1) The document summarizes findings from classroom observations of EAP courses across four faculties at Dhaka University. 2) Observations looked at teaching styles, activities, tasks, instructional techniques, and resources across nine departments within Humanities, Science, Social Science, and Business faculties. 3) Key findings included differences in teaching styles, resources, and student participation across faculties, with generally positive evaluations for Business and mixed evaluations for other faculties.

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

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

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

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

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

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

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

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

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

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

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

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

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

14. Classroom activities
• Using mechanical devices and note
taking

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

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

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

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

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

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

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

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

23. Faculty wise discussion

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

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

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

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

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

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

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

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

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

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

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

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

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

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