Dr. Md.  Maniruzzaman
Dr. Md. Maniruzzaman Professor, Department of English

PROFILE

SHORT BIOGRAPHY

Md. Maniruzzaman, former Chairman of and current Professor in the Department of English at Jahangirnagar University, Bangladesh, IELTS Speaking Examiner, IDP Bangladesh, and TESOL International Association Member, obtained MA in English Language and PhD in Applied Linguistics & ELT from the University of Dhaka , completed e-Teacher Methodology for TESOL at the University of Maryland BC, e-Teacher Assessment at the University of Oregon, e-Teacher Educational Technology at Iowa State University, and attended PDW-2013 at the University of Oregon, USA. He has almost 29 years teaching/research experience and a large number of publications including research papers, translations, book reviews, book chapters, and books. His core interests include TESOL methodology, curriculum/syllabus design, materials development, assessment and testing, educational technology, L2 teacher education, ELT leadership and management, and literatures inEnglish.

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RESEARCH INTEREST

TESOL methodology, curriculum/syllabus design, materials development, assessment and testing, educational technology,  L2 teacher education, and literatures in English

JOURNAL PAPER

M. Maniruzzaman, English Phonetics and Phonology: A Blended Learning Design Plan., Academia Letters, ,2021. doi: https://doi.org/10.20935/AL1313
M. Maniruzzaman, The postmethod pedagogy: Critical reviews and contextual reflections. T, he Postmethod Pedagogy: Issues of Learning and Teaching, 1, 1, 2020..
M. Maniruzzaman, Kumaravadivelu’s postmethod pedagogy and the Bangladesh context: A preliminary appraisal., Ideas: A Journal of Literature Arts and Culture, 4, 2019.
The need for the study of language,

The Dhaka University Studies Part- A, 50, 2: 1993.

Needs analysis: problems and considerations,

Harvest: Jahangirnagar Studies in Literature, 12: 1993-1994.

An SL/FL syllabus and the rationale behind its design,

Harvest: Jahangirnagar Studies in Literature, 13: 1995-1996.

The SL/FL classroom and the individual learner,

Harvest: Jahangirnagar Studies in Literature, 14: 1997-1998.

EFL learners’ reaction to the learning situation: A quantitative study,

National and Regional Issues in English Language Teaching: International Perspectives. The British Council: 1999.

Attitudinal and motivational impact on EFL proficiency of undergraduates: A further investigation,

The Dhaka University Studies Part- A, 56, 2: 1999.

Attitudes, motivation and achievement in EFL: does sex differentiation matter?,

Harvest: Jahangirnagar Studies in Literature, 15: 1999-2000.

Attitudinal and motivational impact on EFL proficiency of undergraduates: A preliminary investigation,

Journal of the Institute of Modern Languages, University of Dhaka: 1999-2000.

SL/FL classroom anxiety: what should/can the teacher do?,

ELT 2000: Directions and Orientations. Department of English, Rajshahi University: 2000.

Language studies in the USA: Leonard Bloomfield’s position,

The United States of America: Society and Culture, 9: 2000. 

Testing communicative competence; how far is it possible?,

The Dhaka University Studies Part- A, 57,1: 2000.

Traditional classification of English words: imitations, limitations and considerations,

The Dhaka University Studies Part- A, 57, 2: 2000.

The meaning of ‘meaning’ in linguistic communication,

Philosophy and Progress, xxix-xxx: 2001.

Cognitive theory and second/foreign language acquisition: An endeavour to establish a linkage between them,

Teacher’s World, 24-25: 2002. 

Attitude and motivation in second/ foreign language learning at university level: A review of the literature,

Jahangirnagar Review Part C, XI & XI: 1999-2000 & 2000-2002.

The use of the mother tongue in the EFL classroom: learners’ reaction,

Harvest: Jahangirnagar Studies in Literature, 18: 2003. 

The contribution of error analysis to second/foreign language (SL/FL) learning and teaching,

Critique: Islamic University Studies in Literature, 01: 2003. 

The rationale behind teaching language to the students of literature,

Jahangirnagar Review Part C, XIII- XIV: 2003. 

Teaching stress placement within the English word,

Harvest: Jahangirnagar Studies in Language and Literature, 19: 2004. 

Acton research: can’t it help an SL/FL teacher become an extended professional?,

Journal of The People’s University of Bangladesh, 1/1: 2004.  

