https://ar.iub.edu.bd/handle/11348/1236 2026-09-10T13:45:37Z https://ar.iub.edu.bd/handle/11348/1563 Indigenous narratives and inclusive English language teaching (ELT) in Bangladesh: a critical discourse analysis of Mahale voices Ekram, Aryana This qualitative thesis explores how indigenous narratives can inform a more inclusive English Language Teaching (ELT) curriculum in Bangladesh. Using document analysis and Faircloughian Critical Discourse Analysis (CDA), it examines *Mahale Voices* (Towhid Bin Muzaffar, Haroonuzzaman, & Santosh Hemrom, 2025) to identify themes of cultural displacement, identity negotiation, resilience, caregiving, and counter-discourse. Findings reveal that the narratives both document structural marginalization (poverty, limited schooling, health precarity) and enact agency through memory, local knowledge, and cultural practices. Pedagogically, the study recommends integrating scaffolded indigenous excerpts into secondary ELT modules, teacher training in culturally responsive pedagogy and CDA, bilingual scaffolding that validates home languages, and community partnerships that bring oral histories into classrooms. Two lesson modules, a training outline, and assessment rubrics operationalize these recommendations. Reflexivity is foregrounded, with the researcher’s elite English-medium schooling shaping interpretive choices. Limitations and a future research agenda conclude the study. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2026. 2026-05-01T00:00:00Z https://ar.iub.edu.bd/handle/11348/1562 Exploring Bangladeshi university students’ challenges in academic writing in an AI-supported learning environment Khan Nayan, Nadim Mahmud This study looks at the challenges Bangladeshi university students face when writing academic texts in an AI-supported learning environment. Many students find academic writing difficult due to problems with grammar, vocabulary, organization, critical thinking, and referencing. Today, AI tools are becoming increasingly popular, and students use them to get quick feedback and suggestions on their writing. However, not all students know how to use these tools properly or ethically. The study explores students’ real experiences, opinions, and difficulties while using AI for academic paragraph writing. The study follows a quantitative research approach and collects data through a survey questionnaire administered to 60 university student participants. The survey gathers students’ responses regarding their experiences, challenges, and opinions about the use of AI tools in academic writing. This method enables the researcher to identify common patterns and trends in the participants’ responses. The results show how AI helps these students improve their academic writing and highlight the challenges that still remain. This research will help teachers and universities understand how to use AI tools more effectively in academic writing classes in Bangladesh. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2026. 2026-05-01T00:00:00Z https://ar.iub.edu.bd/handle/11348/1561 Linguistic strategies of persuasion in Bangladeshi social media influencer discourse Mithila, Shayala Kabir This study examines the linguistic strategies of persuasion used by Bangladeshi social media influencers. With the rapid growth of platforms such as Facebook, Instagram, and YouTube, influencers play a key role in shaping audience attitudes, consumer behavior, and social perceptions through everyday language. Unlike traditional advertising, their communication appears informal and relatable, making persuasion more subtle yet powerful. Adopting a qualitative discourse analysis approach, this study analyzes selected influencer content to identify key persuasive strategies, including personal pronouns, evaluative language, storytelling, emotional appeals, and Bangla-English code-mixing. The study is guided by Aristotle’s rhetorical framework (ethos, pathos, and logos) and Critical Discourse Analysis to explore how credibility, trust, and engagement are constructed. It also considers how socio-cultural context influences language use. The findings aim to contribute to applied linguistics and media discourse studies by providing insights into digital persuasion in the Bangladeshi context. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2026. 2026-04-01T00:00:00Z https://ar.iub.edu.bd/handle/11348/1560 Socio-psychological factors influencing EFL learners’ development of English proficiency Sameen, Shaila This study concludes that socio-psychological factors play a decisive role in shaping EFL learners’ English proficiency development. Among them, anxiety, motivation, and self-confidence are the most influential. A counselling-based holistic intervention involving students, teachers, parents, peers, and institutions can significantly improve English learning outcomes. In a nutshell, high anxiety leads to low confidence, which in turn leads to low motivation and ultimately results in poor academic performance. On the other hand, low anxiety leads to high confidence, which in turn leads to high motivation and ultimately results in good academic performance. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2026. 2026-04-01T00:00:00Z