Publications

• Kabir, T.S. (2025). From Ghorer Golpo to Global Voices: Digital Storytelling as a Decolonial 

  Pedagogy for English Language Learning in Bangladesh (2025). Dissertations and 

  Doctoral Documents, University of Nebraska-Lincoln, 2023–. 434.

  https://digitalcommons.unl.edu/dissunl/434 

  
  

  Kabir, T.S., & Trainin, G. (2024). Bridging the Gap: Leveraging Technology for Rural Para 

  Educator Professional Learning. In Society for Information Technology & Teacher Education International Conference (pp. 1936-1945). Association for the Advancement of Computing in Education (AACE).

  
  

  Kabir, T.S., Jahan, A., & Trainin, G. (2023). I’m going to do my Duolingo, got to keep my 

  owl happy: Using Duolingo in Bangladesh. In Society for Information Technology & Teacher Education International Conference (pp. 2091-2097). Association for the Advancement of Computing in Education (AACE).

  
  

  Akter, S., & Kabir, T. (2022). Consolation in Darkness Object petit a in Jhumpa Lahiri’s A Temporary Matter. BUP Journal, 9(1), 121–137. http://journal.bup.edu.bd/  

  
  
  Biswas, A., & Kabir, T.S. (2020). Assessing the Mentoring Service in Department of English: A Case from Bangladeshi Public University. BELTA Journal, 4(1), 32–43. https://doi.org/10.36832/beltaj.2020.0401.03
  
  Kabir, T.S. (2020) “Teachers’ and Students’ Perception of Using Translation (L1) for

             Developing Reading Skill.” Shanlax International Journal of English, 8(4), 1-11.

             https://doi.org/10.34293/english.v8i4.3253 

  
  

Kabir, T.S. (2024). Unveiling Voices: Explore the Power of Digital Storytelling in Enhancing English Skills! Paper presentation at the BELTA-NSU International Conference 2024 (11th BELTA International Conference), 6-7 December 2024, North South University, Dhaka, Bangladesh.

Sameha, Z.T., Kabir, T.S. (2024): Unlocking the Potential: Assessing the Influence of Duolingo on the Speaking Skills of Bangladeshi EFL Students. Paper presentation at the BELTA-NSU International Conference 2024 (11th BELTA International Conference), 6-7 December 2024, North South University, Dhaka, Bangladesh.

Kabir, T.S. (2024). Take More Chances Dance More Dances: Arts Based Learning Pilot Workshop at Lincoln Literacy, Poster presented in Nebraska Educational Technology Association, 2024 Spring Conference, March 14-15, 2024, Omaha, Nebraska, USA.

Kabir, T.S., & Trainin, G. (2024). Bridging the Gap: Leveraging Technology for Rural Para Educator Professional Learning. Paper presented at the Society for Information Technology & Teacher Education (SITE) International Conference, 35th International Conference, March 25-29, 2024, Las Vegas, Nevada, USA.

Kabir, T.S., Jahan, A., & Trainin, G. (2023). I’m going to do my Duolingo, got to keep my owl happy: Using Duolingo in Bangladesh. Poster presented in Society for Information Technology & Teacher Education International Conference, 34th International Conference, March 13-17, 2023, New Orleans, Louisiana, USA.

Kabir, T. S. (2020). Developing Language Skills Outside the Classroom: Students’ Perspective. Paper accepted for presentation at 9th BELTA International Conference 2020, Dhaka Bangladesh. 

Kabir, T. S. (2020). Exploring Common Errors in English Composition of Undergrad Level Students’. Paper presented in 1st Multidisciplinary International Conference on the Social and Life Sciences Gender, Health, Information and the Environment, East West University, 27-29 February 2020, Dhaka Bangladesh. 

Kabir, T.S. (2019). Assessing Student Awareness on Global Education: A Comparative Study on Attitudes of Undergraduate Students of University of Dhaka and East West University. Presented paper in 2nd Assembly on Futures of Higher Education, organized by Center for Genocide Studies, University of Dhaka and Friedrich-Ebert-Stiftung (FES), University of Dhaka, 29-30 March 2019, Dhaka Bangladesh. 

Kabir, T. S. (2019). A Case Study of Using Translation as a Tool For Teaching English As A L2 For 1st Year Students of University of Asia Pacific. Paper presented in Transgressing/Transcending Borders through Translation, 5th International Conference, Department of English, East West University, 25-26 January 2019, Dhaka Bangladesh. 