Learning EFL by Bengali speaking learners: major linguistic problems and possible solutions,

The Bangla Academy Journal, 2 &1, 2005-2007. 

Avoidance behaviour in EFL learning: a study of undergraduates,

Journal of the People’s University of Bangladesh, 2. 2: 2005. 

The nature of the interlanguage of Bengali speaking EFL learners: A case study,

Harvest: Jahangirnagar Studies in Language and Literature, 21: 2006. 

A study of the interaction between the learning situation and the proficiency of EFL learners.,

Stamford Journal of English, 2: 2006.

Phonetic and phonological problems encountered by the Bengali speaking EFL learner: how can they be overcome?,

Jahangirnagar Review Part C, XVII: 2005-2006.

R. K. Narayan’s attitude towards the English language: A postcolonial posture, a utilitarian gesture,

Crossings, ULAB Journal of English Studies, 1.1, Fall 2008. 

Teaching composition writing in English as a Foreign Language (EFL) at the tertiary level: a balanced curricular and instructional approach,

Bangladesh Journal of Public Administration XVII, II: 2008.

Rethinking the status of English in Bangladesh: Why it should be the second language, not a foreign language,

Explorer, 2.1&2, 2010.

Relations of washback to the teachers of English as a foreign language at the SSC level,

Bangladesh Journal of Public Administration, XX/1 &II, 2011.  

The impact of the students’ attitudes towards their learning situation on their achievement in EFL: A case study at the HSC level,

Outlooks: VUB Studies in Language, Literature and Culture, 1.1, 2011.

Washback of second/foreign language tests: An appraisal.,

Jagannath University Journal of Arts, 1/1, 2011. 

EFL pronunciation: Why is it a peripheral skill?,

Presidency University Journal, 1.1, Part: A, 2012.    

How does washback effect work on the EFL syllabus and curriculum?: A case study at the HSC level in Bangladesh.,

Language in India, 10, ISSN 1930-2940, 12 December 2010.

Washback on instruction in EFL: A study at the tertiary level.,

Jurnal Penyelidikan Pendidikan (Educational Research Journal), LICER, Malaysia, 2013. 

Instruction in the course “Teaching EFL Listening and Speaking”: The design-down principle.,

Bangladesh Journal of Public Administration, XXIII/1, 2014. 

Cross-cultural differences in a global ‘Survey of World Views’.,

Journal of Cross-Cultural Psychology, 46: 2014.

Washback of examinations on learning EFL at the undergraduate level: The Bangladesh context.,

Harvest: Jahangirnagar Studies in Language and Literature, 30: 2015.

Teaching and learning EFL pronunciation at the tertiary level in Bangladesh: The prevailing scenario and pragmatic considerations.,

Ideas: A Journal of Literature Arts and Culture, 1, 2015.

Assessment literacy and ESL/EFL teachers.,

The EDRC Journal of Learning and Teaching (EJLT), 1.1, 2016.

English as a foreign language education: Advocacy of LCT.,

Research Nebula, (SCSVMV University, Tamilnadu) Special Issue, September – 2016. 

Innovations in second/foreign language syllabus design.,

Ideas: A Journal of Literature Arts and Culture, Vol. 3, 2017-2018


CONFERENCE PAPER

EFL testing washback: Assessment of learning or assessment for learning? International Conference on Teaching and Learning (ICTL),,

Conference Proceedings. Independent University, Bangladesh (IUB), April 22-23, 2016.

Instruction in ‘EFL speaking’: Learning outcomes, assessments, and instruction.,

NELTA Conference proceedings 2016.


BOOK CHAPTER

M. Maniruzzaman, Technology in Teaching ESL/EFL: Integration, Application, Tools and Resources. In Arvind Nawale, M. Maniruzzaman, Amar Singh and Saumya Priya (Eds.), New Trends and Digital Adoption: A Paradigm Shift in Higher Education, New Delhi: Authors Press, 2022.,

