Md. Maniruzzaman, former Chairman of and current Professor in the Department of English at Jahangirnagar University, Bangladesh, IELTS Speaking Examiner, IDP Bangladesh, an Examiner of Cambridge Assessment International Education, a Global Member of TESOL International Association , an Associate Member of IATEF, and Vice President of English Teachers' Association of Bangladesh, 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, ELT-LMCP offered by TESOL International Association, and Introduction to Technology-Enabled Learning offered by Commonwealth of Learning & Athabasca University, Canada, and attended PDW-2013 at the University of Oregon & Department of State, USA. He has almost 30 years teaching/research experience and a large number of publications including research papers in Scopus indexed journals, translations, book reviews, book chapters, and books. His core interests are TESOL methodology, curriculum/syllabus design, materials development, assessment and testing, educational technology, L2 teacher education, ELT leadership and management, and literatures in English.
TESOL methodology, curriculum/syllabus design, materials development, assessment and testing, educational technology, L2 teacher education, and literatures in English
JOURNAL PAPERM. Maniruzzaman, Blended Learning in the New Normal: EFL Student and Teacher Perceptions and Reactions, Studies in Modern English, pp.81-104, 2022. doi: 10.25972/WUP-978-3-95826-199-0-81 This document is licensed under the Creative Commons Attribution-ShareAlike 4.0 License (CC BY-SA 4.0): http://creativecommons.org/licenses/bysa/4.0 This International CC license does not apply to third party material (attributed to another source) in this publication.
Studies in Modern English, Würzburg, 2022M. Maniruzzaman, Challenges of teaching communicative English at the secondary level of education, SFMU Research Journal, 1, 1, pp.170-179, 2022.
SFMU Research Journal, 1(1), 2022Washback 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
Ideas: A Journal of Literature Arts and Culture, Vol. 3, 2017-2018Tasnima AKTAR, M. MANIRUZZAMAN, Harunur Rashid KHAN, & Mahadhi HASAN, Teachers’ narratives from initial virtual classrooms and professional development during the COVID-19 pandemic in developing Bangladesh, Turkish Online Journal of Distance Education, 23, 3, pp.230-245, 2022. doi: 10.17718/tojde.1137293 In the face of sudden migration to online teaching due to Covid-19 pandemic, education is going under trying times globally, especially in the low resource contexts of the Global South. Little is, however, known about how this forced migration to and coping with emergency remote teaching (ERT) are happening in the low resource context of developing Bangladesh, particularly in the Higher Education (HE). This paper, therefore, aims to understand how virtual classrooms look like in the Higher Education context in Bangladesh through TESOL teachers’ narratives from initial virtual classrooms imparting ERT. Employing narrative inquiry, four teachers from four different public and private universities in Bangladesh share their experiences of doing, undergoing and reflecting as they try to adopt, adapt and strive in imparting ERT and carrying out education in HE. Insights from these initial teacher narratives may inform higher education pedagogies, teacher development in distance education environments in Bangladesh and similar contexts in the Global South. As the paper addresses HE teachers’ initial orientation to ERT without exclusively dealing with TESOL education, it has multidisciplinary approach to migration to and coping with ERT in HE in general.
Turkish Online Journal of Distance Education, 23 (3), 230-245, 2022M. Maniruzzaman, English Phonetics and Phonology: A Blended Learning Design Plan., Academia Letters, ,2021. doi: https://doi.org/10.20935/AL1313
Academia Letters, Article 1313. https://doi.org/10.20935/AL1313, 2021M. Maniruzzaman, The postmethod pedagogy: Critical reviews and contextual reflections. T, he Postmethod Pedagogy: Issues of Learning and Teaching, 1, 1, 2020..
The Postmethod Pedagogy: Issues of Learning and Teaching, 1.1, 2020M. Maniruzzaman, Kumaravadivelu’s postmethod pedagogy and the Bangladesh context: A preliminary appraisal., Ideas: A Journal of Literature Arts and Culture, 4, 2019.
Ideas: A Journal of Literature Arts and Culture, 4, 2019The 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 Bloomfields 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: cant 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.Washback of second/foreign language tests: An appraisal.,
Jagannath University Journal of Arts, 1/1, 2011.R. K. Narayans 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.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.
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. Narayans 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.
EDITED BOOKArvind 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 CHAPTERM. 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.,
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
PhD THESIS SUPERVISIONMd. Muhasin Uddin, Juan Rulfo and Latin American Magic Realism, 2010.
Ph.D. Thesis, Department of English, Jahangirnagar University, 2010Shahnaz Mahmud, Errors in the Writing of Undergraduates: Linguistic Analysis and Pedagogical Considerations, 2008.
M.Phil. Thesis, Department of English, Jahangirnagar University, 2008Ati Ullah, D. H. Lawrence: A Feminist Analysis of his Female Characters, 2009.
Ph.D. Thesis, Department of English, Jahangirnagar University, 2009Shahadat Hossain Azad, Feminist Concern as Reflected in the Writings of Anita Desai, 2008.
M.Phil. Thesis, Department of English, Islamic University, 2008Md. Enamul Hoque, English Language Teaching and Learning at the Alim Level in the Madrashas in Bangladesh: Problems and Possible Solutions, 2009.
M.Phil. Thesis, Department of English, Jahangirnagar University, 2009Paritosh Mondal, Use of ICT in English as a Foreign Language Education: A Study at the Secondary Level in Bangladesh, 2022.
Ph.D. Thesis, Department of English, Jahangirnagar University, 2022Md. Shahidul Islam, English Education of Women at the University Level in the Context of Khulna Division: A Study from the Feminist Perspective, 2022.
Ph.D. Thesis, Department of English, Islamic University, 2022
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.
|Course Code||Course Title||Semester/Year|
|ALELT 602||Research: Applied Linguistics and ELT||MPhil/PhD Part-I|
|ALELT 501||Approaches and Methods in L2 Teaching||MA|
|E306||Introduction to Applied Linguistics and ELT||3rd Year|
|E101||Listening and Speaking||1st Year|
|Introduction to Technology-Enabled Learning|
|Certificate in TEFL/TESOL|
|ELT Leadership Management Certificate Program (ELT-LMCP)|
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
Period: July 2011- present
Position: Associate Professor
Period: Sept. 2002- July 2011
Period: June 2003- May 2006
Position: Assistant Professor
Period: 1998- 2002
Position: Lecturer in English
Period: 1993- 1994
Position: Vice President & Life Member
Position: Associate Member
Position: Global Professional Member
Position: M.Phil./Ph.D. Supervisor
Position: IELTS Speaking Examiner