Identifying the EFL learners' errors in writing has no longer been important but essential. As such, drawing the pertinent questions that what are the most common types of error committed by EFL learners in Bangladesh and what are the perceptions possessed by them concerning error correction, the article addressed the commonest errors committed by the learners and the perceptions of them toward error correction. Additionally, adopting the error analysis suggested by Ellis, the categorical presentation of the errors was also accomplished. This study comprised a corpus of EFL learners in the secondary level to enquire the commonest errors. Along with this, a student survey was carried out to reveal the perceptions of the students regarding error correction. The common errors identified were subjected to, grammar, misinformation, misordering and overgeneralization. Additionally, the study uncovered strong preference of the EFL learners to get their errors to be corrected by the teachers.

Pre-service teacher education programs such as, TEFL, TESOL, and ELT are offered in some universities in Bangladesh. Meeting the criteria and based on their level, students tend to enroll in BA in TEFL or TESOL and MA in TESOL or ELT programs. These programs entail different courses that are claimed to enable enrollees with the repertoires required to be an expert language teachers. However, for unknown reason, the effectiveness of such teacher education programs has not been explored. The current study intended to reveal what student teachers think about their teacher education programs. Adopting the pre-service teacher education program evaluation model suggested by Peacock, the current study was conducted. Semi-structured interview with the selected participants was also undertaken. Conducting the descriptive statistics elicited the respondents' perceptions regarding the teacher education programs. Majority of the participants viewed the programs instrumental to develop their pedagogic and linguistics competence.

The ubiquity with regard to technology and availability of social media offered an unorthodox avenue to impart education. Concerning language teaching and learning, the meticulous use of such online platforms has been overtly observed. They become didactic concerning the issue that typical classrooms often exert gaps in terms of students' learning. 10 Minute School, a platform to infuse language teaching and learning through Facebook live classes, undertakes the responsibility to bridge the gaps yielded from traditional English language classroom in an EFL context. The aim of the current study was to carry out a subtle analysis concerning the design of this online learning program in relation to Cognitive Load Theory (CLT) and its implication to e-learning. The study adopted the deductive method of content analysis. The themes have been shaped based on the teaching contents of 10 Minute School. The findings suggested that the approach undertaken by 10 Minute School for its online teaching and learning was instrumental to students' quick learning.

This article addresses the effect of age in Second Language Acquisition (SLA), posing the relative question that whether the Critical Period hypothesis (CPH) exists in Second Language (SL), and if existing, how it is associated duly with SLA. The justification of comparing the achievement of L1 and L2 learners on the basis of Ultimate Attainment (UA) in the establishment of Critical Period Hypothesis, is also discussed. In the methodology, secondary data analysis was used to answer of research questions. To achieve a reliable result from the wide range of secondary data primarily from journal articles, a systemic search has been adopted. In conclusion, compare and contrast was made with earlier studies to show the findings of the study and to scope future research.

The study focuses on the implementation of communicative English language curriculum reform of four secondary school teachers in Bangladesh. The study is explorative, interpretive, and qualitative in nature. A phenomenology approach, under the qualitative method, was adopted to explore how teachers experience the phenomenon of communicative language teaching (CLT) based curriculum reform. The classroom practices of CLT curriculum were observed for one week for each teacher. Teachers' beliefs regarding the curriculum reform were explored through a semi-structured interview. The finding of the study revealed the existing mismatch between curriculum intention and implementation. The study reflected on the teachers' views of their being teachers and how it enacts with the curriculum. Teachers' prior beliefs regarding English teaching and learning and their practices are found to be barriers to implement the curriculum. Numerous factors such as assessment, lack of teacher training and lack of learners' ability contributed to the phenomenon. Nevertheless, the study shed light on the limited implementation of the CLT reform in the context of Bangladesh, since the cognitive and contextual realities of teachers' work were not taken into consideration while reforming the curriculum. Since then, he has been a full time academic, attaining wide expertise in teaching English to a diverse range of professionals over a span of 24 years. His area of interest includes ESAP, bilingualism, politics of language, culture & gender aspects in ELT, Business Communication etc. and has published articles and book chapters in national and international journals.