Abstract

Today’s English language teachers need to have technological knowledge
along with subject knowledge and pedagogical knowledge to facilitate the
learning process effectively and help learners achieve learning outcomes.
This chapter is designed for the practising teachers and researchers keen on
gaining insights into the use of technology in teaching English as a
second/foreign language onsite and/or online. First, it focuses on
specification and integration of technology into instruction in English
language onsite and/or online appropriately aligned with the curriculum and
assessment system of a particular English language programme. Next, this
chapter is concerned with blended learning, its major models, and its design,
adoption and application. Further, it discusses two major technological
approaches to English language teaching and learning – CALL and MALL.
The chapter also presents an overview of several commonly used online
teaching platforms and tools. Moreover, it outlines diverse online English
language teaching and learning materials including open educational
resources, websites, software and apps. Finally, the chapter encompasses a
sample activity plan to show the use of technology in English language
teaching in the Bangladesh context and other comparable settings. Thus,
this chapter purports to explain technology integration with in-person
and/or virtual English language teaching and learning, delineate blended
learning and its practices, describe CALL and MALL, sketches out different
online teaching platforms, tools and resources, and propound an activity
plan incorporating the use of technology.


Keywords: English language teaching, onsite and/or online, integration of
technology, blended learning, CALL and MALL, online platforms, tools and
resources, an activity plan


EDITED BOOK

Arvind Nawale, M. Maniruzzaman, Amar Singh & Saumya Priya (Eds.), New Trends and Digital Adoption: A Paradigm Shift in Higher Education, 2022.

The book New Trends and Digital Adoption: A Paradigm Shift in
Higher Education 
analyses present education system globally and
offers suggestions, directions and recommendations for
strengthening ICT in the future higher education system. Education
in the twenty-first century surely requires a lot of reflection on
modernisation, especially in the wake of expanding globalisation. In
light of modern information technologies, timing is indeed
propitious to focus on re-evaluating the current educational
methodologies. It is now up to educators to reconsider their
traditional roles and design appropriate modalities of education

rather than sticking to the conventional ones. The changing
environment necessitates a shift in teachers’ traditional roles, and they
must keep up with the evolving digital era if they wish to live by the
principle of ‘survival of the fittest’.


BOOK

English Book One, HSC Program,

Bangladesh Open University, 1999.

English Book Two, HSC Program,

Bangladesh Open University, 2000.

HSC Communicative English Grammar, Vocabulary, Composition & Comprehension.,

Lotus Book Syndicate, Dhaka, 2001.

Basic English Language Skills,

Friends’ Publications, Dhaka, 2002.

Advanced Reading and Writing Skills,

Friends’ Publications, Dhaka, May 2004.

Advanced Reading and Writing Skills. 2nd Edition,

Friends’ Publications, Dhaka, December 2004.

Introduction to English Language Study,

Friends’ Book Corner, Dhaka, 2006.

Teaching EFL Pronunciation: Why, What and How?,

Archive No.: V93335, ISBN: 978-3-640-10919-7, Munich, Germany: GRIN Publishing, 2008.

The study of the language embodying and transmitting folklore - an endeavour to reveal its relevance to sociolinguistics,

Archive No.: V93337, ISBN: 978-3-640-10921-0, Munich, Germany: GRIN Publishing, 2008.

The use of Audio Aids in the EFL class at the tertiary level - a plus or a minus?,

Archive No.: V93336, ISBN: 978-3-640-10920-3, Munich, Germany: GRIN Publishing, 2008.

Relevance of the study of interlanguage to teaching EFL at the tertiary level,

Archive No.: V114649, ISBN: 978-3-640-15525-5, Munich, Germany: GRIN Publishing, 2008. 

Learning EFL by Bengali speaking learners: Major linguistic problems and possible solutions,

Archive No.: V152574 , ISBN: 978-3-640-64430-8, Munich, Germany: GRIN Publishing, 2010.

Students’ attitudes towards their learning situation and their achievement in EFL,,

United States: Dorrance Publishing Company, 2010.

R. K. Narayan’s attitude towards the English language: A postcolonial posture, a utilitarian gesture.,

Archive No.: V163289, ISBN: 978-3-640-80457-3, Munich, Germany: GRIN Publishing, 2010.

Banlga and English in Bangla Academy Pramita Bangla Bhashar Byakaran, Part-2, Chapter- 13.,

Dhaka: Bangla Academy, December, 2011 

EFL education at the tertiary level: Associations between teachability and learnability,,

ISBN: 978-3-659-12799-1, Germany: Lambert Academic Publishing, May, 2012.

Introduction to Linguistics.,

Friends’ Book Corner, Dhaka, 2013.

