Raqib Chowdhury
Biographic Data
| ID | 89130 |
|---|---|
| NAME | Raqib Chowdhury |
| GIVEN NAMES | Raqib |
| FAMILY NAME | Chowdhury |
| SIGNATURE | CHOWDHURY R |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-3136-6545 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Improving Students’ Engagement in Writing Lessons for Non-English Major Students Using Task-Based Language Teaching
Writing skills have always been perceived as difficult for English as a Foreign Language (EFL) learners in higher education. Studies (Vo, 2021; Huang, 2018; Zhang, 2016) have found that EFL students often commence tertiary education with an elementary level of English, which contributes to these challenges. In addition, a lack of confidence in writing results in demotivation in learning English. In line with recent empirical scholarship on EFL, T…
Navigating Identity Tensions and Emotional Struggles
Despite the critical role of teaching practicums in teacher education, little is known about how pre-service teachers navigate emotional tensions in Indonesia. In this study, we aim to explore the nature of tensions and emotional struggles pre-service teachers face and their coping mechanisms. Seven pre-service teachers from the English Education department at an Indonesian public university were purposefully selected. Data was collected through …
Social Networking Systems in Enhancing Metacognitive Awareness
In the current context of enhanced distance learning and reliance on technology in education, there is a greater need to investigate the linguistic and cultural resources embedded in learners’ use of social networking systems (SNS) as legitimate pedagogical platforms - both in formal and informal settings. Within new and unique configurations of teaching and learning in the post-pandemic era, a more context-sensitive learning style is needed to e…
Contesting Linguistic Identities and the Persistence of Standardised Pronunciation
Despite a global paradigm shift towards multilingualism and EIL (English as an International Language) in English language education, a stubborn adherence to so-called ‘standardised’ forms of foreign languages persists in non-English language speaking countries. Language teachers, learners and their parents, as much as policy makers and curriculum designers, insist on the adoption of ‘standard’ varieties of English as normative and unquestioned. …
Toward a synergistic framework of investment and motivation
Imagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of invest…
Online Interviews as New Methodological Normalcy and a Space of Ethics
Worldwide travel restrictions during the Covid-19 pandemic abruptly changed the norms of conducting qualitative research. Online interviews, long regarded as a second choice to their offline counterparts, are no longer seen as supplementary since they emerged as the dominant mode of data collection during the pandemic. This study employs an autoethnographic approach to investigate the authors’ experiences of adjusting to alternative methodologica…
Synecdochising student identities
Purpose Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL cla…
Problem as Opportunity
Our pre-pandemic hubris of touting our times as an advanced digital age has given way to misgivings and scepticism as we slowly realise the limits of technological advances and how our teaching and learning practices have not been able to completely sever from age-old traditions. With unprecedented changes triggered by the global pandemic which saw schools close and move on to online spaces within the span of a few weeks all the world over, there…
Designing Phonetic Alphabets for Bahasa Indonesia (Pabi) for the teaching of intelligible English pronunciation in Indonesia
The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the d…
The international education experience
For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international student…
Embarking on Research in the Social Sciences
Written primarily for new or early-career researchers and postgraduate students, this paper problematises some of the foundational concepts any beginning researcher will come across when conducting research for the first time. Understanding the oft-confused, abstract, yet important notions of ontology, epistemology and paradigms can be a daunting obstacle in the experience of a new researcher, yet there are nearly no ways of sidelining these if w…
The international education experience
For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international student…
Embarking on Research in the Social Sciences
Written primarily for new or early-career researchers and postgraduate students, this paper problematises some of the foundational concepts any beginning researcher will come across when conducting research for the first time. Understanding the oft-confused, abstract, yet important notions of ontology, epistemology and paradigms can be a daunting obstacle in the experience of a new researcher, yet there are nearly no ways of sidelining these if w…
Designing Phonetic Alphabets for Bahasa Indonesia (Pabi) for the teaching of intelligible English pronunciation in Indonesia
The sociolinguistic development of English has placed a greater emphasis on intelligibility as the ultimate goal of pronunciation instruction. However, various studies have indicated that English pronunciation of Indonesian English learners was not satisfactory due to difficulties in learning English pronunciation and lack of emphasis given to the teaching of English pronunciation in English classrooms in Indonesia. In this paper we propose the d…
The international education experience
For international students undertaking higher education in English-speaking countries, often social and academic competencies are at odds with the expectations of the classroom discourse communities and the normative behaviours and practices of these communities. This conceptual paper argues that despite some scholarly studies seeing such international experience as a process of adjustment in a one-way transmissive exchange, international student…
Problem as Opportunity
Our pre-pandemic hubris of touting our times as an advanced digital age has given way to misgivings and scepticism as we slowly realise the limits of technological advances and how our teaching and learning practices have not been able to completely sever from age-old traditions. With unprecedented changes triggered by the global pandemic which saw schools close and move on to online spaces within the span of a few weeks all the world over, there…
Synecdochising student identities
Purpose Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL cla…
Online Interviews as New Methodological Normalcy and a Space of Ethics
Worldwide travel restrictions during the Covid-19 pandemic abruptly changed the norms of conducting qualitative research. Online interviews, long regarded as a second choice to their offline counterparts, are no longer seen as supplementary since they emerged as the dominant mode of data collection during the pandemic. This study employs an autoethnographic approach to investigate the authors’ experiences of adjusting to alternative methodologica…
Social Networking Systems in Enhancing Metacognitive Awareness
In the current context of enhanced distance learning and reliance on technology in education, there is a greater need to investigate the linguistic and cultural resources embedded in learners’ use of social networking systems (SNS) as legitimate pedagogical platforms - both in formal and informal settings. Within new and unique configurations of teaching and learning in the post-pandemic era, a more context-sensitive learning style is needed to e…
Contesting Linguistic Identities and the Persistence of Standardised Pronunciation
Despite a global paradigm shift towards multilingualism and EIL (English as an International Language) in English language education, a stubborn adherence to so-called ‘standardised’ forms of foreign languages persists in non-English language speaking countries. Language teachers, learners and their parents, as much as policy makers and curriculum designers, insist on the adoption of ‘standard’ varieties of English as normative and unquestioned. …
Toward a synergistic framework of investment and motivation
Imagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of invest…
Improving Students’ Engagement in Writing Lessons for Non-English Major Students Using Task-Based Language Teaching
Writing skills have always been perceived as difficult for English as a Foreign Language (EFL) learners in higher education. Studies (Vo, 2021; Huang, 2018; Zhang, 2016) have found that EFL students often commence tertiary education with an elementary level of English, which contributes to these challenges. In addition, a lack of confidence in writing results in demotivation in learning English. In line with recent empirical scholarship on EFL, T…
Navigating Identity Tensions and Emotional Struggles
Despite the critical role of teaching practicums in teacher education, little is known about how pre-service teachers navigate emotional tensions in Indonesia. In this study, we aim to explore the nature of tensions and emotional struggles pre-service teachers face and their coping mechanisms. Seven pre-service teachers from the English Education department at an Indonesian public university were purposefully selected. Data was collected through …
Computer Science (7 works) · Sociology (7 works) · Pedagogy (6 works) · Psychology (6 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · Social science (4 works) · EFL/ESL Teaching and Learning (3 works) · Qualitative research (3 works) · Second Language Learning and Teaching (3 works)