Research Interest

My research examines how teachers’ knowledge, beliefs, and digital practices interact with classroom design to shape language learning outcomes in resource-constrained higher-education settings. My work blends theory from teacher cognition and digital literacy with pragmatic interventional research. It empirically maps teacher capacity and classroom constraints, design low-cost, scalable pedagogical interventions and materials, and evaluates implementation and learner impact using replicable, mixed-methods designs.

Methods and Evidence Strategy

I favor pragmatic mixed-methods that balance internal rigor with external validity. Typical studies combine instrumented teacher and learner surveys, structured classroom observation protocols, quasi-experimental pre/post designs where randomization is not feasible, and semi-structured interviews for implementation analysis. Analytic tools include basic inferential statistics (SPSS) and clear measurement rubrics so that interventions can be repurposed for multi-site comparative work.

Publication

Digital Literacy and Self-Efficacy of English Language Teachers in South Asia. Building on my MA thesis and follow-up studies, I extended survey instruments and classroom pilots to document how specific digital practices relate to formative assessment and student writing outcomes. The study was published by the International Journal of Social Science and Human Research, USA, in July 2025.

Dissertations

MA Thesis: Technology in English Language Teaching and Learning at Tertiary Level Education in Bangladesh: Challenges and Opportunities

Research Project Duration: June 2023 – January 2024

Examined current practices, perceptions, and constraints around using technology in tertiary English language teaching in Bangladesh. Based on surveys, interviews, focus groups and classroom observations, it identifies key access and training gaps and proposes a pragmatic integration plan that emphasizes teacher development, improved infrastructure, learner-centered digital materials, and phased assessment through an LMS.

Supervisor: Dr. Shaila Sultana

BA Thesis: Impact of Multiple Intelligences on English Language Classrooms in Tertiary Education

Research Project Duration: January 2021 – September 2021

This qualitative study examines how Gardner’s Multiple Intelligences framework is used in Bangladeshi tertiary English classrooms. Drawing on interviews with faculty and focus groups of students, it finds MI-informed activities (notably visual-spatial) boost engagement, while limited training, materials, classroom space, and AV resources hinder full implementation. It recommends targeted teacher training, modest tech upgrades, and MI-aware materials.

Supervisor: Dr. Shaila Sultana

Challenges of Using MALL in Learning the English Language at The Tertiary Level in Bangladesh

This study investigates the impact of mobile-assisted learning on the academic writing of tertiary-level students in Bangladesh and the broader South Asian context. Using a mixed-methods design, it identifies which online behaviors introduce informal text features into formal writing and which structured digital activities, when scaffolded by confident teachers, improve formative assessment and writing outcomes. The work offers low-cost, classroom-ready interventions and policy recommendations for integrating digital tools into EFL curricula without sacrificing academic standards.

Attitude towards Technology Enhanced Language Learning (TELL): A Study on the Higher Secondary English Learners and Teachers

This study examines how higher-secondary English learners and their teachers experience and evaluate technology in the language classroom. Using a mixed-methods approach, it maps attitudes, classroom effectiveness, and the practical affordability of digital tools in real school contexts. The findings offer clear, actionable insights for teachers, curriculum designers, and policymakers seeking to use technology purposefully to improve English learning outcomes.

Students' Perceptions about CLT in EFL Context at the Higher Secondary Level of Education in Bangladesh

This mixed-methods study explores students’ perceptions of CLT in higher-secondary EFL classrooms in Bangladesh. It finds that many learners treat CLT instrumentally (primarily as a means to get high grades), weaker students struggle with traditional PPP (Presentation, Practice, Production) tasks, and key barriers include cultural norms, limited vocabulary, anxiety, and grammar-focused exams. The study recommends creating supportive, culturally sensitive CLT environments, shifting to communication-based assessments, and using interactive, locally relevant materials to boost learner engagement. It notes that findings are preliminary due to the small, pandemic-constrained sample size.

This forthcoming volume by Dorothy Chun, Bryan Smith, and Richard Kern examines how technological advancements are transforming language teaching and learning. It reviews contemporary digital tools, software, and pedagogical approaches used in language classrooms worldwide, highlighting their potential benefits and challenges. The book provides theoretical insights and practical case studies on integrating technology into language education, aiming to bridge research and classroom practice.

