M. Maniruzzaman, currently Professor in the Department of English at Jahangirnagar University, Bangladesh, and IELTS Speaking Examiner, IDP Bangladeash, 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 25 years teaching/research experience and more than 100 publications including research papers, translations, book reviews, and books. His core interests include TESOL methodology, curriculum/syllabus design, materials development, assessment and testing, educational technology, and L2 teacher education.
RESEARCH INTERESTTESOL methodology, curriculum/syllabus design, materials development, assessment and testing, educational technology, and L2 teacher education
Journal PaperThe 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 PaperEFL 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.
BookEnglish 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, 2011EFL 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.
OtherAssessment literacy and ESL/EFL teachers
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?
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.
B.A. with English Language
M.A. in English Language
Ph.D. in Applied Linguistics and ELT
E-Teacher, Methodology for TESOL
Professional Development Workshop (PDW)
E-Teacher, Educational Technology
Dr. Md. Maniruzzaman
Department of English
Jahangirnagar University, Savar, Dhaka-1342, Bangladesh.
Cell Phone: +88 01711 337 559
Work Phone: +88 01711 337 559
Email: firstname.lastname@example.org, email@example.com, firstname.lastname@example.org