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The Impact of Interactive Learning on EFL Proficiency: A Case Study of ELL and EB Students at IIUC.

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Title: The Impact of Interactive Learning on EFL Proficiency: A Case Study of ELL and EB Students at IIUC.
Authors: Barua, Suborno1, Islam, Md. Aman1, Alam, Md. Morshedul2 morshed@iiuc.ac.bd, Hoque, Muhammad Azizul3
Source: Canadian Journal of Educational & Social Studies. 2025, Vol. 5 Issue 5, p1-19. 19p.
Subject Terms: *Interactive learning, *Second language acquisition, *Teacher-student communication, *Limited English-proficient students, *College students, *Language ability
Geographic Terms: Chittagong (Bangladesh), Bangladesh
Abstract: In contrast to conventional and teacher-centered approaches, student-led learning places an emphasis on meaningful contact between students and teachers, which has been demonstrated to greatly improve motivation and linguistic proficiency. A deeper comprehension of the language material and more successful language acquisition are fostered by active engagement in the classroom. Students from the English Language and Literature (ELL) and Economics and Banking (EB) departments at International Islamic University Chittagong (IIUC) are the subject of this study. This study examines the effects of student-teacher interaction on language development in an English as a Foreign Language (EFL) classroom at a private university in Chattogram, Bangladesh. Eight English language teachers were interviewed, and 80 students were given questionnaires as a part of a mixed-method approach to data collection. The results reveal that students in more interactive classroom environments tend to exhibit higher levels of language proficiency. The study also shows that less interaction greatly reduces second language (L2) learners’ confidence and English proficiency. The study concludes with practical recommendations focusing on the importance of teacher-student interaction for educators, academics, and policymakers looking to improve language acquisition in EFL settings. [ABSTRACT FROM AUTHOR]
Copyright of Canadian Journal of Educational & Social Studies is the property of MATIS Translations Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: The Impact of Interactive Learning on EFL Proficiency: A Case Study of ELL and EB Students at IIUC.
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  Data: <searchLink fieldCode="AR" term="%22Barua%2C+Suborno%22">Barua, Suborno</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Islam%2C+Md%2E+Aman%22">Islam, Md. Aman</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Alam%2C+Md%2E+Morshedul%22">Alam, Md. Morshedul</searchLink><relatesTo>2</relatesTo><i> morshed@iiuc.ac.bd</i><br /><searchLink fieldCode="AR" term="%22Hoque%2C+Muhammad+Azizul%22">Hoque, Muhammad Azizul</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Canadian+Journal+of+Educational+%26+Social+Studies%22">Canadian Journal of Educational & Social Studies</searchLink>. 2025, Vol. 5 Issue 5, p1-19. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability%22">Language ability</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chittagong+%28Bangladesh%29%22">Chittagong (Bangladesh)</searchLink><br /><searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In contrast to conventional and teacher-centered approaches, student-led learning places an emphasis on meaningful contact between students and teachers, which has been demonstrated to greatly improve motivation and linguistic proficiency. A deeper comprehension of the language material and more successful language acquisition are fostered by active engagement in the classroom. Students from the English Language and Literature (ELL) and Economics and Banking (EB) departments at International Islamic University Chittagong (IIUC) are the subject of this study. This study examines the effects of student-teacher interaction on language development in an English as a Foreign Language (EFL) classroom at a private university in Chattogram, Bangladesh. Eight English language teachers were interviewed, and 80 students were given questionnaires as a part of a mixed-method approach to data collection. The results reveal that students in more interactive classroom environments tend to exhibit higher levels of language proficiency. The study also shows that less interaction greatly reduces second language (L2) learners’ confidence and English proficiency. The study concludes with practical recommendations focusing on the importance of teacher-student interaction for educators, academics, and policymakers looking to improve language acquisition in EFL settings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Canadian Journal of Educational & Social Studies is the property of MATIS Translations Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.53103/cjess.v5i5.388
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      – Code: eng
        Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Interactive learning
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Teacher-student communication
        Type: general
      – SubjectFull: Limited English-proficient students
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Language ability
        Type: general
      – SubjectFull: Chittagong (Bangladesh)
        Type: general
      – SubjectFull: Bangladesh
        Type: general
    Titles:
      – TitleFull: The Impact of Interactive Learning on EFL Proficiency: A Case Study of ELL and EB Students at IIUC.
        Type: main
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            NameFull: Barua, Suborno
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            NameFull: Islam, Md. Aman
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            NameFull: Alam, Md. Morshedul
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            NameFull: Hoque, Muhammad Azizul
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            – D: 01
              M: 09
              Text: 2025
              Type: published
              Y: 2025
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