Examination of the Prediction of Different Dimensions of Analytic Relations’ Impact on Academic Reading Comprehension: An Inter-Group Comparative Study
An in-depth investigation of analytic relations by lexical researchers plays a prominent role in language learning and
teaching. The primary objective of the present study was to investigate the extent to which prediction regarding different
aspects of analytic relations impacts reading comprehension. The current research employed a quantitative approach
using standard multiple regression analysis. The study compared two language proficiency tests, namely an analytic
relations test and an academic reading comprehension test, among a total of 91 participants with a Bachelor of Business
Administration background and a total of 64 students with a Bachelor of Engineering background. The results of the
study showed that for both the Business and Engineering School students, the component-integral analytic relations
facet of vocabulary depth knowledge was not only the most statistically significant contributing predictor of academic
reading comprehension, but it also had the largest effect (i.e., statistically significant) in explaining the outcome
variable: Academic reading comprehension. By providing insights into the research gap, the present study suggests that
the analytic relations dimension of vocabulary knowledge has practical use for English language learners and English
teachers at the tertiary level, and it offers further implications for lexical researchers.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
Functional English Design for Domestic Migrant Workersidhasaeful
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Text’s Unity from Gender Perspective: A Case o...AJHSSR Journal
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The exploring nature of language learning strategies (ll ss) and their relati...Dr. Seyed Hossein Fazeli
Since Language Learning Strategies (LLSs) have potential to be, “an extremely powerful learning tool” (O’Malley, Chamot, Stewner-Manzanares, Russo & Kupper, 1985a, p.43), the use of LLSs helps the learners retrieve and store material, and facilitate their learning (Grander & Maclntyre, 1992),they are sensitive to the learning context and to the learner’s internal processing preferences, also they are extremely important part of second/foreign language teaching and learning, and there is relationship between the frequent use of LLSs and achievement in the language (Bremner, 1999; Green & Oxford, 1995; Oxford & Burry-Stock, 1995);there is need to understand what are LLSs, in what manner it is possible to teach them to learners, how learners choice and use them, and which variables affect the choice and use of them. A review of the relevant literature shows that there are various variables affect the choice and use of LLSs. Personality traits as one the most predictors, significantly influence success in learning a second language (Gass & Selinker, 1994). In the current study, the investigator aims to explore the nature of LLSs and their relationship to different variables.
Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case StudyMohammad Mosiur Rahman
This paper presents a case study that investigated and compared the stated beliefs
and observed classroom practices relating to Communicative Language Teaching
(CLT) of two ESL teachers. The findings of the study revealed that both the
teachers hold similar complex beliefs that mostly contradict the philosophy of
CLT. The practices were not in line with their stated belief or CLT principles
either. The findings also indicate that teachers indeed possess a set of complex
beliefs that are not always realized in their classroom practices for a variety of
potential reasons: some of these might be directly related to the context of
teaching. Additionally, this study found that by articulating and reflecting on his
beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Bangladesh has become subject to a supreme concern in maintaining economic
growth and developing a skilled workforce. In this article, several barriers have been
discussed based on a critical analysis of published materials. This review article covers
several key issues such as the status of English in the country; English in education
policies; factors affecting the implementation of communicative language teaching
curriculum, method, and materials in Bangladesh; validity of the current assessment
and its washback effect on English language teaching in Bangladesh; and current
situation of teachers’ professional development. The article concluded with language
policy and planning implications for policymakers, curriculum and material
developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
More Related Content
Similar to Examination of the Prediction of Different Dimensions of Analytic Relations’ Impact on Academic Reading Comprehension: An Inter-Group Comparative Study
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Regarding the importance of the term corrective feedback, this study was an attempt to investigate probable impacts of explicit and implicit corrective feedbacks on learners’ levels of grammatical range and accuracy in their language learning and production. One-hundred pre-intermediate EFL learners, with an age range of 18-26, were participated in this study. They were assigned into four groups: one control group who received no treatment and three experimental groups who received three different types of corrective feedbacks (recast, error code, and explanation). The outcomes of the present study confirmed the efficacy of explicit feedback strategies than that of implicit and suggested that learners who used explanation as an explicit corrective feedback strategy achieved higher scores than those who used recast and error code feedback strategies.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
Lexical Repetition and Written Text’s Unity from Gender Perspective: A Case o...AJHSSR Journal
This research aims at investigating lexical repetition and written composition‟s unity produced by 60 Male and female students studying Languages and Translation at the University of Tabuk in Saudi Arabia for the academic year 2018 / 2019. The sample of the study was selected randomly. This study involves two research instruments are; Hoey's (1991) Matrix of Lexical Cohesion and a Semi-structured Interview. The findings indicated that lexical repetition plays a great role in the unity and coherence of the students‟ written compositions. This research recommends that further research be conducted to investigate other types of dialogues.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The exploring nature of language learning strategies (ll ss) and their relati...Dr. Seyed Hossein Fazeli
Since Language Learning Strategies (LLSs) have potential to be, “an extremely powerful learning tool” (O’Malley, Chamot, Stewner-Manzanares, Russo & Kupper, 1985a, p.43), the use of LLSs helps the learners retrieve and store material, and facilitate their learning (Grander & Maclntyre, 1992),they are sensitive to the learning context and to the learner’s internal processing preferences, also they are extremely important part of second/foreign language teaching and learning, and there is relationship between the frequent use of LLSs and achievement in the language (Bremner, 1999; Green & Oxford, 1995; Oxford & Burry-Stock, 1995);there is need to understand what are LLSs, in what manner it is possible to teach them to learners, how learners choice and use them, and which variables affect the choice and use of them. A review of the relevant literature shows that there are various variables affect the choice and use of LLSs. Personality traits as one the most predictors, significantly influence success in learning a second language (Gass & Selinker, 1994). In the current study, the investigator aims to explore the nature of LLSs and their relationship to different variables.
Similar to Examination of the Prediction of Different Dimensions of Analytic Relations’ Impact on Academic Reading Comprehension: An Inter-Group Comparative Study (20)
Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case StudyMohammad Mosiur Rahman
This paper presents a case study that investigated and compared the stated beliefs
and observed classroom practices relating to Communicative Language Teaching
(CLT) of two ESL teachers. The findings of the study revealed that both the
teachers hold similar complex beliefs that mostly contradict the philosophy of
CLT. The practices were not in line with their stated belief or CLT principles
either. The findings also indicate that teachers indeed possess a set of complex
beliefs that are not always realized in their classroom practices for a variety of
potential reasons: some of these might be directly related to the context of
teaching. Additionally, this study found that by articulating and reflecting on his
beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed.
English language teaching in Bangladesh today: Issues, outcomes and implicationsMohammad Mosiur Rahman
Bangladesh has become subject to a supreme concern in maintaining economic
growth and developing a skilled workforce. In this article, several barriers have been
discussed based on a critical analysis of published materials. This review article covers
several key issues such as the status of English in the country; English in education
policies; factors affecting the implementation of communicative language teaching
curriculum, method, and materials in Bangladesh; validity of the current assessment
and its washback effect on English language teaching in Bangladesh; and current
situation of teachers’ professional development. The article concluded with language
policy and planning implications for policymakers, curriculum and material
developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind.
ACritical Investigation of English Language Teaching in BangladeshMohammad Mosiur Rahman
The 2016 World Bank report on worldwide per
capita Gross Domestic Product (GDP) identified
Bangladesh as a lower middle-income country
based on its consistent GDP growth throughout last
decade (World Bank, 2016). Tomaintain this growth
rate and meet the radical demand for human
resources in increasingly globalised world markets,
the country needs to communicate more effectively
with the outside world. Inevitably, this means
improving the quality of English teaching and learning.
The significance of English, as the global lingua
franca, to Bangladeshi learners is at its zenith. In this
developing country, however, economic constraints
mean that funds allocated to education are limited
compared to many other Southeast Asian countries
(Habib&Adhikary, 2016). Even given the generally
low level of educational standards in Bangladesh
(Islam, 2015), the standard of English language
teaching and learning has decreased alarmingly in
recent years (Hamid, 2011). English language
education in Bangladesh has always been problematic,
despite various attempts to initiate curriculum
reform. As Hamid & Baldauf (2008) point out, the
first of these major shifts in the ELT curriculum
took place in the mid-1990s, when the traditional
Grammar-Translation Method (GTM) was replaced
with a curriculum based on a Communicative
Language Teaching (CLT) model. The principal
objective of this article is to review the major problems
associated with ELT in Bangladesh that have
hindered the implementation of the new CLT curriculum.
