The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.

The role of technology in teacher's professional development has been frequently reiterated in various globally utilized frameworks of continuing professional development (CPD). Research shows that technology provides numerous benefits when professional development activities are teacher-initiated. However, research on Bangladeshi teachers' self-initiated tech-based professional development seems limited. This small-scale study investigated the initiatives undertaken by the higher education English teachers in Bangladesh and how engaging in such activities contributed to their professional development. Following a qualitative design, the study used semi-structured interview with eight English teachers working in different public and private universities in Bangladesh. A thematic analysis of the data revealed that teachers undertook initiatives including connecting with teaching associations, navigating online resources, attending MOOCs, and blogging which resulted in increased confidence, augmented digital skills, and an awareness of the pedagogical use of technology. The study drew several implications for teacher-initiated technology-mediated professional development.

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Dating from the dawn of water transportation, marine accidents have been major causes of concern for governments of nations regardless of being developed, developing or underdeveloped. Recalling the recent ferry sinking incidents in Bangladesh, a research was undertaken to develop a smart but yet low cost voyage data recorder namely Marine Black Box. Though it can never be guaranteed that marine accidents would not happen at all, this solution would help to provide an early warning before the onset of a total disaster and even in the scenario when there is indeed no chance to save the vessel, this system would provide a mean to analyze and investigate the true cause of the accident so that future accidents can be avoided or the perpetrators can be accounted for. What makes this Marine Black Box distinct from typical voyage data recorders is that it sends a vessel's number of passengers onboard, temperature, pressure and humidity along with GPS positional data in realtime to a centralized server which can be accessed through a smartphone app. In case when this real-time logging fails, data can still be retrieved from the SD card inside the black box where data is being constantly logged for redundancy. This paper discusses the details of the working principles, construction and practical evaluation of the system.