Technology in Language Use, Language Teaching, and Language Learning

In Press

Relationship between Reported Out-of-Class English Use and Proficiency Gains in English

This study explores the relationship between learners’ self-reported out-of-class English use and their proficiency gains. Using surveys and standardized tests, it analyzes how frequently students engage in English activities outside the classroom (such as watching English media, reading, or speaking with peers) correlates with improvements in skills like vocabulary and fluency. The results indicate that higher out-of-class English usage strongly correlates with greater proficiency gains. The study suggests that integrating strategies to support extracurricular English engagement can enhance learners’ progress in formal language programs.

Language Policy: Theory and Practice

This text offers a comprehensive overview of language policy theories and their practical implementation. It addresses how policy decisions at governmental and institutional levels affect language teaching, bilingual education, and language rights. The book combines theoretical foundations with case studies to illustrate the impact of language planning on education and society.

Unpeeling the Onion: Language Planning and Policy and the ELT Professionals

This article provides a critical overview of language planning and policy issues relevant to English Language Teaching professionals. Conceptualizing language policy as a multilayered “onion,” it discusses how teachers, administrators, and material developers operate within broader sociopolitical contexts. The piece emphasizes the importance of teacher awareness of policy dynamics and encourages ELT practitioners to critically engage with the planning processes that affect their classroom practice. In essence, it bridges theory and practice by highlighting how language educators can influence and adapt to language planning decisions.

This study examined the impact of social media engagement on the academic writing performance of university students. The project explored how frequent exposure to informal digital communication (e.g., Facebook, Twitter, messaging platforms) affected students’ vocabulary use, sentence structure, and overall writing proficiency in academic contexts. Adopting a mixed-methods approach, the study combined a survey of undergraduate students with a corpus-based analysis of writing samples. Data collection included questionnaires measuring social media usage patterns, writing assignments assessed through standardized rubrics, and interviews to capture student perceptions. The findings revealed both positive and negative trends: while social media fostered increased fluency, idea generation, and confidence in written expression, it also led to challenges in maintaining formal register, cohesion, and grammatical accuracy.

Technology in Language Use, Language Teaching, and Language Learning by Dorothy Chun, Bryan Smith, and Richard Kern

Students’ Perceptions about CLT in EFL Context at the Secondary Level of Education in Bangladesh

This study explored how Bangladeshi parents view their children’s English learning and acquisition at the secondary level. Through interviews with parents, the research highlighted a gap between valuing test scores and supporting actual communicative competence. Findings showed that while most parents were satisfied with their children's grades, few understood the distinction between learning and acquisition. The project underscored the need for parent awareness and training programs to better support children’s long-term language development.

Challenges and Opportunities of Higher Education in the New Normal Education Era Amid COVID 19 Pandemic

This study examines how Bangladeshi higher education institutions have adapted to the “new normal” amid the COVID-19 pandemic. It identifies challenges (such as the digital divide, ensuring quality online instruction, and student well-being) and opportunities (like the rapid adoption of e-learning platforms and pedagogical innovations) that emerged during campus shutdowns. Through surveys and interviews with administrators, faculty, and students, the research identifies strategies universities used to maintain educational continuity. The findings highlight the importance of institutional resilience and offer recommendations for sustaining effective teaching and learning in post-pandemic higher education.

An Investigation on The Application of Learning Strategies by Bangladeshi Students with Different Cultural Backgrounds

This study investigated the specific English language needs of legal practitioners in Bangladesh. Using surveys, interviews, and focus group discussions, the project identified the skills most essential for professional practice — including client communication, contract explanation, and courtroom interaction. Findings revealed gaps between existing proficiency and professional demands, underscoring the need for targeted English for Legal Purposes (ELP) courses. The research provides practical recommendations for designing training programs that address the linguistic requirements of the legal profession in Bangladesh.

This study examines which cognitive, metacognitive, social and affective strategies tertiary students in Bangladesh use to learn English and which strategies predict measurable gains. Using a mixed-methods design, it combines a stratified questionnaire (adapted SILL), targeted classroom observations, and semi-structured interviews with students and teachers. Quantitative analysis will identify dominant strategy profiles and their relationship with proficiency, while qualitative data will explain how strategies are enacted in real classrooms. Findings will produce actionable recommendations for curriculum designers and teacher trainers on teaching and scaffolding effective learning strategies.

Strategies in English Language Learning: A study of Tertiary Level Students in Bangladesh

Parent’s Perception on Language Learning and Language Acquisition

This study explores how Bangladeshi parents view their children’s English learning and acquisition at the primary level. Through interviews with parents, it highlights a gap between valuing test scores and understanding communicative competence. Findings show that while most parents are satisfied with their children’s high grades, few understand the difference between learning (formal instruction) and acquisition (natural language use). The project underscores the need for parent awareness and training programs to better support children’s long-term language development and practical communication skills.

