• Computer-Supported Collaborative Learning
• Student-Centered Educational Design
• Learning Management System
• Learner Autonomy
• Using Technology to Support Teaching and Learning
||Master of Arts in Applied Linguistics and TESOL
||University of Roehampton
||Master of Arts in English Literature
||University of Dhaka
||Bachelor of Arts in English Literature
||University of Dhaka
||Viqarunnisa Noon College
||Mohammadpur Preparatory Girls High School
|Lecturer & Coordinator
||The International University of Scholars
|| February 01, 2017 – Present
||United International University
|| March 04, 2015 – May 16, 2016
|Assistant Teacher & Admin
||Unity International School
|| February 19, 2015 – March 03, 2015
- Shahid, S. E. (2021). "Role of Feedback and Negotiation in Interlanguage Development". International Journal of English Language Studies. 3, 10 (Oct. 2021), 07–13.
A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language. According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.
Details - (link)
- Shahid, S. E. (2020). "Formal email writing convention: Differences between native and non-native Students". Journal of NELTA Gandaki (JoNG), III (1&2), 57-72.
The use of emails in student-faculty communication is a regulated process. The regulations are formulated in order to ensure that the correspondences are in line with the institutional requirements and to maintain professionalism. There is limited information about such regulations amongst native students (NS) and non-native students (NNS) regarding formal email writing conventions. This study examines the formal email writing conventions of NNS under a regulated environment. A purposive non-probability sampling of 10 non-native students from a British university was collected. The findings indicate that language prowess, request letter acts, and use of formality have positive impacts on the formal email writing among NNS students. It can be concluded from the above findings that teachers of ESL should pay attention to how students formulate the structure and content of emails as they directly impact their writing capability.
Details - (link)
Presented a paper entitled “Formal email writing convention differences between native and non-native students” at the TESOL-NELTA Regional Conference & Symposium 2019, Nepal hosted by NELTA, 20-23 November 2019
- Foundation for Learning, Teaching, and Research (FLTR), 2nd Batch - 36 Hours certificate course on Teaching for Active Learning (TAL) May 18, 2017 – May 20, 2017, Organized by United International University, Dhaka, Bangladesh.
- International Conference on Diasporas & Diversities: Teaching English in a Changing World Nov 5, 2015 – Nov 7, 2015, Organized by School of Liberal Arts & Social Sciences (SLASS), Independent University, Bangladesh