Evaluation of the Teacher Education Programs in EFL Context: A Testimony of S...Mohammad Mosiur Rahman
Pre-service teacher education programs such as, TEFL, TESOL, and ELT are offered in some universities in Bangladesh. Meeting the criteria and based on their level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT programs. These programs entail different courses that are claimed to enable enrollees with the repertoires required to be an expert language teachers. However, for unknown reason, the effectiveness of such teacher education programs has not been explored. The current study intended to reveal what student teachers think about their teacher education programs. Adopting the pre-service teacher education program evaluation model suggested by Peacock, the current study was conducted. Semi-structured interview with the selected participants was also undertaken. Conducting the descriptive statistics elicited the respondents’ perceptions regarding the teacher education programs. Majority of the participants viewed the programs instrumental to develop their pedagogic and linguistics competence.
EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified ...Mohammad Mosiur Rahman
English in Action (EIA) is an ongoing teacher education project which places
mobile technology at the centre of its action. Most of the studies carried out
focused on the changes EIA brought in teachers’ classroom actions. Along with
this, they also explored the classroom to observe whether the input given during
training program is implemented in real life. No study has been conducted that
compares and contrasts the components of mobile learning in general and the
components EIA is using. This study, particularly, drew a comparative analysis
between the mobile learning and EIA initiated mobile learning to reveal the extent
it matched or mismatched to the components of mobile learning. It also scrutinized
teachers’ behavior in the classroom after participating in EIA. It also penetrated to
find the contents to be reviewed. Qualitative method was used to conduct this
study. The result revealed that the components of EIA match to the mobile learning
ones to the extent that EIA entails those suiting the context. Few elements were
seemed absent as they are less suitable in such context. Besides, teachers were
found bringing changes in their classrooms. The introduction of action research
and reflective teaching were suggested to add to EIA’s program.
Factors Affecting Teachers’ Implementation of Communicative Language Teaching...Mohammad Mosiur Rahman
This study focuses on the selected factors affecting teachers’ implementation of the Communicative Language Teaching (CLT) curriculum in secondary schools in Bangladesh. The study is explorative, interpretivist, and qualitative in nature. A phenomenology approach, under qualitative method, was adopted to explore how teachers experience the phenomenon of CLT based curriculum change. Four schools were chosen, two from Dhaka (Urban), the capital of the country, and two from the villages in Chandpur (Rural). Eight selected participants were chosen from these schools based on a purposive sampling. Semi-structured interviews, classroom observation and document analysis of curriculum, assessment, and teaching materials were the instruments of data collection. The finding of the study suggests that the shift from traditional Grammar Translation Method (GTM) to CLT was needed a positive outlook from all the selected factors in the context of change; however, this did not happen. Numerous factors such as, needs of classroom teachers, complexities regarding the mismatch of teaching syllabus and material with assessment, unequipped classrooms, and quality of teacher development facilities have challenged teachers to implement CLT as it was intended in the curriculum. The study suggests some recommendations to ensure the effective implementation of CLT curriculum. Future research is also recommended based on other factors and stakeholders.
REVISITING INNOVATIONS IN ELT THROUGH ONLINE CLASSES: AN EVALUATION OF THE AP...Mohammad Mosiur Rahman
The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students’ learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students’ quick learning.
English Medium Instruction Innovation in Higher Education: Evidence from Asia...Mohammad Mosiur Rahman
reported by Dearden (2015), the use of EMI is a rapidly growing global phenomenon in grade school and
higher education (HE) outside the Anglophone world. However, EMI has been influenced by a number of
factors including educational, political, and economic motives (Altbach & Knight, 2007; Evans &
Morrison, 2016). The most significant reason for the growth of EMI is perhaps that it is inextricably
linked to the establishment of English as an international language, which has resulted in greater student
mobility across countries and a need for EMI. This phenomenon has been termed as internationalisation
in education (Knight, 2013, p. 84). For the past decade, HE institutions in non-English-speaking Asian
countries have seen a rampant growth in competition of internationalization in their institutions (Doiz,
Lasagabaster, & Sierra, 2013). The internationalization of HE in these non-English-speaking contexts has
often been initiated and implemented mainly to fulfil requirements for educational reforms and to
restructure education in accordance with an emerging global HE community (Evans & Morrison, 2016).
Evidently, due to the intention to equip local students with this global language that will allow them to
flourish more in the job market and to pursue higher education, both locally and globally (Macaro,
Akincioglu, & Dearden, 2017), an inevitable trend of EMI adoption has been observed in non-native
English-speaking countries.
Embracing the reasons for the failure of donor-sponsored English-teacher training
programs is very critical since it precedes the revisions, improvements and quality
assurance for the futuristic training programs. Ideating such philosophy, the current
study concerns the blatant penetration with regard to the donor-aided training
programs in Bangladesh. Conceptualizing the Organized Hypocrisy (OH) theory,
the current study, particularly, explored to seek the answer as to how OH is
trivializing the donor-funded English teacher training programs in Bangladesh. A
systematic review process has been adopted concerning the donor-aided English
teacher training programs, mobile learning theories and teacher development
theories. The review yielded critical insights to apprehend the phenomena affecting
the donor-sponsored training programs in the respective context. The study
revealed that outright violation of donor’s mandates and policies, and
mainstreaming gaps resulted in the failure of the donor-sponsored training programs. Disputing the commitments from donor’s part is identified ubiquitous in
the training programs.
The Chaotic English Language Policy and Planning in Bangladesh: Areas of Appr...Mohammad Mosiur Rahman
This article describes and explains the policies related to the use and teaching of English
in Education Policy and Planning (LPP) in Bangladesh. From Independence, the nation
faced a problem in selecting a consistent English language policy; the selections that were
made resulted in poor English language teaching in the country. A historical timeline of
the English-in-Education policy is presented and discussed in this article to identify the
inconsistencies in the language policy. Although a number of challenges since achieving
Independence have been addressed, in the past two decades the problem of selecting
a suitable education policy for English as a subject has become more critical with the
introduction of Communicative Language Teaching (CLT) as a method of English language
teaching. Therefore, the present article critically examines Bangladesh’s current language
in education policy through the framework of Kaplan and Baldauf (2003). This paper is
entirely based on secondary sources and entails analysis of the extant literature. From data
obtained from articles and manuscripts, this article sketches the problem from historical
accounts, empirical studies and experts’ points of view.
Understanding EFL Teachers’ Beliefs and Practices in EFL Classrooms: A Phenom...Mohammad Mosiur Rahman
The construction of teacher beliefs through teacher education programs and their impact on classroom practices has drawn enormous attention in the concurrent literature. Yet in Bangladesh, little is known about the construction of teacher beliefs through teacher education programs and the impact of teacher beliefs on their classroom practices. Pertinently, the current study aimed at answering the questions regarding teachers’ beliefs about teaching before and after the completion of the TESOL (Teaching English to Speakers of Other Languages) programs to identify the changing patterns of their beliefs. In addition, the study explored their classroom practices to examine whether teachers’ beliefs are in line with their classroom practices after the TESOL programs. Undertaking a phenomenological approach, data were collected from four university teachers through the method of semi-structured interviews and semi-structured classroom observations. The participants were TESOL graduates. We adopted a thematic analysis to analyze our findings. The findings suggested that a dramatic change took place, as a result of TESOL programs, concerning teachers’ beliefs about their role in the classroom, their teaching methodologies and teaching material resources, and their understanding of effective teaching, classroom management approaches, and qualities of a good teacher. Additionally, the classroom observation data was a testimony of the reflection of their newly shaped beliefs on their classroom practices.
English language assessment in Bangladesh today: principles, practices, and p...Mohammad Mosiur Rahman
The achievement of curriculum goals and objectives, to a large extent, depends on
how assessment methods are designed, implemented, monitored, and evaluated.
English language learning in Bangladesh has miserably failed, and ineffective
assessment methods may be largely attributed to this failure. This paper attempts to
address various aspects and issues of English language assessment in Bangladesh in
relation to English language learning as a curricular reform and the education policy
of the country. The analysis revealed that there was always a gap between the
principles of assessment embedded into the curriculum and the actual assessment
practices. Furthermore, heavily hard hit by the high-stakes testing, the curriculum, the
learners, and the instructors need to be liberated from this vicious policy. The review
concluded with a recommendation that teachers need to develop assessment
literacy through teacher education programs that are essential to helping teachers to
acquire knowledge, skills, professionalism, and assessment expertise.
Teachers’ Beliefs and Practices of Implementing Secondary English Curriculum ...Mohammad Mosiur Rahman
The study focuses on the implementation of communicative English language curriculum reform of four
secondary school teachers in Bangladesh. The study is explorative, interpretive, and qualitative in nature.