Critical Review of Language Awareness Projects in Bangladesh

This study examines efforts to raise awareness about indigenous languages in Bangladesh amidst the pressures of globalization. It critically evaluates initiatives such as BRAC’s Education for Ethnic Children program and UNESCO’s Multilingual Education campaign, highlighting their strengths, weaknesses, and overall impact on sustaining linguistic diversity. The research shows that while these programs promote mother-tongue instruction and cultural preservation, challenges remain in implementation and community engagement. It offers policy-oriented recommendations to strengthen language awareness projects and safeguard Bangladesh’s linguistic heritage for future generations.

English for Legal Purposes: Needs Analysis of English for Legal Practitioners in Bangladesh

This study investigates the specific English language needs of legal practitioners in Bangladesh. Through surveys, interviews, and focus group discussions with lawyers, law students, and educators, it identifies essential professional communication skills — including client interviewing, contract drafting, and courtroom argumentation — that require specialized language competency. The findings reveal a gap between existing general English courses and the genre-specific demands of the legal profession, underscoring the necessity for targeted English for Legal Purposes (ELP) curricula. The research provides practical recommendations for designing training programs that address the identified linguistic requirements of legal professionals.

This study explores how learners from diverse cultural backgrounds navigate cross-cultural educational settings and the strategies they use to facilitate learning. It identifies pedagogical approaches and interactional strategies (such as peer mentoring, reflective activities, and the use of culturally relevant examples) that help bridge cultural differences in the classroom. The research suggests that recognizing and leveraging cultural diversity through tailored learning strategies enhances student engagement and mutual understanding. It offers practical recommendations for educators to design inclusive, cross-culturally responsive curricula that capitalize on learners’ varied experiences.

Understanding cultural diversity and learning: Learner strategies for cross-cultural learning pedagogy and interaction

Teaching of English Writing Pedagogy at Higher Secondary Level in Bangladesh

This study examines writing pedagogy in higher secondary English classrooms in Bangladesh. Through classroom observations and teacher interviews, it assesses current instructional practices for developing students’ writing skills. The research finds that many teachers rely on traditional, grammar-based methods with limited emphasis on process writing or collaborative activities. It recommends integrating more student-centered and communicative approaches — such as peer review workshops, authentic writing tasks, and technology-assisted writing exercises — to improve students’ writing proficiency and critical thinking.

Impact of News Media in Language, ELT and Literature

This study examines how news media (print, broadcast, and digital) influence language use, English language teaching (ELT), and literature. It analyzes content and language in news media to understand how exposure to journalistic language shapes vocabulary, discourse styles, and thematic interests in society. The research highlights that integrating authentic news materials into language and literature classrooms can enrich learners’ understanding of contemporary language use and global issues. It suggests that news media serve as valuable resources for developing real-world communication skills in students.

COVID-19 Pandemic: The Impact of Online Learning on Tertiary Level Education in Bangladesh

This study analyzes the effects of the COVID-19 pandemic on online learning in Bangladesh’s higher education sector. Using surveys and interviews with university students and faculty, it identifies both the challenges (such as limited internet access, low digital literacy, and reduced campus interaction) and opportunities (like flexible scheduling and familiarity with e-learning platforms) that emerged during the shift to remote instruction. The findings indicate that while online classes ensured continuity of education, many students struggled with inadequate infrastructure and engagement. The study offers recommendations for policymakers and institutions to improve blended learning models and prepare for future disruptions in tertiary education.

Sociolinguistic Analysis on Language Used in Bangladeshi TV Commercials

This study examines language use in Bangladeshi television commercials from a sociolinguistic perspective. It analyzes how advertisers mix Bangla, English, and code-switched language to target different audiences and convey cultural meanings. The research highlights how linguistic choices in commercials reflect and shape social identity and consumer perception in Bangladesh’s multilingual society. It provides insights into the interplay between language, culture, and advertising, showing how commercials negotiate tradition and modernity through strategic language use.

Leadership and Innovation in ELT During the COVID-19 Pandemic: Designing and Managing Online Learning through IMLx

This project examines leadership and innovation in English language teaching during the COVID-19 shutdown by focusing on IMLx, a MOOC-style platform. It analyzes the development and management of IMLx courses designed to support teachers and engage students remotely. The study highlights both the opportunities (such as continued professional development and access to resources) and challenges (like technological gaps and low initial participation) encountered during the transition to online instruction. It provides lessons learned for educational leaders on effectively designing and sustaining large-scale online language programs under crisis conditions.

