https://repository.auw.edu.bd/handle/123456789/655 2026-06-21T16:29:34Z 2026-06-21T16:29:34Z Chowdhury and Akteruzzaman, Md. Aftab Uddin, Mohammad https://repository.auw.edu.bd/handle/123456789/668 2026-02-18T06:15:29Z 2015-01-01T00:00:00Z

Teaching the Structures of Academic Writing through Peer Review: A Study on the Beginners of English Language Courses at BRAC University Chowdhury and Akteruzzaman, Md. Aftab Uddin, Mohammad Substantial peer feedback of the students through peer review in the context of EFL or ESL can help them become skilled at different structures and strategies of academic writing in English rather than receiving feedback from teachers in the classroom. However, most of the students at English language classes in Bangladesh do not appreciate the significance of following the structures of academic writing from the lectures of the respective teachers immediately. On the other hand, most of the English language instructors in their classes are not used to encouraging their students to provide peer feedback through peer review. Therefore, this paper will be focusing on the issues regarding how peer review can be utilized for the beginners of English language courses in terms of making them aware of the structures of academic writing. Moreover, this paper will make an attempt to find out whether peer review makes them a better writer, a more rational thinker or a more critical appreciator of peers’ writings. At last, this paper will present some recommendations on how peer review can develop the students’ creativity while producing thought provoking and critical comments on their peers’ writing.

2015-01-01T00:00:00Z Chowdhury, Mohammad Aftab Uddin https://repository.auw.edu.bd/handle/123456789/667 2026-02-18T06:15:19Z 2021-01-01T00:00:00Z

The application of guided peer feedback in facilitating L2 writing: Action research with tertiary-level language learners in Bangladesh Chowdhury, Mohammad Aftab Uddin This study is based on action research conducted with 117 students attending their introductory English language courses at two universities in Bangladesh. Peer feedback (PF), an essential part of collaborative learning, is an important alternative mode of assessment and can provide a deeper and clearer understanding of the learners’ aptitude and thus, aid the instructor in facilitating the learners. Not only can the learners benefit in terms of critical thinking while evaluating their peers, but also the peers can improve through the knowledge-sharing process. The objective of this study was to modify the notion of PF among the students as they were found to be producing vague, short, and shallow remarks on their peers’ writing. The study uses the PF comments on peers’ writing collected during the observation stage of an action research project to identify the weaknesses in the participants’ feedback to their peers. Then, it documents the process during which the causes of the weak PF are discovered and addressed, and learners are made more aware of the importance and benefits of PF. Finally, it examines the outcomes of a second round of PF, illustrating the improvement in the quality of the PF and the increased satisfaction of providers and recipients of the PF.

2021-01-01T00:00:00Z Akteruzzaman , Mohammad, Md. Aftab Uddin Chowdhury https://repository.auw.edu.bd/handle/123456789/666 2026-02-18T06:15:04Z 2025-01-01T00:00:00Z

TRANSFORMING INEFFECTIVE FEEDBACK OF THE STUDENTS TO EFFECTIVE FEEDBACK: A STUDY ON THE STUDENTS OF ENG091 AND ENG101 OF BIL AT BRAC UNIVERSITY Akteruzzaman , Mohammad, Md. Aftab Uddin Chowdhury This paper aims at developing the rationale among the learners regarding the significance of peer feedback on a given speech community and any specific context. As for any EFL or ESL context, effective feedback of the peers on speaking can help the students rectify their mistakes regarding the use of English Language in the classroom, this paper holds the traditional characteristic of the peer feedback in the speaking classes as the research problem. Generally, in the English Language classes of ENG101 and ENG091 at BIL, BRAC University, whenever students are asked to provide feedback on their peers’ speaking, they are used to providing feedback with certain stereotypical and ineffective comments that do not help the students rectify their mistakes significantly and at the same time, the students who are giving ineffective feedback for their peers cannot utilize their creativity effectively. Keeping that in focus, we will show how ineffective feedback of the peers can successfully turn into effective feedback by the help of the teacher and how the techniques of the effective feedback can make the students utilize their critical thinking as well as help them learn different aspects of speaking strategies ranging from turn taking to deconstruction of ideas and scanning. For this research, data collection has been accomplished by interviews, focused group discussions and questionnaires from the participants and the sets of data were analysed by Multivariate Data Analysis. At last, this paper has some possible speculations that one might encounter while implementing these techniques.

2025-01-01T00:00:00Z