A phenomenology approach, under the qualitative method, was adopted to explore how teachers
experience the phenomenon of communicative language teaching (CLT) based curriculum reform. The
classroom practices of CLT curriculum were observed for one week for each teacher. Teachers’ beliefs
regarding the curriculum reform were explored through a semi-structured interview. The finding of the
study revealed the existing mismatch between curriculum intention and implementation. The study
reflected on the teachers' views of their being teachers and how it enacts with the curriculum. Teachers’
prior beliefs regarding English teaching and learning and their practices are found to be barriers to
implement the curriculum. Numerous factors such as assessment, lack of teacher training and lack of
learners’ ability contributed to the phenomenon. Nevertheless, the study shed light on the limited
implementation of the CLT reform in the context of Bangladesh, since the cognitive and contextual
realities of teachers’ work were not taken into consideration while reforming the curriculum.
English medium instruction: Beliefs and attitudes of university lecturers in ...Mohammad Mosiur Rahman
Evolution of English medium instruction (EMI) in non-native English-speaking
countries in recent years has inspired researchers to investigate the various dimensions of
this phenomenon. Internationalising higher education, realising the local needs of
English-speaking graduates, and eliciting the economic and social benefits of English are
often reported as the major factors behind the adoption and implementation of EMI.
However, these goals and demands of EMI are perceived and realised to varying extents
in diverse higher education contexts. This article reports on a small-scale study
conducted in Malaysia and Bangladesh exploring the beliefs and attitudes of university
lecturers to EMI. Based on the data extracted from interviews, this study highlights the
needs and aspirations of EMI in Malaysia and Bangladesh and identifies several common
issues that influenced the adoption of EMI in both countries. However, Malaysia's desire
to become a hub of higher education in the region and to encourage the recruitment of
international students has been reported by the lecturers in Malaysia as the most
prominent reason for their adoption of EMI. Such EMI-related policies in Malaysia have
shaped positively the beliefs and attitudes of lecturers towards its adoption and
implementation. Furthermore, these policies also supported the lecturers to develop a
considerate attitude to students’ challenges with regard to EMI.
rahman(Complex dynamic systems of language teacher cognitions: A case study f...Mohammad Mosiur Rahman
Teacher cognition research has provided useful insights into complex, dynamic, and
contextual teaching processes. Yet, there is no systematic framework for describing the
complex, dynamic and contextual features of teacher cognition. This research applied
complexity theory to the analysis of characteristics of teacher cognition systems of an
English as a foreign language (EFL) teacher in Bangladesh and examined how the
relationship between the different components of teacher cognition systems led to the
complex characteristics of their cognition and teaching practices. The case was
investigated using multiple sources of data collection which included in-depth interviews,
classroom observations and stimulated recall. The findings present evidence of the EFL
teacher’s complex knowledge of communicative language teaching and curriculum
implementation through classroom practices, the influence of his prior language learning
experiences on his practices, his experiences as a novice teacher resulting from teacher
training input, his classroom interactions with his students, and further professional
development.
The Malay-English relationship in Malaysia has witnessed a pendulum shift and ignited critical debates. The Malay nationalist
discourse on language policy is evident. Nonetheless, the concurrent significance of English in the era of globalisation
is undeniable. This article highlights English (and Malay) language policy and planning (LPP) in Malaysia in relation
to other languages together with their societal and educational impact by synthesising research studies and published
documents by the Malaysian government and their agencies. The article, firstly, includes the ethnic, linguistic,
and religious profile of Malaysia. Secondly, the role of Malay and English in pre-independence Malaysia, the post-independence
LPP of Malay and English with reference to the corpus and status planning of multi-ethnic-lingual-cultural
Malaysia. Lastly, the shifting status of English in LPP of Malaysia to address globalisation in the 21st century and the
economic interest of the nation have been discussed. The recent change in LPP to uphold Malay and emphasising English
learning has also been discussed together with the language acquisition planning status. The study reveals that policymakers
have tried to maintain the dominance of Malays in Malaysia, uplifting the status of Malay through status and
corpus planning. Although such planning negatively impacted the acquisition of English, the prestige of English in Malaysia
was never lost, especially in education and other important domains.
Challenges Affecting the Implementation of £50 Million In-Service Training Pr...Mohammad Mosiur Rahman
Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.
Multiple Case Studies on the Impact of Apprenticeship of Observation on Novic...Mohammad Mosiur Rahman
Cognition plays an important role in language teacher decision-making. A number of sources, including schooling,
influence the cognition of language teachers. The concept of schooling is identified as the history of teachers' own
personal education influences on the teachers’ knowledge, also referred to as apprenticeship of observation (AO).
Through further conceptualization of schooling/AO involving the notion of history-in-person, the current multiple case
study explored the prior learning experience of two Bangladeshi novice teachers of English: Kamrul and Monabbir
(pseudonym), and how these experiences influenced their cognition of language. The findings suggest that the prior
learning experience of English teachers has influenced their cognition and has taken on distinctive trajectories. Both AO
and anti-apprenticeship of observation (anti-AO) were documented on the basis of the positive and negative English
learning experiences of Kamrul and Monabbir at school. The article concludes with the implication of schooling in shaping
the knowledge of language teachers and developing a context-based teacher education program.
Teachers’ Beliefs and Practices of Implementing Secondary English Curriculum ...Mohammad Mosiur Rahman
The study focuses on the implementation of communicative English language curriculum reform of four
secondary school teachers in Bangladesh. The study is explorative, interpretive, and qualitative in nature.
A phenomenology approach, under the qualitative method, was adopted to explore how teachers
experience the phenomenon of communicative language teaching (CLT) based curriculum reform. The
classroom practices of CLT curriculum were observed for one week for each teacher. Teachers’ beliefs
regarding the curriculum reform were explored through a semi-structured interview. The finding of the
study revealed the existing mismatch between curriculum intention and implementation. The study
reflected on the teachers' views of their being teachers and how it enacts with the curriculum. Teachers’
prior beliefs regarding English teaching and learning and their practices are found to be barriers to
implement the curriculum. Numerous factors such as assessment, lack of teacher training and lack of
learners’ ability contributed to the phenomenon. Nevertheless, the study shed light on the limited
implementation of the CLT reform in the context of Bangladesh, since the cognitive and contextual
realities of teachers’ work were not taken into consideration while reforming the curriculum.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Chapter 3 - Islamic Banking Products and Services.pptx
Examination of the Prediction of Different Dimensions of Analytic Relations’ Impact on Academic Reading Comprehension: An Inter-Group Comparative Study
1. MEXTESOL Journal, Vol. 44, No. 4, 2020 1
Examination of the Prediction of Different Dimensions of Analytic Relations’ Impact on
Academic Reading Comprehension: An Inter-Group Comparative Study1
Md. Kamrul Hasan2
, United International University, Dhaka, Bangladesh
Mohammad Mosiur Rahman3
, BRAC University, Mohakhali, Dhaka, Bangladesh & Universiti Sains
Malaysia, Penang, Malaysia
Abstract
An in-depth investigation of analytic relations by lexical researchers plays a prominent role in language learning and
teaching. The primary objective of the present study was to investigate the extent to which prediction regarding different
aspects of analytic relations impacts reading comprehension. The current research employed a quantitative approach
using standard multiple regression analysis. The study compared two language proficiency tests, namely an analytic
relations test and an academic reading comprehension test, among a total of 91 participants with a Bachelor of Business
Administration background and a total of 64 students with a Bachelor of Engineering background. The results of the
study showed that for both the Business and Engineering School students, the component-integral analytic relations
facet of vocabulary depth knowledge was not only the most statistically significant contributing predictor of academic
reading comprehension, but it also had the largest effect (i.e., statistically significant) in explaining the outcome
variable: Academic reading comprehension. By providing insights into the research gap, the present study suggests that
the analytic relations dimension of vocabulary knowledge has practical use for English language learners and English
teachers at the tertiary level, and it offers further implications for lexical researchers.
Resumen
Una investigación en profundidad de las relaciones analíticas por parte de investigadores léxicos juega un papel
destacado en el aprendizaje y la enseñanza de idiomas. El objetivo principal del presente estudio fue investigar hasta
qué punto la predicción sobre diferentes aspectos de las relaciones analíticas impacta en la comprensión lectora. La
investigación actual empleó un enfoque cuantitativo utilizando análisis de regresión múltiple estándar. El estudio
comparó dos pruebas de dominio del idioma, a saber, una prueba de relaciones analíticas y una prueba de comprensión
lectora académica, aplicadas a un total de 91 participantes de la licenciatura en Administración de Empresas y un total
de 64 estudiantes de la licenciatura en ingeniería. Los resultados del estudio mostraron que tanto para los estudiantes
de la escuela de negocios como para los estudiantes de ingeniería, la faceta de las relaciones analíticas integrales
componente del conocimiento profundo del vocabulario no sólo fue el predictor más estadísticamente significativo de la
comprensión de lectura académica, sino que también tuvo el mayor efecto (es decir, estadísticamente significativo) para
explicar la variable de resultado: Comprensión lectora académica. Al proporcionar información sobre la brecha de
investigación, el presente estudio sugiere que la dimensión de relaciones analíticas del conocimiento del vocabulario
tiene un uso práctico para los estudiantes y los profesores del idioma inglés en el nivel terciario, y ofrece más
implicaciones para los investigadores léxicos.
