Presentation on

Methods and Practice in the EAP Classrooms at Dhaka University

Pro. Tazin Aziz Chaudhury

Presenters

Mahabuba Ferdush

Roll: RK-1879

&

Md. Arman

Roll: MM- 2003

EAP> English for Academic Purposes

Four faculties of Dhaka University

1. Humanities

2. Science

3. Social Science &

4. Business Studies

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

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”

• Clark’s (1985) curriculum renewal:

•“The creation of syllabuses in which educational, subject-specification and learner orientation are objectified”

• Breen(2001):

a. Clarify the aims and objectives of learning and teaching

b. Indicate the classroom procedures

• Kumaravadivelu (1993):

– teaching- learning methods

a. Language centered methods

b. Learner centered methods

c. Learning centered methods

Post- method condition

• Eclectic post-method ELT scenario• Audio-lingual• communicative

Classroom observation

• Weir & Roberts(1994:164):

–Observation is the only way to get direct information on classroom events, on the reality of program implementation.

• Borich’s (1994) idea of lesson clarity:–A complex behavior

The role and aim of the teacher:

To engage students in the learning process.

Good & Brophy’s (1990) guided practice

–To think & work with the content– Intending practice–Oral performance

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

Classroom activities

• Using mechanical devices and note taking

Focus of the observation

1. The course being taught

2. Classroom interaction

3. Students’ motivation

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

Faculty Commerce Humanities Science Soc. science

Dept. Fnc Mktng Phil Ling phys

B.chem

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

faculty commerce humanities science Soc.science

dept Fnc Mktng Phil Ling phys B.chem

psych

Int.rel Wmn.Std

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

faculty commerce humanities science Soc.science

Dept. Fnc Mktng Phil Ling phys B.chem

psych

Int.rel Wmn.Std

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

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

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

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

Faculty wise discussion

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

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

4. Handouts are given

5. Group brainstorming: positive

6. Students follow HOME WORKS

7. Presentation: positive

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

Humanities Faculty

• Teaching aids…

Satisfactory Dissatisfactory

OHP Yes

Multi-media Yes

Bench (wood) Yes

White board Yes

Podium Yes

Air-condition Yes

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

4. Handouts and Books are given

5. Group brainstorming: negative

6. Students rarely follow HOME WORKS

7. Presentation: satisfactory

Science Faculty

Teaching aids…

Satisfactory Dissatisfactory

OHP

Multi-media Yes

Bench (wood) Yes

Black board Yes

Podium Yes

Air-condition Yes

Others Yes

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

4. Handouts and Books are given

5. Group brainstorming: negative

6. Students rarely follow HOME WORKS

7. Presentation: satisfactory

8. Interaction: negative

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

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

4. Handouts and Books are given

5. Group brainstorming: negative

6. Students follow HOME WORKS

7. Presentation: satisfactory

8. Interaction: negative

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.

Thank you