The impact of Gender in EFL classroom has always been an issue of discussion. With the difference of social and cultural background, the role of gender differs from nation to nation. In Bangladesh, gender role is defined based on social, cultural, and traditional beliefs. This study is an attempt to find out whether genders of learners as well as genders of teachers create barriers in EFL learning in Bangladesh. In the study a number of 198 students responded to the questionnaires prepared for a survey to find out the impact of gender of students and teachers in EFL classroom. Adding to this, 20 students and 9 teachers from a university further illustrated this issue by participating in semi-structured open ended interviews. The findings of this mixed method study reveal that the socio-culturally defined gender role of male and female in the society impacts inside English as a foreign language class in Bangladesh. Self-efficacy of teachers and learners may help address the issue. In this regard, emphasis may be put on teacher self-efficacy to raise awareness among the teachers and learner self-efficacy to help learners to consciously avoid gender discrimination in classroom at the tertiary level.
Integrating English Language Skills at Under-Graduation Level through Principled Eclecticism Method (Published)
According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no single teaching method is good or bad or inherently superior to the others. The ground reality is that it is not always possible and appropriate to apply the same pedagogy to all learners, who have different objectives, environments and learning needs like Jazan University, Saudi Arabia. The modern teacher, in fact needs to use a variety of methodologies and approaches, choosing techniques from each method that he considers more effective and applies them according to learning context and objectives. A professional EFL teacher follows what is described as the Principled Eclecticism approach, where students are also encouraged to be autonomous in their learning. The teacher can integrate and develop all four skills of English, i.e. listening, speaking, reading and writing. English language learners should not expect the teacher to deliver everything to them ready-made but should realize their own sense of responsibility with self-motivation, self-direction and spirit of self-learning English as a second language through the techniques that suits to their needs of learning the target language. The present critical situation of teaching-learning English in Jazan University has been interrogated through questionnaire and opinionnaire developed for the teachers and the students for valid and reliable data.