Introduction
The vocabulary aspect of language learning and teaching has received significant attention amongst
vocabulary researchers, and the dimension of vocabulary acquisition in terms of language teaching and
learning has been substantially researched in second language (L2) assessment, acquisition, and instruction
(Schmitt, 2010; Zhang & Yang, 2016). The significant role of vocabulary knowledge in L2 learning has been
well- documented (Choi & Zhang, 2018; Nation, 1983; Schmitt, 2008; Zhang et al., 2017). Vocabulary
knowledge shows an absolute predictive power of successful communication and comprehension over L2/FL
language learners’ other language competencies (Li & Kirby, 2015). L2/FL vocabulary language researchers
(e.g., Bogaards & Laufer, 2004; Chapelle, 1998; Henriksen, 1999; Haastrup & Henriksen, 2000; Li & Kirby,
2015; Milton, 2009; Nation, 1990, 2001; Qian, 1998, 1999, 2002; Read, 1989, 1993, 1998, 2000; Richards,
1976; Wesche & Paribakht, 1996; Zhang, 2012; Zhang & Koda, 2017) have proposed that vocabulary
knowledge has various constituents. In addition, vocabulary knowledge is comprised of minimally two
features, namely breadth of vocabulary knowledge and depth of vocabulary knowledge. Vocabulary breadth
knowledge denotes a learner’s knowledge of words in terms of number. On the other hand, vocabulary
1
This is a refereed paper. Received: 25 March, 2020. Accepted: 30 June, 2020.
2
mkamrulhasan77@gmail.com
3
mosiurbhai@gmail.com
2. MEXTESOL Journal, Vol. 44, No. 4, 2020 2
depth knowledge signifies how deeply or well a learner knows the meaning and the use of the word (Qian,
2005; Qian & Schedl, 2004).
Moreover, most of vocabulary researchers (i.e., Jeon & Yamashita, 2014; Laufer, 1992, 1996; Milton, 2013;
Na & Nation, 1985) have mainly focused on the crucial role played by vocabulary breadth in reading
comprehension. Nevertheless, there has been far less research examining the different dimensions of
vocabulary depth knowledge (i.e., vocabulary knowledge that pertains to the quality of words, and learners
need to have more than a superficial understanding of a word’s meaning) (Schmitt, 2014; Teng, 2016). In
addition, vocabulary depth knowledge encompasses dissimilar components, (i.e., pronunciation, spelling,
frequency, meaning, register, morphological and syntactic characteristics) (Chapelle, 1994; Haastrup &
Henriksen, 2000; Henriksen, 1999; Meara, 1996; Nation, 1990; Qian, 1998, 1999; Read, 2004; Richards,
1976). Few empirical studies (de Bot et al., 1997; de Bot, Paribakht, & Wesche, 1997; Qian, 1998; 1999)
have investigated the relationship between the vocabulary depth knowledge and reading comprehension
(Hasan & Shabdin, 2017).
Other researchers (i.e., Li & Kirby, 2015; Qian, 1999, 2000, 2002; Read, 1993, 1998; Zhang, 2012) who
examined the vocabulary depth knowledge emphasized primarily the paradigmatic (synonym) and
syntagmatic (collocate) relation of vocabulary depth knowledge and their association with reading
comprehension in English as a Second Language (ESL)/English as a Foreign Language (EFL) contexts.
According to Zhang and Koda (2017), paradigmatic relation is “an associate of the same word class as the
stimulus word (i.e., free association) and performing the same grammatical function in a sentence” (p. 2),
such as a synonym (i.e., sudden, quick and surprising). On the other hand, syntagmatic relation refers to
“an associate of a different word class from the stimulus word and having a sequential relationship with the
stimulus word” (p. 2), such as a collocate (i.e., sudden change or sudden noise). In addition, analytic
relations connote “words that always belong to the target word,” such as yellow, fruit, and peel for banana
(Zhang and Koda (2017, p. 13).
Analytic Relations
Winston et al. (1987) proposed that in terms of semantic relations, analytic relations is classified as a
significant category. According to Schmitt and Meara (1997), word association knowledge plays an important
role in the field of language learning. As a result, analytic relations (part-whole) can be regarded as one of
the important dimensions of vocabulary depth knowledge. Schwartz and Katzir (2012) assert that academics
have termed another type of lexical hierarchy as partonomic. Partonomic is often acknowledged as a part-
whole hierarchy (holonymy or meronymy or part-whole relations are synonyms for analytic relations). For
example, the instance of actors (actor-play) is a representative case of meronymy. According to Read
(2004), meronymy is categorized under analytic sense relations. Figure 1 below shows an example of a
part-whole relationship.
Source: Winston et al. (1987)
Figure 1: Part-whole relationship
From Figure 1, it is evident that engine is a ‘part of a car’.
Parts of Analytic Relations
Winston et al. (1987) in their study provided a taxonomy of meronymic relations/analytic relations, and
they proposed six types of meronymic relations.
The types were ‘component-integral’ (meronymic relation is between components and the objects to which they
belong; e.g. pedal-bike, handle-cup, punchline-joke, wheels-car, refrigerator-kitchen, chapters-books, Belgium-
NATO, Phonology-Linguistics, engine-car), member-collection (collections whose members are fixed by social
3. MEXTESOL Journal, Vol. 44, No. 4, 2020 3
connection; e.g. ship-fleet, tree-forest, card-deck, juror-jury), portion-mass (having parts that are similar to each
other and to the whole they consist; e.g. slice-pie, grain-salt, yard-mile, hunk-clay), stuff-object (expressed using
the ‘is partly’ frame; e.g. steel-car/bike, gin-martini, hydrogen-water), feature-activity (designate the features or
phases of activities and processes; paying-shopping, dating-adolescence, bidding-playing bridge, ovulation-
menstrual cycle), and place-area (a relation between areas and locations within them; Everglades-Florida, Oasis-
desert, baseline-tennis court). (p. 421)
In addition, Greidanus and Nienhuis (2001) conducted a study that investigated only three types of
associations, namely paradigmatic, syntagmatic, and analytic (defining characteristics, such as those used
in dictionary definitions) relations and did not examine any prediction of paradigmatic, syntagmatic, or
manifold dimensions of analytic relations to academic reading comprehension. Similarly, Horiba (2012)
investigated correlations and the prediction of syntagmatic relations, paradigmatic relations, and analytic
relations to reading comprehension. They did not explore predictions of different facets of analytic relations
to academic reading comprehension among EFL/ESL learners. From examining quantitative investigation,
little is known about empirical research that dealt with the prediction of the different dimensions of analytic
relations as parts of vocabulary knowledge to academic reading comprehension. However, there is a lack of
empirical research related to the prediction of different dimensions of analytic relations to academic reading
comprehension in an ESL/EFL context.
Vocabulary Research in the Bangladeshi Context
Afrin (2016) and Khan and Akter (2011) mentioned that most of the students at thetertiary level in Bangladesh
are weak in English language skills. Even after completing their secondary and higher secondary levels of
study, they fail to show their expected level of English language proficiency (Arju, 2011; Afrin, 2016; Khan
& Akter, 2011) because of a lack of vocabulary knowledge (Arju, 2011). Students face enormous difficulty
in understanding English written textbooks primarily because of their inadequacy of vocabulary knowledge
(Jahan & Jahan 2011). As a result, the lack of vocabulary knowledge in English among students at the tertiary
level in Bangladesh negatively affects their academic performance. Moreover, according to Jahan and Jahan
(2011), the students are not able to acquire the coveted result (i.e., Cumulative Grade Point Average, CGPA)
in their studies.
With a specific focus on the attitude and achievement of students, Siddiqua (2016) stressed the difficulties
or challenges that EFL teachers face while they teach vocabulary in classrooms and the reasons that make
teaching vocabulary difficult. Regarding the use of vocabulary learning strategies, Bristi (2016) emphasized
the need to investigate vocabulary learning strategies employed by tertiary level EFL students in Bangladesh.
Moreover, another study by Ashraf (2014) focused on strategies that can be used by Bangladeshi students
to overcome their lack of vocabulary knowledge.
Afrin (2016) elaborated on the vocabulary knowledge aspect among Bangladeshi students at the tertiary
level, focusing on the English writing skills of students. Furthermore, Opel et al. (2009) described the effect
of preschool dialogic reading on vocabulary acquisition among rural Bangladeshi students with a view to
increasing their expressive vocabulary. In summary, the aforementioned studies within the Bangladeshi
context (i.e., Afrin, 2016; Arju, 2011; Ashraf, 2014; Bristi, 2016; Hasan, 2014; Jahan & Jahan, 2011; Khan
& Akter, 2011; Opel et al., 2009; Siddiqua, 2016) have included the vocabulary knowledge aspect of
students. However, the mentioned studies did not focus on the analytic relations aspect and its different
constituents/aspects, particularly their prediction of the academic reading comprehension ability of tertiary
level students in Bangladesh. To this end, by employing an adapted analytic relations test, this study
investigated the prediction of six dimensions of analytic relations, which represented the depth of vocabulary
knowledge to academic reading comprehension among tertiary level EFL Business and Engineering students
in Bangladesh and also took an inter-group comparative study into consideration.