English First Paper, S.S.C. Program.,

Open School, Bangladesh Open University, 2016.


PhD THESIS SUPERVISION

Paritosh Mondal, Use of ICT in English as a Foreign Language Education: A Study at the Secondary Level in Bangladesh, 2022.
Md. Shahidul Islam, English Education of Women at the University Level in the Context of Khulna Division: A Study from the Feminist Perspective, 2022.

OTHER

Assessment literacy and ESL/EFL teachers,

Abstract

Assessment is inseparably associated with ESL/EFL curriculum/course objectives and instructional techniques.  Achieving learning outcomes indispensably depends on proper alignment of objectives, instruction, and assessment. Assessment literacy provides essential information on dealing with the varied facets of assessment modifying objectives, enhancing instruction, and facilitating learning. Hence, to be competent in assisting learners to achieve learning outcomes, ESL/EFL teachers need acquire assessment literacy in addition to knowledge of curriculum/course objectives and instructional strategies. This paper examines the pertinence of assessment literacy to ESL/EFL teachers.

Cross-Cultural Differences in a Global “Survey of World Views”,

Abstract
We know that there are cross-cultural differences in psychological variables, such as individualism/
collectivism. But it has not been clear which of these variables show relatively the greatest
differences. The Survey of World Views project operated from the premise that such issues
are best addressed in a diverse sampling of countries representing a majority of the world’s
population, with a very large range of item-content. Data were collected online from 8,883
individuals (almost entirely college students based on local publicizing efforts) in 33 countries
that constitute more than two third of the world’s population, using items drawn from measures
of nearly 50 variables. This report focuses on the broadest patterns evident in item data. The
largest differences were not in those contents most frequently emphasized in cross-cultural
psychology (e.g., values, social axioms, cultural tightness), but instead in contents involving
religion, regularity-norm behaviors, family roles and living arrangements, and ethnonationalism.
Content not often studied cross-culturally (e.g., materialism, Machiavellianism, isms dimensions,
moral foundations) demonstrated moderate-magnitude differences. Further studies are needed
to refine such conclusions, but indications are that cross-cultural psychology may benefit from
casting a wider net in terms of the psychological variables of focus.


Academic Info

Institute: University of Dhaka, Bangladesh
Period: 1986

B.A. with English Language

Institute: University of Dhaka, Bangladesh
Period: 1988

M.A. in English Language

Institute: University of Dhaka, Bangladesh
Period: 1999

Ph.D. in Applied Linguistics and ELT

Institute: University of Maryland BC, USA
Period: 2012

E-Teacher, Methodology for TESOL

Institute: University of Oregon, USA
Period: 2012

E-Teacher, Assessment

Institute: University of Oregon, USA
Period: 2013

Professional Development Workshop (PDW)

Institute: Iowa State University, USA
Period: 2018

E-Teacher, Educational Technology

Experience

Organization: Department of English, Jahangirnagar University, Bangladesh
Position: Professor
Period: July 2011- present
Organization: Department of English, Jahangirnagar University, Bangladesh
Position: Associate Professor
Period: Sept. 2002- July 2011
Organization: Department of English, Jahangirnagar University, Bangladesh
Position: Chairman
Period: June 2003- May 2006
Organization: Department of English, Jahangirnagar University, Bangladesh
Position: Assistant Professor
Period: 1998- 2002
Organization: Department of English, Jahangirnagar University, Bangladesh
Position: Lecturer
Period: 1995-1998
Organization: Feni Government College
Position: Lecturer in English
Period: 1993- 1994

Activity

Organization: TESOL International Association
Position: Global Professional Member
Period: 30/09/2020 - 30/09/2021
Organization: Department of English, Jahangirnagar University, Bangladesh
Position: M.Phil./Ph.D. Supervisor
Period: Current
Organization: Department of English, Jahangirnagar University, Bangladesh
Position: Professor
Period: Current
Organization: IDP Bangladesh
Position: IELTS Speaking Examiner
Period: Current

Contact

Dr. Md. Maniruzzaman

Professor
Department of English
Jahangirnagar University, Savar, Dhaka-1342, Bangladesh.
Cell Phone: +88 01711 337 559
Work Phone: +88 01711 337 559
Email: mmz71@juniv.edu , mmaniruzzaman71ju@gmail.com, maniruzzamanju71@yahoo.com