A little initiative...

1. Presentation on
Methods and Practice in the EAP Classrooms at
Dhaka University
Pro. Tazin Aziz Chaudhury

2. Presenters
Mahabuba Ferdush
Roll: RK-1879
&
Md. Arman
Roll: MM- 2003

3. EAP> English for Academic Purposes
Four faculties of Dhaka University
1. Humanities
2. Science
3. Social Science &
4. Business Studies

4. Classroom observation includes nine
departments
1. Philosophy
2. Linguistics
3. Psychology
4. Biochemistry
5. Physics
6. International Relation
7. Women & Gender studies
8. Finance and
9. Marketing

5. An Emerging Framework for EAP Course
Design
• Kumaravadivelu (2006:75-76): Syllabus and
Curriculum indicate “a hierarchical
relationship”
• Curriculum: “All aspects of language
policy, planning, teaching methods and
evaluation measures”
• Syllabus: “The specification of content,
what is to be taught”

6. • Clark’s (1985) curriculum renewal:
•“The creation of syllabuses in which
educational, subject-specification and
learner orientation are objectified”

7. • Breen(2001):
a. Clarify the aims and objectives of
learning and teaching
b. Indicate the classroom procedures

8. • Kumaravadivelu (1993):
– teaching- learning methods
a. Language centered methods
b. Learner centered methods
c. Learning centered methods

9. Post- method condition
• Eclectic post-method ELT scenario
• Audio-lingual
• communicative

10. Classroom observation
• Weir & Roberts(1994:164):
– Observation is the only way to get direct
information on classroom events, on the
reality of program implementation.

11. • Borich’s (1994) idea of lesson clarity:
– A complex behavior
The role and aim of the teacher:
To engage students in the learning process.

12. Good & Brophy’s (1990) guided practice
– To think & work with the content
– Intending practice
– Oral performance

13. The Present Study
– The role of observer as participant was
selected
– The observer observed and wrote what
occurred
– Observer bias and maintain internal validity.
six hours of class were simultaneously
observed by the researchers and two
associates

14. Classroom activities
• Using mechanical devices and note
taking

15. Focus of the observation
1. The course being taught
2. Classroom interaction
3. Students’ motivation

16. Classroom observation finding
• The first checklist was adapted from Alam
& Begum (2005) and Khan (2000)
– Elicited information about the teaching
styles being used
– Various task types
– Teaching activities being used and the time
allocation for EAP class

17. Faculty Commerce Humanities Science Soc. science
Dept. Fnc Mktng Phil Ling phy
s
B.che
m
psych Int.rel Wmn.
Std
Teaching style
Lecturing 5 7.5 5 5 3.3 10 5
Ques. & Ans. 7.5 3.3 7.5 6.5 10 6.5 5 5 3.3
Group
discussion
10 6.7 6.5 6.5 5 3.3
Independent
work
3.3 5 3.3
Grp/pr work 5 3.3 3.3 10 2.5 3.3

18. faculty commerce humanities science Soc.science
dept Fnc Mktng Phil Ling phys B.ch
em
psyc
h
Int.rel Wm
n.St
d
Activitiy/task
type
Rdng cmprhnsn 1.7 7.5 5 5 3.3
Writing 15 3.3 5 6.5 12.5 3.3 12.5 17.5 3.3
Listening to
SS/T
10 5 6.5 17.5 5 7.5 10 10
Speaking 10 7.5 5 5 5 15
Presentation 13.3 6.5
Board work 5 5 5 5

19. faculty commerce humanities science Soc.science
Dept. Fnc Mktng Phil Ling phys B.ch
em
psy
ch
Int.rel Wm
n.St
d
Instructions 5 1.7 5 3.3 2.5 5 5 5 3.3
Queries 2.5 1.7 5 3.3 2.5
Feedback 5 1.7 5 3.3 5 7.5 7.5 5
Total time
(mins)
60 60 60 60 60 60 60 60 60

20. Observation about lesson clarity
• Lesson clarity: to understand and interpret a
presentation
• complex patterns of classroom behavior in
classroom
• Use of illustration and other media

21. Success rate of Teaching
• Borich (1994): cognitive clarity varies
from teacher to teacher.
– Lesson should be sequenced
– Teacher will provide as many opportunities
as possible
– Students are engaged in activities
Teaching-Learning process is a complex
phenomenon

22. Detailed discussion of CO
1. Guided practice: elicited from learner,
response from learner & modifying learner
2. Independent practice: learners learn from
their own mistakes
3. Oral performance: question- answer
4. The use of students projects and
demonstration to get students to apply
what they have learned
Good & Borphy: 1990

23. Faculty wise discussion

24. Faculty of Business Studies
• Teaching aids…
satisfactory dissatisfactory
OHP Yes
Multi-media Yes
Moveable chairs+tables Yes
Whiteboard Yes
Podium Yes
Air-condition Yes
Others Yes

25. Ratio
Teachers: Students = 1:30
1. Classroom is large enough
2. The lesson was clear, orderly, well
organized & moderately focused
3. Medium of teaching: English

26. 4. Handouts are given
5. Group brainstorming: positive
6. Students follow HOME WORKS
7. Presentation: positive

27. Team Teaching is the norm of the
COMMERCE faculty & EAP classes are
simultaneously & collaboratively taught by a
subject teacher and a language teacher

28. Humanities Faculty
• Teaching aids…
Satisfactory Dissatisfactory
OHP Yes
Multi-media Yes
Bench (wood) Yes
White board Yes
Podium Yes
Air-condition Yes

29. Ratio
Teachers: Students = 1:35
1. Classroom is not large enough
2. The lesson was clear, orderly, well
organized & moderately focused
3. Medium of teaching: English and Bangla

30. 4. Handouts and Books are given
5. Group brainstorming: negative
6. Students rarely follow HOME WORKS
7. Presentation: satisfactory

31. Science Faculty
Teaching aids…
Satisfactory Dissatisfactory
OHP
Multi-media Yes
Bench (wood) Yes
Black board Yes
Podium Yes
Air-condition Yes
Others Yes

32. Ratio
Teachers: Students = 1:55
1. Classroom is extremely large enough
2. The lesson was clear, orderly, well
organized & moderately focused
3. Medium of teaching: English and Bangla

33. 4. Handouts and Books are given
5. Group brainstorming: negative
6. Students rarely follow HOME WORKS
7. Presentation: satisfactory
8. Interaction: negative

34. Social Science Faculty
• Teaching aids…
Satisfactory Dissatisfactory
OHP Yes
Multi-media Yes
Projector Yes
Moveable chairs+tables Yes
White board Yes
Podium Yes
Air-condition Yes

35. Ratio
Teachers: Students = 1:27
1. Classroom is large enough
2. The lesson was clear, orderly, well
organized & moderately focused
3. Medium of teaching: English and Bangla

36. 4. Handouts and Books are given
5. Group brainstorming: negative
6. Students follow HOME WORKS
7. Presentation: satisfactory
8. Interaction: negative

37. Conclusion
• This study attempted to accurately and
holistically describe the teaching/learning
situation for students of the four faculties
at Dhaka University and to identify their
specific English Language needs.