Assessment of Vocabulary Depth Knowledge
Anderson and Freebody (1981) have accounted for several hypotheses that seek to explain the association
between vocabulary and comprehension. One of the hypotheses is the instrumentalist hypothesis, which
refers to the grasping of the meanings of words explicitly influencing reading comprehension. On the basis
of this hypothesis, it can be mentioned that one needs to either lower the demands of vocabulary in a text
in order to improve text comprehension or make sure that about the meanings of the majority of the words
in a text (Wright & Cervetti, 2017).
4. MEXTESOL Journal, Vol. 44, No. 4, 2020 4
According to Read (2000), there are two approaches for the evaluation of L2 depth of vocabulary knowledge
(as cited in Zhang & Koda, 2017, p. 2). The first approach is a ‘developmental’ approach that embodies the
increasing type of vocabulary acquisition. According to Nation (2001), Schmitt (2014), Zhang and Koda
(2017), the other approach, i.e., the ‘dimensional’ approach, maintains that the depth of vocabulary
knowledge includes different kinds of knowledge about words. These different kinds of knowledge about
words include meaning, form, and use in terms of both receptive and productive senses and in both spoken
and written procedures. For example, according to Read (2004):
There are three different but connected meanings of depth, and they include precision of meaning, comprehensive
word knowledge, and network knowledge. The precision of meaning incorporates “the differentiation between the
existence of a restricted imprecise idea of what a word connotes and the existence of additional specified grasp of
its meaning”. Moreover, comprehensive word knowledge encompasses “comprehension of the semantic quality of a
word and its phonological, orthographic, syntactic, morphological, collocational and pragmatic attributes”, and
network knowledge covers “the incorporation of the word into its related words in the schemata, and the ability to
distinguish its meaning and use from related words” (p. 211).
Research Questions
Addressing the research gap in light of the previous studies, the current study’s research questions are:
1. To what extent do different constituents of analytic relations (i.e., component-integral, member-collection, stuff-
object, portion-mass, feature-activity, and place-area) contribute to predicting the performance of both EFL
Business School and Engineering School students’ academic reading comprehension? Which constituent of analytic
relations (i.e., component-integral, member-collection, stuff-object, portion-mass, feature-activity, and place-
area) is the most contributing predictor of academic reading comprehension for both Business School and
Engineering School EFL learners?
2. To what degree do different constituents of analytic relations (i.e., component-integral, member-collection, stuff-
object, portion-mass, feature-activity, and place-area) affect both EFL Business School and Engineering School
students’ academic reading comprehension?
Methodology
Participants
For the present study, the total number of students from three sections of the Business School was 91. The
three sections included students from the Accounting department (n = 30), the Economics department (n
= 25), and the Finance or other departments (n = 36) from a top-ranked private university in Bangladesh.
All of the Business School students who passed a Basic English course (Course No. 1) were selected, and
the course was equivalent to the A2-B1 level on the Common European Framework of Reference (CEFR). Of
these, 44% (40) students were male, and 56% (51) students were female; the average age of the students
was 20.54 (range 18-24, SD = 1.241). In addition, the total number of engineering students that
participated in the current study was 64. Of these, 44 were male (68.8%), and 20 were female (31.3%).
There were 31 students in one class, from the School of Electrical and Electronic Engineering. There were
33 students in another class, from the Computer Science and Engineering department. All the Engineering
School students who passed the Basic English course (Course No. 1) were selected, and the course was
equivalent to the A2-B1 level on the Common European Framework of Reference (CEFR). The average age
of engineering students was 20.16 (SD = 1.027, range 18-23). Bengali (L1) as mother tongue (from one
language background) was used by both business and engineering students. English as a foreign language
was employed by all the students in the study. The students had studied English for at least 12 years;
however, none had exposure to learning English in a native English-speaking country.
The total number of students studying English with their respective majors under different schools in the
Spring trimester 2018 was 3,640. Out of the total number of students, 48 classes/sections (generally, one
class comprised of 30 to 35 students) fell under the School of Science and Engineering, and 56 sections
(i.e., classes) fell under the School of Business Economics. To achieve the aim of the study, the researchers
employed purposive sampling first and then random sampling (as in our previous study, i.e., Hasan &
Shabdin, 2017). Furthermore, under purposive sampling, the United International University was chosen
since the researchers were able to get permission from the concerned authority to administer the tests.
5. MEXTESOL Journal, Vol. 44, No. 4, 2020 5
Secondly, under random sampling, one section/class size out of 17 sections (Economics from the School of
Business and Economics), another section out of 25 sections (Finance and Human Resource Management
or other Majors under the School of Business and Economics), and the third section out of 14 sections
(Accounting and Information System under the School of Business and Economics) were randomly chosen.
On the other hand, one section out of 13 sections (Electrical and Electronic Engineering under the School of
Science and Engineering) and another section out of 35 sections (Computer Science and Engineering under
the School of Science and Engineering) were chosen randomly for the present study. In other words, five
out of 104 sections were chosen randomly. As a result, 155 participants from five sections were extracted
for the present study.
Measures
The participants completed one vocabulary instrument, namely an analytic relations test that consisted of
six dimensions representing the depth of vocabulary knowledge, and a reading comprehension test that
consisted of three reading passages, followed by multiple choice questions. The mentioned instruments that
were employed in the current study are elaborated in the following section.
Analytic Relations Test
The researchers adapted an analytic relations test (i.e., an independent variable) for the present study.
They adapted the test on the basis of the idea of part-whole relations promulgated by Winston et al. (1987).
The objective of the adapted test concerned judging the part-whole relations of words (as in our previous
study, i.e., Hasan & Shabdin, 2017). In addition, the analytic relations test of the current study was
comprised of 30 items, and it proposed to evaluate part-whole constituents of depth of vocabulary
knowledge. Furthermore, the analytic relations test was comprised of 30 blanks, and the students were
asked to write/fill either part or the whole meaning of the words in the provided blanks. Regarding the score
of analytic relations, the students obtained one point for each correct answer, so the maximum score was
30 for the test. One example is given below to show how to answer an analytic relations test:
Please fill in the following blanks with an appropriate word or words. If you think that more than one answer is
possible, mention that too. One example is provided how to answer the rest of the questions.
is a part of a play. Answer: act/actor/actress, etc.
Figure 2: Sample instructions for answering analytic relations test
In addition, concerning six types of analytic relations, each of the six kinds of analytic relations is given
below. An example of component-integral analytic relation is “Pistons are parts of ___________ (engines).”
An example of member-collection analytic relation refers “Trees are part of a ___________ (forest).” An
example of the portion-mass denotes “A yard is part of a _____________ (mile).” An example of the stuff-
object analytic relation indicates “A part of an organization is ___________
(employee/employer/employment).” An example of the feature-activity analytic relation mentions “Paying
is part of ___________ (shopping).” Finally, an example of the place-area analytic relation concerns
“___________ (country/people/natural features) is a part of the world.”
More than one answer is allowed for the test answers, but only one point was given for one or two or three
correct answers. For the present study, the researchers investigated six types of meronymic relations (i.e.,
part-whole) under the analytic relations tests. In order to mark the answers of the adapted analytic relations
test of the present study, the students’ answers were considered in accordance with the answers provided
in the study by Winston et al. (1987) or close to the answers provided by them.
Reading Comprehension Test
The reading comprehension test of the current research work comprised of reading passages followed by
multiple-choice questions (as in our previous study, i.e., Hasan & Shabdin, 2017). The researchers also
adopted the test from Longman’s Test of English as a Foreign Language (TOEFL) (Phillips, 2006). The present
study adopted three passages from the TOEFL reading comprehension test since the focus of the study was
to examine the prediction of the depth of vocabulary knowledge to academic reading comprehension.
Schmitt (1999) showed that the focus of TOEFL was on the target words “as they are used in the passage”
(p. 190). In order to check the reliability and validity of the reading comprehension test, the reading
6. MEXTESOL Journal, Vol. 44, No. 4, 2020 6
comprehension passages from TOEFL were chosen for the present study. According to Qian (1998), all of
the official TOEFL tests were considered as established standardized language tests. Before being used, all
the TOEFL tests underwent careful pre-testing for reliability and validity. In addition, Qian (1998, 2002)
employed reading passages from a version of TOEFL for his study that examined the association between
vocabulary knowledge and academic reading performance.