Attitudes Towards the Animated Lessons in Teaching English in the Elementary Levels of Bangladesh

This study examines elementary school teachers’ attitudes toward using animated lessons as a tool for teaching English. Interviews with primary-level teachers revealed perceived benefits and limitations of incorporating animation into the curriculum. Teachers reported that animated lessons increased student engagement, enjoyment, and focus, making learning more effective by breaking the monotony of traditional instruction. However, they also noted challenges such as limited access to appropriate technology, insufficient training, and the risk of students becoming overly dependent on visual cues. The findings contribute to understanding how animated content can be effectively integrated into primary ELT and the need for supportive infrastructure and teacher preparation.

Role of Extra-Curricular Reading to Acquire Vocabulary of Undergraduate English Language Students of a Public University

This study investigates how engagement in extracurricular reading contributes to vocabulary acquisition among undergraduate English majors at a public university. Using surveys, reading logs, and vocabulary tests, it correlates students’ reading habits (for example, reading novels, newspapers, or online articles for pleasure) with their vocabulary growth. The results indicate that regular leisure reading significantly boosts students’ vocabulary breadth and retention. The study highlights the importance of encouraging extensive reading outside the classroom to support language learning.

Teachers’ and Students’ Perception toward Animated Lessons in Teaching and Learning English at the Secondary Level of Education in Bangladesh

This study examines secondary-level English teachers’ and students’ attitudes toward animated lessons in the classroom. Through surveys and interviews, it assesses perceptions of the benefits and challenges of using animation in English instruction. The data indicate that animated lessons significantly increase student engagement and comprehension, making learning more interactive and enjoyable. However, both teachers and students also noted limitations such as limited technological resources, potential overreliance on visuals, and the need for proper training. The study highlights that with adequate support and infrastructure, animated content can enhance English instruction in secondary schools.

Use of Technology in Developing English Speaking Skills: Perceptions of ESOL Undergraduate Students

This study examines ESOL undergraduate students’ perceptions of using technology to improve their English speaking skills. Through surveys and focus groups, it explores how students use digital tools (such as language learning apps, online conversation platforms, and language lab software) to practice pronunciation and fluency. The results show that most students find technology a valuable supplement, as it provides access to authentic spoken English and immediate feedback, which boosts confidence in speaking. Some challenges were noted, including uneven access to devices and varying levels of digital literacy; the study suggests that institutions should integrate tech resources and training to maximize these benefits.

This study investigates Bangladeshi ESL learners’ attitudes toward online classes during the COVID-19 pandemic. Using student surveys and interviews, it explores how the transition from face-to-face to virtual learning affected their motivation and engagement. The findings reveal mixed attitudes: some learners appreciated the convenience and safety of online instruction, while others faced challenges such as technical difficulties, limited peer interaction, and distractions at home. The research suggests that to improve online ESL learning, educators should focus on enhancing interactivity, providing technical support, and maintaining student motivation in remote settings.

Impact of Online Class on Bangladeshi ESL Learners’ Attitudes in The Covid-19 Pandemic Situation

The Rise of Islam and the Bengal Frontier : A Brief Study on the Dominance of Islam and Emergence of Islamization in Bengal

This historical study explores the rise and consolidation of Islam in the Bengal region. Drawing on historical records and scholarly sources, it examines the social, cultural, and political factors that contributed to the spread of Islam and its growing influence in Bengal’s frontier areas. The research traces key phases of Islamization and highlights interactions between Sufi missionaries, rulers, and local communities. It sheds light on how Islamic practices and institutions took root in Bengal, shaping the region’s religious and cultural landscape.

Undergraduate Students’ Perception of Online Learning during the COVID-19 Pandemic: A Study on the Students’ of ESOL at IML

This study examines how undergraduate ESOL students at the Institute of Modern Languages perceive online learning during the COVID-19 pandemic. It uses questionnaires and interviews to assess students’ attitudes toward various aspects of e-learning, including accessibility, interaction, and language practice opportunities. Results indicate that while many students value the flexibility of online classes and access to digital materials, they also report issues such as unstable internet connectivity and reduced speaking practice, which hinder their learning. The study offers recommendations for improving online ESOL instruction based on students’ feedback, such as integrating more interactive speaking activities and ensuring reliable technical infrastructure.