bangladeshi college (higher secondary) students with a view to finding their behavioral and emotional attitudes towards English language learning and the study came up with a finding that the students hold positive attitude and there is no statistically significant difference in attitudes between males and females. In this research a questionnaire survey on participants’ behavioral and emotional attitudes was carried out and the colleted data were put in SPSS and thereafter the statistical results were interpreted. A Mann-Whitney U Test was performed to get the result of the difference of attitude on the basis of gender. The findings are expected to add significance to the body of research done in the relevant area and help teachers and syllabus designers re-set the pedagogical principles of English language learning and teaching at college level in Bangladesh in particular.
On English Native Speakers’ and Advanced Persian Speaking EFL Learners’ Use of Animal Metaphor in Addressing People (Published)
Animal metaphors as a pervasive phenomenon in all languages “demonstrate how certain aspects of animals and their instinctual and physical attributes as well as their behavior patterns are mapped onto human beings” (Silaski, 2013, p. 323). The present study was an attempt to compare English native speakers with advanced Persian speaking EFL learners in using animal names to address people. In doing so, 30 American native speakers were selected through convenience sampling. In addition, 24 advanced Persian speaking EFL learners were selected through running the Oxford quick placement test and convenience sampling. A questionnaire containing 50 animal names based on the questionnaire used by Halupka-Resetaa and Radic’s study (2003) and Szamosfalvi’s study (2011), with some modifications, were given to participants and were asked to choose if they would use a given animal name to refer a male or female, to select if they would use the animal name abusively or affectionately, to give an example of morphosyntactic structure in which they would use the animal name, and to explain a concrete situation in which they would use the animal name. The inferential statistics (Chi-Square test) suggested that there are significant differences , (p < .05), between English native Speakers and advanced Persian speaking EFL learners in using animal names to refer to a single gender or both, in using animal names affectionately or abusively, and in terms of morphosyntactic structures in which animal names are used. However, it was found that there are no significant differences, (p > .05), between the two groups in using animal names in terms of meaning. The findings of the present study can be of help to teachers and textbooks and syllabus designers in that they can include different types of metaphors including animal metaphors in EFL contexts. Furthermore, translators and error analysts can take advantage of the findings of this study since they are in some way concerned with cultural similarities and differences.
Speaking skill is necessary for everyone who wants to learn second / foreign languages. Feelings of anxiety and nervousness are common among second/foreign language learners. Different learners with different level of anxiety use different strategies while speaking a foreign language. Existence of such feelings in the learners may prevent them from achieving the desired goal. Some speak in front of others without any anxiety, but some delay this activity until learn enough knowledge, and some delay it forever and never speak a foreign language. The aim of present study is to investigate the relationship between anxiety and English speaking skill among Iranian EFL learners. To achieve this aim 100 of EFL learners who learn English in language learning institutions in Ilam province are investigated. The instrument used in this study to measure student’s foreign language speaking anxiety is the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz (1986), and the results of speaking grades which are qualitative data from the interview with learners is used as another kind of questionnaire to measure learners speaking. To analyze the scores SPSS software was used. The results show that English learning anxiety has a significant moderate negative correlation with the English achievement of the students in this study, the participants of this study as EFL learners usually have levels of anxiety, and the higher the FLCAS score is, the low English speaking is, so by reducing the level of anxiety of learners English speaking can be improved.