In addition, the researchers adopted the test from the original reading comprehension test, which consisted
of five sections, and 55 minutes ware allocated to complete the reading comprehension test. The researchers
anticipated time constraint in conducting the tests of the current study, so the researchers shortened the
original reading comprehension test passages by three. Consequently, the researchers took out two
passages randomly. Out of five passages, the researchers selected three texts for the current study and
also selected 20 multiple-choice questions in total. Since there was a total of 20 questions, the highest
possible score for the test was 20. Moreover, the researchers shortened the original TOEFL reading passages
because they intended to complete the tests in a single session/class. For each class where the researchers
administered the study, the specified total time was one hour and 20 minutes (80 minutes). Conducting the
two tests, including the five original TOEFL passages, would take more time (85 minutes) than the total
class time, and the time for filling up the consent form and making the students comprehend the instructions
for the two tests would add another five minutes. As a result, the researchers shortened the original reading
passages to three.
After identifying the reading passages, the researchers processed the reading passages and the
comprehension questions into a Microsoft Word document, and the total number of copies was printed for
the study. For the marking of the responses for all questions concerning the reading comprehension test of
the present study, the researchers followed the answer key provided by the Longman Test of English as a
Foreign Language (TOEFL) (Phillips, 2006).
Research Design and Data Collection Procedures
Under a quantitative approach (Creswell, 2014), the present study employed a multiple regression analysis
of the correlation design. That is to say, the researchers used correlation design to determine the
independent variables’ potential predictions to the outcome/dependent variable (as in our previous study,
i.e., Hasan & Shabdin, 2017). Before using the two instruments, namely the analytic relations and academic
reading comprehension test, the researchers provided the participants with a printed letter of informed
consent and a background questionnaire. In the letter of informed consent, an option (tick √ or ×) was
provided, and the students were asked about their willingness to participate or not; the students’
participation in the tests was optional. While conducting the present study, the researchers followed moral
aspects of conducting the current study as mentioned by Creswell (2014). The researchers gained
permission to conduct the study from the concerned authority. Moreover, the confidentiality of the students’
information and performance was assured. Accordingly, not only the real names of the students, but also
essential information about them was kept confidential. The researchers assured them that their
performance in the tests would not affect their grades in their respective core courses or overall grades.
Creswell (2014) proposes an effective sample size for educational research as approximately 30 learners for
a correlational study, which includes variables. Since the current research study involved a correlational
study (i.e., research design), the sample size for the research was 155, which was valid. In addition, one
reading comprehension test and an analytic relations test were administered in one session in the students’
regular English classes. The researchers gave the students 25 minutes to complete the reading
comprehension test and another 30 minutes to answer the analytic relations test (as in our previous study,
i.e., Hasan & Shabdin, 2017). Only one of the researchers took the responsibility to administer the two
language tests for the current study. To determine the powerful predictors of reading comprehension, the
researchers carried out a standard multiple regression analysis. In other words, force-entry multiple
regression (not stepwise) analysis was applied to find out the significant role played by the knowledge of
the analytic relation dimensions of vocabulary depth knowledge in explaining academic reading
comprehension skills. To analyse the data, researchers employed SPSS version 24 (Statistical Package for
Social Studies) as the key statistical program.
7. MEXTESOL Journal, Vol. 44, No. 4, 2020 7
Pilot Study
Before conducting the main study, the researchers piloted the analytic relations test and academic reading
comprehension test in order to measure the reliability and validity of the adapted items used for the depth
of vocabulary knowledge test for EFL learners.
Alderson et al. (1995) proposed that generally, in order to evaluate the reliability of a test that comprises
incorrect or right answers, researchers should employ the Kuder-Richardson Formula 21, or K-R-21, and
that they construct the same to determine how satisfactorily a test is capable of evaluating the extent that
researchers desire to assess. In order to examine the internal consistency of the instruments, the
researchers estimated K-R-21 as a procedure of rational equivalence (Alderson et al., 1995) of the two tests
and applied K-R-21 to calculate their reliability coefficients. K-R21 was performed using the following
formula, [n/(n-1) * [1-(M*(n-M)/(n*Var))], where ‘n’ stands for ‘sample size’, ‘Var’ stands for ‘variance for
the test’, and ‘M’ stands for ‘mean score for the test’ (as in our previous study, i.e., Hasan & Shabdin, 2017).
Table 1 shows the reliability coefficients of the two tests (n = number of items) that were conducted to
identify the validity and reliability of the adapted content or construct (i.e., analytic relations and adopted
academic reading comprehension).
Tests n* Range Minimum Maximum Mean
Std.
Deviations
K-R Reliability
Coefficients
MPS**
AR1
30 14.0 15.0 29.0 22.9 3.726 .631 30
RC2
20 10.0 8.0 18.0 12.85 3.281 .63 20
* n=Number of Items ** MPS=Maximum Possible Score AR1
=Analytic Relations Test
RC2
= Reading Comprehension Test (as in our previous study, Hasan & Shabdin, 2017)
Table 1. Means, reliability coefficients value and standard deviations
The r values (reliability coefficients) of the two tests, namely analytic relations and reading comprehension,
showcased in Table 1, were moderate. Significantly, the allowable K-R-21 score is determined by the
category of the administered test (as in our previous study, i.e., Hasan & Shabdin, 2017). In general, a
score above .50 is considered as reasonable. Salvucci et al. (1997, p. 115) propose:
that concerning the extent of reliability scale, the reliability is reckoned low if the value of r is to a lesser degree than
0.50; the reliability is considered as moderate if the value of r is in the middle of 0.50 and 0.80; on the other hand,
the reliability is considered as high when the value of r is more than 0.80.
K-R-21 most often renders a lower reliability index compared with other methods, although K-R 21 uses
less information to compute (Alderson et al, 1995). In conclusion, it can be said that all the items
incorporated in the two instruments under the current study showed an acceptable level of internal
consistency while assessing their respective measures. In other words, the r values of the two tests prove
that the tests are both reliable and valid.
Results
Analysis of Descriptive Statistics of the Tests
The results of the descriptive statistics of the Business School participants are presented in Table 2 and
graphically in Figure 3. With respect to the overall performance of these participants on the six dimensions
of analytic relations, the descriptive statistics in Table 2 give a general profile of their performance, whereas
Table 3 provides a general profile of the performance of the Engineering School participants.
MPS* Mean Std. Deviation n
Component-Integral 13 9.2308 (71%) 2.65864 91
Member-Collection 2 1.6484 (82%) 0.54515 91
Portion-Mass 2 1.3407 (67%) 0.73363 91
Stuff-Object 8 6.3516 (79%) 1.54469 91
Feature-Activity 2 1.4615 (73%) 0.68812 91
Place-Area 3 1.7912 (59.8%) 0.80989 91
Reading Comprehension 20 11.96 (60%) 3.183 91
* MPS = Maximum Possible Score
Table 2. Descriptive statistics for the participants of the Business School
8. MEXTESOL Journal, Vol. 44, No. 4, 2020 8
Figure 3. Overall mean, range, and standard deviation of six dimensions of analytic relations for the
Business School students
As presented in Table 2, in terms of the six components of the analytic relations test and academic reading
comprehension test, the Business School participants scored the highest (i.e., about 82% in the member-
collection part of the analytic relations test), followed by stuff-object (79%), feature-activity (73%),
component-integral (71%), portion-mass (67%), reading comprehension (60%), and place-area (59.8%).
It is evident that the Business School participants found the place-area analytic relations part of the
vocabulary depth knowledge to be the most difficult dimension of the analytic relations test. The highest
retrieval of scores for the Business School participants was the member-collection analytic relations part of
vocabulary depth knowledge. This suggests that the Business School EFL students learned the member-
collection analytic relations part considerably well compared to the other dimensions of analytic relations
represented in vocabulary depth knowledge. The results of the descriptive statistics of the Engineering
School participants are presented in Table 3 and visually illustrated in Figure 4.
MPS* Mean Std. Deviation n
Component-Integral 13 9.8413 (76%) 2.82390 64
Member-Collection 2 1.7302 (87%) 0.54496 64
Portion-Mass 2 1.5556 (78%) 0.61638 64
Stuff-Object 8 6.1746 (77%) 1.95547 64
Feature-Activity 2 1.3651 (68%) 0.67922 64
Place-Area 3 1.7778 (59%) 0.92361 64
Reading Comprehension 20 14.11 (71%) 3.080 64
*MPS=Maximum Possible Score
Table 3. Descriptive statistics concerning the Engineering School students
Figure 4. Overall mean, range, and standard deviation of six dimensions of analytic relations for the
Engineering School students
9. MEXTESOL Journal, Vol. 44, No. 4, 2020 9
As presented in Table 3, in terms of the six components of the analytic relations test and academic reading
comprehension test, the engineering students scored the highest (i.e., about 87% in the member-collection
part of analytic relations test), followed by portion-mass (78%), stuff-object (77%), component-integral
(76%), reading comprehension (71%), feature-activity (68%), and place-area (59%). It is evident that
Engineering School participants also found the place-area analytic relations part of vocabulary depth
knowledge the most difficult dimension of the analytic relations test. Similarly, the highest retrieval of scores
of Engineering School participants was the member-collection analytic relations part of the vocabulary depth
knowledge, and this indicates that Engineering School EFL students learned the member-collection part of
analytic relations considerably well than other dimensions of analytic relations that represented vocabulary
depth knowledge. To conclude, both business and Engineering School participants found the place-area
analytic relations part of vocabulary depth knowledge the most challenging dimension of analytic relations
to tackle, whereas participants from both schools tackled the member-collection analytic relations part of
the depth of vocabulary knowledge with considerable ease.
