LFS as an Effective Tool To Teaching: DIU Experience
Shahriar, Md. Shibli
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In recent times a tremendous emphasis has been laid worldwide on the use of technology in teaching. As far as teaching English as a second or foreign language (ESL/EFL) is concerned, a good number of teaching methods based on information technology have emerged, e.g. Computer Assisted Language Learning (CALL) and Network-Based Language Teaching (NBLT). Learning Feedback System (LFS), alternatively called Social Web, has been developed by Daffodil International University in order to increase interaction between teachers and students of all courses through the use of technology. The interaction is mostly off-campus and may be round the clock. In LFS the teachers assign various tasks, which the students complete as per instruction. This LFS has added a new dimension in the mode of interactive teaching and has proved useful to the teachers who are using it to improve students’ reading and writing skills in terms of composition, grammar, vocabulary and spelling. This paper attempts to explore various aspects of LFS focusing on its operation and benefits and the extent of its effectiveness in developing students’ writing and reading skills. A survey, which has been conducted among the teachers and students on the usefulness of LFS, reveals that majority of students and teachers like the system and find it useful as far as students’ reading and creative writing abilities are concerned. And, the benefits of LFS will outweigh its limitations if the recommendations prescribed in the study are followed for the betterment of the teachers and students, and overall the teaching-learning system.
- Volume 1, July 2013