http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/11126 2026-04-27T00:32:33Z 2026-04-27T00:32:33Z Oysharja, Lutfun Naher Mahmud Sharmin, Liza http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/11133 2023-10-01T21:00:53Z 0023-07-01T00:00:00Z

Theorizing "Exercise Book" Through the Perspectives of Three Translation Theorists Jakobson, Derrida and Benjamin Oysharja, Lutfun Naher Mahmud; Sharmin, Liza A noble translator uncovers a text for the target language readers. An amateur translator, on the other hand, may destroy the prospect, beauty, and liveliness of the text. Therefore, while translating a text, a translator has to turn on his/her utmost possible creative aptitude along with a fanciful imagination of linguistic ability in context. The text “Exercise Book” is a short story, the translation of “Khata”, extracted from the collection of Rabindranath Tagore's short stories titled Rabindranath Tagore: Selected Short Stories, translated by William Radice. This analysis attempts to explore the emotional narrative and discovers if it interprets the subjectivity of Uma’s feelings and thoughts depicted in the short story “Khata” relatively. In addition, this paper is an exertion to understand and scrutinize which category of the translation does this story follow, while translating a text whether it is a sense-for-sense translation or word-for-word translation and whether it is a literary art form or not. For theorizing the translated short story three translation theories by Jakobson, Derrida and Benjamin have been reconnoitered in the paper. Keywords: Translator, creative, sense-for-sense, word-for-word, art, translation

0023-07-01T00:00:00Z Yesmin, Farjana Siddique, Shahrina Afrin http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/11132 2023-10-01T21:00:53Z 0023-07-01T00:00:00Z

Possibility of Using Jamboard for Interactive Remote EFL Teaching and Learning Yesmin, Farjana; Siddique, Shahrina Afrin COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jamboard can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jamboard to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jamboard for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jamboard for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

0023-07-01T00:00:00Z Anika, Ayman Barman, Binoy http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/11131 2023-10-01T21:00:52Z 0023-07-01T00:00:00Z

Identity Crisis and Quest for Self-Autonomy in The Bell Jar Anika, Ayman; Barman, Binoy Identity crisis has been a long-discussed topic in English literature and it is vastly connected with the notion of self-autonomy. Most of the works of Sylvia Plath—regarded as one of the dynamic and controversial poets of the twentieth century—centre around the themes of identity crisis and self-autonomy that are intricately woven into the fabric of twentieth-century English literature. Through the character of Esther Greenwood in Sylvia Plath’s The Bell Jar (1963), this paper investigates how identity crisis takes its origin in the psyche of Plath’s heroine, a middle-class woman coming of age in 1950s America. Moreover, this paper equally shows what role the ideology of cultural containment of 1950s America has played in fracturing Esther’s self-esteem and sense of individuality. The researcher has reasoned that Esther’s individual suffering transcends the immediate vicinity of her personal space and resonates with the struggles that the female population of that time went through, thus making it a generic experience which has become a predominant issue of discussion in the modern era. Finally, the researcher demonstrates the ways via which Esther is able to win back her personalized identity and autonomy, though not fully but partially. Keywords: Identity crisis, Self-autonomy, Mental illness

0023-07-01T00:00:00Z Al Mahmud, Rafi http://dspace.daffodilvarsity.edu.bd:8080/handle/123456789/11130 2023-10-01T21:00:54Z 0023-07-01T00:00:00Z

Learning Opportunities and Challenges in Online Classes During COVID-19 Al Mahmud, Rafi The COVID-19 pandemic forced several Bangladeshi private universities to move from in-person to online classes. This paradigm shift has facilitated a unique window of opportunities to harness the untapped potentials of e-learning practices in Bangladesh. However, it has posed a myriad of coping challenges for Bangladeshi students. This exploratory research was conducted to identify the seized learning opportunities along with the critical challenges experienced by the students while learning from online classes at a private university of Bangladesh. This research adopted a mixed methodology of combining both qualitative and quantitative approach for holistic insights. Quantitative data was collected through an online questionnaire survey on a representative and diverse sample size of 745 participants from ten different departments. Semi-structured in-depth interviews consisting of closed and open-ended questions were conducted on 20 respondents for in-depth findings. Primary findings demonstrate the underutilized potential of online classes such as adaptive personal learning, peer learning, gamification, collaborative problem solving, synchronized and asynchronized communications etc. The primary challenges include inadequate infrastructural arrangements, lack of uniform and coherent guidelines, non-existence of incentives, limited access to devices, interrupted internet connectivity, poor speed of internet, high data price, limited or no prior orientation to online learning tools and techniques, tedious online class schedule, increased summative and formative tests, fatigue from overusing virtual platforms and physiological issues such as eye-strain, backpain, headache, dizziness from prolonged online classes, absence of face-to-face socialization etc. Based on these findings, this study recommends a few pragmatic strategies to harness the untapped opportunities of online learning and further ensure the viability and sustainability of online education in Bangladesh. Keywords: E-learning; opportunities; online classes; Bangladesh; COVID-19.

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