As shown in Table 2, the mean and standard deviation for Business School participants as a group indicate
that the participants fell into a “medium” level of English proficiency in general. On the other hand, as shown
in Table 3, the mean and standard deviation of the Engineering School participants as a group points out
that the participants fell into a “higher” level of English proficiency in general. Overall, the results presented
in Table 2 and 3 indicate that Engineering School participants performed better both in the six dimensions
of analytic relations and academic reading comprehension than the Business School participants. Generally,
the authority of the Business School at the tertiary level in Bangladesh focuses considerably on improving
the proficiency level of students. In spite of that, the results showed that Business School participants lagged
behind in achieving vocabulary depth knowledge as a component of the English proficiency compared to
the Engineering School participants.
Research question 1 was developed to determine the most significant, unique predictor of academic reading
comprehension and to address the extent of prediction of component-integral, member-collection, portion-
mass, stuff-object, feature-activity and place-area analytic relations parts to academic reading
comprehension for both Business School and Engineering School participants. Research question 2, was “To
what level do different constituents of analytic relations represent depth of vocabulary knowledge (i.e.,
component-integral, member-collection, stuff-object, portion-mass, feature-activity, and place-area) affect
both the EFL Business School and Engineering School students’ academic reading comprehension?”
Prediction of Component-Integral, Member-Collection, Portion-Mass, Stuff-Object, Feature-Activity, and
Place-Area Dimensions of Analytic Relations to Reading Comprehension for both Business and Engineering
School Students
Tables 4, 5, 6, and 7 show the prediction value, ANOVA, and coefficient values of all six independent
variables on the dependent variable in terms of the scores of students from both the Business School and
Engineering School.
R R2 Adjusted
R2
Std. Error of
the Estimate
ANOVA
Sum of
Squares
df
Mean
Square
F P
.555 .308 .257 2.744 274.336 6 45.723 6.072 .000
*Dependent Variable= Reading Comprehension
Table 4: Prediction and ANOVA value of the Business School students’ score (n=91)
R R2 Adjusted
R2
Std. Error of
the Estimate
ANOVA
Sum of
Squares
df
Mean
Square
F p
.426 .181 .083 2.950 96.361 6 16.060 1.846 .01
Table 5. Prediction and ANOVA value of the Engineering School students’ score (n= 64)
As shown in Table 4, since the “f” statistics ANOVA table was found to be significant at the 0.001 level (R2
= .308), F (6, 82) = 6.072, p ˂ .000, the run regression model was found to be well-fitted for the data
regarding Business School students. Similarly, as shown in Table 5, since the “f” statistics ANOVA table was
found to be significant at the .01 level (R2
=.181), F (6, 50) = 1.846, p ˂ .05, the run regression model was
found to be well-fitted for the data regarding Engineering School participants. The values of R, multiple
10. MEXTESOL Journal, Vol. 44, No. 4, 2020 10
correlation coefficient, i.e., .555 and .426 show an accepted level of prediction for this research work. In
addition, the values of R-Square (R2
= .308 and R2
= .181) demonstrate how much the other six independent
variables (i.e., six dimensions of analytic relations) explained the variance of the dependent variable, i.e.,
academic reading comprehension.
Standardized
Coefficients
t Sig.
Correlations Collinearity Statistics
Beta (β) Partial Part Tolerance VIF
Component-integral .480 3.821 .000 .389 .351 .536 1.865
Member-Collection .007 .067 .947 .007 .006 .770 1.299
Portion-Mass .203 1.887 .063 .204 .173 .727 1.376
Stuff-Object -.093 -.819 .415 -.090 .075 .653 1.532
Feature-Activity -.055 -.510 .611 -.056 -.047 .722 1.386
Place-Area .046 .456 .650 .050 .042 .824 1.214
*Dependent Variable=Reading Comprehension
Table 6. Under coefficients, correlations values of all variables of students from the Business School=91
Standardized
Coefficients
t Sig.
Correlations Collinearity
Statistics
Beta (β) Partial Part Tolerance VIF
Component-integral .523 2.286 .027 .308 .292 .313 3.196
Member-Collection -.190 -1.100 .277 -.154 -.141 .551 1.815
Portion-Mass .044 .283 .779 .40 .036 .690 1.449
Stuff-Object -.233 -1.143 .259 -.160 -.146 .395 2.532
Feature-Activity .037 .253 .801 .036 .032 .761 1.314
Place-Area .156 .983 .330 .138 .126 .653 1.531
Table 7. Under coefficients, Ccrrelations values of all variables of students of the Engineering School (n=64)
As Table 6 shows, concerning the Business School participants, the component-integral part of analytic
relations, which represented vocabulary depth knowledge, uniquely explained about (.351)2
=12.3201% of
the variance in the total academic reading comprehension score. It is evident that for Business School
participants, the highest unique prediction (12.3201%) to academic reading comprehension was explained
by the component-integral part of analytic relations, followed by portion-mass (2.9929%), stuff-object
(.5625%), feature-activity (.2209%), place-area (.1764%), and member-collection (.0036%) dimension of
analytic relations, respectively.
As Table 7 shows, regarding Engineering School participants, the component-integral part of analytic
relations, which represented vocabulary depth knowledge, uniquely explained about (.292)2
=8.5264% of
the variance in the total academic reading comprehension score. It is evident that the highest unique
prediction (8.5264%) was explained in academic reading comprehension by the component-integral part of
analytic relations, followed by stuff-object (2.1316%), member-collection (1.988%), place-area (1.5876%),
portion-mass (0.1296%), and feature-activity (0.1024%) dimensions of analytic relations, respectively.
Effect of Six Facets of Analytic Relations on Academic Reading Comprehension for both Business and
Engineering School Students
Research question 2 was developed to identify the largest, larger, or the least impact of the six dimensions
of analytic relations, which represented the depth of vocabulary knowledge on academic reading
comprehension. With regard to Business School participants, as presented in Table 6, the Beta value under
the standardized coefficients of the component-integral analytic relations of vocabulary depth knowledge
was the largest (β = .480; t = 3.821, p = .000 (significant) (p ˂.001)). The largest Beta value indicates that
the component-integral analytic relations part made the largest effect on explaining the outcome variable,
i.e., academic reading comprehension, when the variance was explained by the other five variables jointly.
As shown in Table 6, concerning the Beta values of all six dimensions of analytic relations, it can be inferred
that both the component-integral analytic relations part and portion-mass analytic dimensions of the depth
of vocabulary knowledge had a significantly greater effect statistically on explaining the outcome variable,
i.e., academic reading comprehension. The other four analytic relations dimensions of vocabulary depth had
an effect on explaining the outcome variable, but they did not have a statistically significant effect on
explaining the outcome variable, i.e., academic reading comprehension.
11. MEXTESOL Journal, Vol. 44, No. 4, 2020 11
Based the above discussion, it can be implied that:
1. Regarding the scores of students of business participants, the learners found the place-area part of analytic
relations the most challenging one whereas they handled the member-collection analytic relations dimension
of vocabulary depth with considerable ease.
2. For Business School participants, the component-integral part of analytic relations made the strongest,
statistically significant unique contribution to explaining the outcome variable, i.e., academic reading
comprehension, when the variance was explained by the other five variables jointly.
3. For Business School participants, the component-integral part of analytic relations had the largest, statistically
significant effect on explaining the outcome variable, i.e., academic reading comprehension.
With respect to the Engineering School participants, as presented in Table 7, the largest Beta value of the
component-integral analytic relations of the depth of vocabulary knowledge (β= .523; t =2.286, p = .027
(significant) (p ˂ .05)) shows that the component-integral analytic relations part made the largest effect on
explaining the outcome variable, i.e., academic reading comprehension, when the variance was explained
by the other five variables jointly.
As shown in Table 7, concerning the Beta values of all six dimensions of analytic relations, it can be inferred
that the component-integral analytic relations part of vocabulary depth knowledge had significantly the
largest effect on explaining the outcome variable, academic reading comprehension, while the other five
analytic relation dimensions of the depth of vocabulary knowledge had an effect on explaining the outcome
variable, but they did not have a significant effect on explaining the outcome variable, i.e., academic reading
comprehension.