Kabir, T. S. (2018). A Case Study of the Condition and Factors Influencing the Professional Development in Training of English Language Teachers. Paper presented in “Rethinking Disciplinary Diversity: Challenges of Teaching English in the 21st Century” International Conference on English Language and Literature hosted by Department of English and Humanities, BRAC University on 15-16 November 2018, Dhaka Bangladesh. 

Kabir, T. S. (2018). Teaching in a Digital Age: Facilitating Language Learning through Technology. Paper presented in 8th BELTA International Conference hosted by Independent University, Bangladesh on 12-14th January 2018, Dhaka Bangladesh. 

Kabir, T. S. (2017). The Effects of Social Networking Sites on the Academic Language Usage of the Tertiary Level Students of Bangladesh. Paper presented in National Conference New Media and Identity Formation organized by East West University, 21 January 2017, Dhaka, Bangladesh.

Karim, M. R., & Na, K. S. (2024). Impact of Project-Based Learning (PBL) Integrated

with Google Classroom on Improving English Writing Skills in a Bangladeshi

University. International Journal of Learning, Teaching and Educational

Research, 23(9), 103-120. https://doi.org/10.26803/ijlter.23.9.6

• Karim, M. R. , Sufian. M. A., Islam, M. M. (2017) . Prospects of facebooking to extend genre based writing     skills of EFL learners: A study of undergraduate students in Bangladesh. English Studies and the     Marketplace. 

• Karim, M. R. (2015). Using Wiki to improve students’ academic writing in English collaboratively: a     case study on undergraduate students in Bangladesh. IOSR Journal in     Humanities and Social     Science (IOSR-JHSS). 20 (2), 29-35.  

• Karim, M. R. (2014). Managing students’ written works in large classes. NELTA Proceedings.     P 128-    131

• Karim, M. R. (2014). Hornby Regional School in improving teachers’ professional development and     resourcefulness. NELTA Proceedings.P 128-131

• Karim, M. R. (2017). Getting to know your activity. In Smith, R., Padwad, A., & Bullock, D. (Eds.),     Teaching English -Teaching in low-resource classrooms: voices of experience (pp.36).     British Council.     

• Qaiser, F., & Karim, M. R. (2017). Correcting written work in large classes. In Smith, R., Padwad,     A., & Bullock, D. (Eds.), Teaching English -Teaching in low-resource classrooms: voices of experience (pp.38-41). British Council.

This paper aims to explore Saudi learners' perspectives on grading practices in Saudi higher education. Numerical scores and letter grades to assess students' academic performance is a common practice in most institutions. However, recent concerns among educators and researchers indicate that traditional one-and-done grading practices often fail to assess student engagement in learning. This increases competition rather than collaboration. In light of the changes emerging in the current global education landscape, reflective educators feel there is an urgent need to reflect on assessment practices in Saudi higher education. As Mesny et al. (2026) assert, "In reimagining assessment, the guiding vision should be assessment for learning (AfL), particularly learning that endures over time and provides students with the competencies and dispositions needed for the twenty-first century" (p. 2). In this study, the researchers examined 45 EFL students enrolled in an Intensive English Program at a public university in Saudi Arabia. A mixed-methods approach, combining quantitative and qualitative data, was employed. The findings indicate that participants preferred assessments that were either ungraded or allowed for resubmission. Based on these results, the researchers propose recommendations for future educators to ensure that assessments provide students with opportunities to learn from feedback and improve their work.

This study explores the perspectives of Saudi learners regarding the factors that make them anxious, impact their performance on tests, and weaken their test-taking abilities. Quantitative research has been used for this study because it can be used to duplicate results and verify information. For data collection, a questionnaire consisting of fifteen closed questions was administered to the students. Data was collected in class (after the lecture) manually (on paper). Although more useful information could be elicited from open questions, the respondents were asked to answer the closed questions due to the shortage of time. The participants in this study were (N=45) Saudi female learners (enrolled in the Intensive English Program at a public university in Saudi Arabia) aged 18-19 whose L1 is Arabic. The analysis was conducted in two phases. The findings of this study show that test anxiety impacts the academic performance and learning of students. The study concludes with some recommendations that can help reduce test anxiety in students.