Again, based on the above discussion, it can be implied that:
1. Regarding the Engineering School participants’ scores, like those of the Business School, the Engineering
School participants found place-area analytic relations part the most challenging one to retrieve whereas they
dealt with the member-collection analytical relations dimension with considerable ease.
2. Similar to the Business School participants, for the Engineering School participants, the component-integral
part of analytic relations not only made the strongest unique significant contribution to explaining the outcome
variable, i.e., reading comprehension, but it also had the largest impact on explaining the outcome variable,
i.e., reading comprehension, when the variance was explained by other five variables jointly.
Discussion
Even though the reading comprehension tasks in the current study were designed, particularly for basic
English comprehension in academic settings, it can be restated that, for university level EFL learners,
component-integral and portion-mass analytic relations aspects of vocabulary depth knowledge were not
only significant unique predictors of reading comprehension, but also they had a large impact (in explaining
the variation) on the success in reading tasks for basic comprehension. Thus, it can be inferred that
vocabulary, particularly the analytic relations part of the depth of vocabulary knowledge is a vital factor for
reading comprehension, and different analytic relations dimensions of the depth of vocabulary knowledge
as predictor variables prove to be useful for academic reading comprehension.
By evaluating the knowledge, particularly, of component-integral, stuff-object, place-area, feature-activity,
and member-collection analytic relations (part-whole) parts of vocabulary depth knowledge in place of just
single meanings of target words, the analytic relations of the depth of vocabulary knowledge taps deeper
nuances of vocabulary knowledge. As a result, a productive positive effect on teaching and learning new
vocabulary can be achieved.
In terms of answering reading comprehension questions, test-takers were evaluated on the basis of the
following reading skills, and they were (a) location of key ideas, (b) comprehending implications, (c)
understanding the sequence of the events, (d) grasping the text coherence, and (e) spotting the meaning
of unknown words. The above-mentioned criteria for answering reading comprehension questions could
have also significantly impacted the component-integral part of analytic relations influencing reading
comprehension.
As mentioned in the literature review above, quantitatively, there has been lack of empirical research that
has dealt with the different dimensions of analytic relations and their prediction of academic reading
comprehension among ESL/EFL learners (Greidanus & Nienhuis, 2001; Horiba, 2012). As a result, an
12. MEXTESOL Journal, Vol. 44, No. 4, 2020 12
attempt to compare and/or contrast the results of this study with other published research works becomes
slim. Thus, the current study has provided a new perspective by investigating the prediction of the six facets
of analytic relations that represented the depth of vocabulary knowledge to reading comprehension.
Keeping the issue of theory in consideration, the present findings of this study support the “dimensional”
approach of the assessment of L2 vocabulary depth knowledge (Nation, 2001; Read, 2000; Schmitt, 2014;
Zhang & Koda, 2017). A “dimensional” approach contends that vocabulary depth includes different
dimensions of knowledge of words. Since the different dimensions of depth of vocabulary knowledge, namely
different aspects of analytic relations of depth of vocabulary knowledge played a significant role in explaining
the variance in academic reading comprehension, this is evidence in favour of the “dimensional” approach
being established. On the other hand, in terms of the hypotheses presented in the study, the findings of the
current study support the instrumentalist hypothesis, which suggests that knowledge of the meaning of a
word directly influences reading comprehension (Anderson & Freebody, 1981; Perfetti, 1985, 2007). The
significant predictions of at least two aspects out of the six components of analytic relations of academic
reading comprehension reveal that the participants’ knowledge of the different aspects of analytic relations
that represented vocabulary depth knowledge have directly impacted the academic reading comprehension
of the participants.
Implications for Teaching
Many language teachers recognize that vocabulary depth knowledge is pivotal in the academic success of
learners. This deserves significant attention for teaching English in an ESL/EFL context. However, in
Bangladesh, English teachers have a propensity to seemingly irrationally adopt the subscribed curriculum
and/or the prescribed textbooks from western countries. This is a result of a variety of local, national, and
global EFL factors. Nonetheless, the context of teaching English as L1 (native language) in western countries
is different from each western country to another. The context of teaching in an EFL setting is equally as
divergent based on the context. Bangladeshi EFL tertiary education is highly contextualized, despite being
informed by well-founded literature in the field. The results need to be understood within the local context,
whether it is in Bangladesh or other local contexts of readers.
Returning to the current study specifically, the results showed some of the constituents of the analytic
relations predicted and influenced reading comprehension significantly. The results demonstrated teaching
particular aspects of analytic relations would increase the students’ reading comprehension. The study
provided some insights, which would work as suitable guidelines for curriculum designers and material
developers. Curriculum designers for EFL students could incorporate and focus on different parts of analytic
relations, particularly component-integral and portion-mass analytic relations components (e.g. handle-cup;
punchline-joke, Phonology-linguistics; Belgium- NATO, etc.), while designing syllabi (i.e., vocabulary aspect)
for the students at the tertiary level. In addition, the teachers would include the mentioned aspects of
analytic relations in their vocabulary teaching materials to help students build deeper vocabulary knowledge.
In terms of content, materials, strategies, and activities, the teachers could select reading passages in which
he/she would incorporate target words in mind (here, dissimilar words under different constituents of
analytic relations) and ask the students to go through the reading passages. Later, the teachers would be
able to check the students’ understanding of the words and reading passages by providing “fill in blanks
word-meaning,” “matching the target words and meaning,” “multiple-choice questions,” and “making
sentences with the target words” types of questions. When the students are able to learn the words that
come under different dimensions of analytic relations, they will be able to grasp other reading
comprehension passages as well. Thus, teaching particular aspects of analytic relations will increase the
students’ reading comprehension.
The analytic relations parts of the depth of vocabulary knowledge included component-integral, member-
collection, portion-mass, stuff-object, feature-activity, and place-area aspects. Consequently, language
teachers and practitioners would be able to make use of the results from the prediction of different types of
analytic relations for reading comprehension to gain a better understanding of the significant prediction of
component-integral and portion-mass types of analytic relations for reading comprehension, which can in
turn endorse their pedagogical decisions.
13. MEXTESOL Journal, Vol. 44, No. 4, 2020 13
Also, English language teachers could be able to make the students conscious of the importance of the
analytic relations aspect of the knowledge of vocabulary amidst learners. Teachers can accomplish this in
the classroom by choosing several reading comprehension passages that comprise of words from different
aspects of analytic relations, particularly component-integral and portion-mass facets of analytic relations
that represent the depth of vocabulary knowledge. While administering reading comprehension passages
among the students in the classes, the teachers can ask them to be mindful of the words that have been
selected, particularly from different dimensions of analytic relations. Furthermore, research indicates that
the students’ knowledge of the words helps them unlock the meaning of sentences where the words are
used (Carlisle, 2010). Thus, awareness amidst learners would successively help them learn and develop
other English language skills as well.
In other words, the above-mentioned analytic relations aspects of depth of vocabulary knowledge are
recommended to be highlighted and included in teaching and learning vocabulary since they have a stronger
prediction of academic reading comprehension. The improvement of English language in general and the
possession of lexical competency in particular in reading can be achieved by EFL learners when they employ
several means of receptive learning, and the learning of different analytic relations dimensions of vocabulary
depth knowledge can facilitate that. It also is argued that more exposure to different dimensions of words
by developing a reading habit would help EFL learners gain a stronger vocabulary knowledge.
Limitations
The study has put forwarded a comprehension of the prediction of the manifold analytic relations aspects,
which represent depth of vocabulary knowledge regarding academic reading comprehension. However, there
are some drawbacks/shortcomings to the study. For one, participants were from only one university. As a
result, more participants from various sectors of tertiary education would make the study more all-inclusive.
Moreover, any impact of the native language (i.e., Bengali) or background knowledge of the participants
regarding the test results was not explored. Concerning the participants’ majors, the study has limited the
scope for generalisations of the research findings.
Conclusion
The primary objective was to examine the extent of predicting dissimilar dimensions of analytic relations to
reading comprehension. To that end, the current study employed standard multiple regression analysis and
two language proficiency tests, namely, an analytic relations test and an academic reading comprehension
test among a total of 91 participants from the School of Business Administration and a total of 64 students
from the School of Engineering. In conclusion, the findings of the study show that the engineering students
found the place-area analytic relations part the most challenging one to retrieve, whereas they dealt with
the member-collection analytical relations dimension with considerable ease. In addition, for both the
Business School and engineering students, the component-integral part of analytic relations not only made
the strongest unique significant contribution to explaining the outcome variable, i.e., reading
comprehension, but it also had the largest effect in explaining the outcome variable, i.e., reading
comprehension, when the variance was explained by five other variables jointly.
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