To address whether social media helps the English language learning abilities of the learners, this paper probes into the strengths and weaknesses of social media as a platform. There is rarely complete agreement about the best way or the right way to learn the English language. Consensus usually remains difficult about social media, which is no longer a mere communication tool. If social media is considered to be an effective learning tool suitable for learners, then several assumptions about the view of learning need to be taken into account. Hence, critiquing the learning assumptions of Anderson et al. (1996), this paper aims to draw educators' attention to how they can make learners aware of maximizing the benefits of social media and take recourse to this learning tool. This study explores the perspectives of (N=40) undergraduate EFL students at a public university in Saudi Arabia about using social media to learn the English language. A questionnaire consisting of 26 items was prepared on a 5-point Likert Scale. After collecting the data, it was analyzed using SPSS (Version 20.0). Based on the findings, the paper concludes with some recommendations on how social media can be used to enhance students' performance in learning English.

This research addresses the gap between the course objectives of Intensive English and the course contents (especially the writing parts) of the textbooks prescribed for Arab students of Computer Science, Engineering, Media and Communication, Law, and Business Administration at a university in Saudi Arabia. This study explores the perspectives of Saudi learners about the course Intensive English and the contents of the prescribed textbooks. Both qualitative and quantitative research have been used for this study. For data collection, a questionnaire consisting of ten closed questions was administered to the students. Apart from this, semi-structured interviews were held. The participants in this study were thirty-two Saudi female learners aged 18-19 whose L1 is Arabic. The findings of this study show that because of the vast course contents in the prescribed textbooks, all teachers focus on “teaching to the test/test-driven instruction’’. Based on the study's findings, it is evident that the course objectives of Intensive English need some revision and modification. This goes with the backward design of Mc Tighe and Wiggins (2005), which focuses on not covering a certain amount of content but emphasizes facilitating student learning. Considering the Backward Design of McTighe and Wiggins (2005), the study concludes with some recommendations so that the course objectives and contents of Intensive English can be revised and modified.

This paper investigates the impact of brain breaks in the language classroom at the tertiary level. A 'brain break' is an activity that takes people away from deep mental work and allows one's brain and body to rest or take a break to reset. In today's rapidly changing education system, students worldwide must take courses/ classes for long hours. This is inevitable in a language class, especially at the tertiary level, which causes loss of attention, fatigue, and loss of interest in the lesson. Long hours of class with lengthy and monotonous tasks require breaks to re-energise the students. Hence, this study investigates the effects of brain breaks in a language classroom from the perspectives of both students and teachers. The researchers chose (N=22) EFL teachers and (N=60) students, both males and females at King Khalid University, Saudi Arabia to participate in this study. Two separate questionnaires were administered to them. To analyse the data, SPSS version 26.0 was used. The results showed that teachers and students preferred incorporating brain breaks in the language class to improve the overall performance of the students. Based on the study results, the paper concludes with recommendations about how teachers can retain students’ attention through effective brain break strategies.

It is a well-known fact that at the workplace, being too authoritative or, in other words, being 'bossy' does not always work. The more coworkers can communicate with each other without hesitation, the better the chances of establishing harmony in the workplace. Hence the researchers intend to focus on the causes of having a poor influence/ negative influence in any workplace and how positive influencing skills help maintain good rapport with coworkers, paving a bridge to their career success. To address these queries, the researchers collected data by distributing a questionnaire to (N=300) professionals who were working in various fields. All the subjects agreed largely with the researchers' hypothesis that positive influencing skills are necessary to begin, sustain, and grow professionally. The findings show that in any workplace, trust, respect, and harmony are needed, which depends on the relationship among coworkers. People can gain trust and respect based on how they influence others through interaction or communication at the workplace. Therefore, based on the findings and the researchers' experience, the paper suggests developing and practicing positive influencing skills in the workplace.

Developing research skills among undergraduate students is a very challenging task for teachers. Studying research skills/the course on research methods, students also find it daunting, especially undergraduate students. Students are novices in this course, and they do not see the relevance and value of research skills. As a result, they find it boring and not useful for their professional life and feel uninterested and unmotivated to study this course. Teachers have a double responsibility: to clarify the basics of research skills and involve the learners in research with interest. The study intends to determine if research skills are developed through student-centered active learning approaches that may motivate students to perform better. For this purpose, data was collected from 60 participants (15 teachers, and 45 students). Then, the data was coded in the descriptive analysis by using SPSS (Statistical Package for the Social Sciences-version 26). These teachers are either teaching this course or have already taught it and students are either studying or have already studied it. The research findings revealed the necessity of enhancing understanding through motivation and involving students through activity based and student-centered approaches. Further, the study recommends that teachers adapt teaching materials according to the nature of this course and the students' needs (their prior knowledge, context, interest, etc.).

This paper tried to investigate the effects of multitasking on 21st century professionals. Multitasking has been a trend for several decades now. Students and professionals are equally engaged in it. In this study, (N=40) participants in different professions, including doctors, engineers, teachers, bankers, project managers, officers in a multinational company, and the army, were chosen to participate. They were working in Bangladesh, Saudi Arabia, Australia, and the United States. A questionnaire was administered to them. Statistical analysis was applied. Based on the study results, the paper concludes with some recommendations about how 21st century professionals can meet the challenges of multitasking.

This paper evaluates a curriculum followed by the Media department at King Khalid University of Saudi Arabia. It critically looks at the learning objectives of the Media curriculum offered to the undergraduate Saudi students and investigates whether the curriculum meets the goals of the students. The researchers have found in the curriculum of the Media department that the focus on life and employability skills should be more. Hence, this research paper aims to focus on the teaching of life and employability skills to these students by incorporating communication and creativity in the curriculum. The significance of this study lies to point out the gaps which already exist in the Media curriculum, and proposes a curriculum to prepare the Saudi students for life and employability skills in the 21st century. It is known that there is no fixed list of life and employability skills to be taught to the learners to thrive in the future, therefore, the researchers have chosen the two most crucial life and employability skills which are communication skills and creativity to be included in the curriculum of the Media department. This study was conducted on 15 teachers who teach or who have taught English to the Media students. These teachers were administered a Likert Scale questionnaire about the importance and necessity of employability skills especially creativity and communication for the Media department students, then it was analyzed by using SPSS (version 26.0). Based on the findings, the study concludes with some recommendations for the curriculum designers to incorporate these two essential skills. Because of a fast-changing world, every education system needs to apply more life skills and employability skills in the learning process.

Purpose– The purpose of this study is mainly to find out the EFL learners’ attitude towards corrective feedback. This paper also investigates types of learners who prefer the online or offline corrective feedback, and how feedback should be tailored to the needs of the learners. 

Design/methodology/approach– The study was conducted on sixty female participants who were students of levels 7 and 8 of the B. A. program (English) at King Khalid University, Saudi Arabia. They were administered a questionnaire comprising eight questions about corrective feedback from teachers individually and independently so that they could identify their own choices without any influence from other participants. The items in the questionnaire were closed items. 

Findings– It was found that both types of feedbacks are essential to enhance learners’ linguistic accuracy. Learners have shown their positive attitude towards teachers’ corrective feedback because they consider it a motivating learning tool. Not only that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners .On the other hand, some of the learners are not serious about going through corrective feedback given by teachers because sometimes they are unable to differentiate between what helps or hampers progress towards language learning. However, they preferred both online (immediate/automated)feedback and offline(delayed)feedback. In general, the results state that the learners have expressed the view that corrective feedback is very useful in enhancing the learning process for EFL learners.

 Research limitations/implications–This study has some limitations. The first one is the sample size. Only students from levels 7 and 8 (undergraduates) were taken into consideration. The second limitation is that the researchers focused on only one university in Saudi Arabia. The third limitation is that no male students participated in this study. The results might be different if the male students participated as well. 

Originality/value– One vital point in employing CF in the language classrooms is timing. Considering the timing of corrective feedback, teachers face the problem of whether CF should be immediate (online) or delayed (offline).

This paper attempts to show the importance of elicitation in language classrooms for teachers and learners as well. Elicitation helps in motivating English language learners. Most of the teachers think that applying elicitation in language classrooms promotes interest among students, set a stress free environment, and increases students’ participation. However, all teachers do not share the same attitude towards elicitation because of some drawbacks. Therefore, this paper discusses the effectiveness of using elicitation as a powerful diagnostic tool for actively involving learners in the language classrooms, the merits and demerits of elicitation, necessity of language teachers to focus on this technique in a skilled way that helps the learners develop their English language skills, and some factors affecting the teachers in using the elicitation techniques. For this purpose, a mini-research was conducted where 30 undergraduate students and 15 non-native language teachers of a university in Saudi Arabia were chosen as participants in carrying out the study. This paper also offers some suggestions for both experienced and novice teachers to focus on some criteria for applying elicitation techniques for motivating students and having variety in the language class.

Using supernatural elements in literature is a common phenomenon. The most discussed Black playwright, August Wilson (1945-2005), introduces supernatural elements in his works to deepen the exploration of African-American experiences and cultural heritage. Incorporating supernatural elements adds a rich layer of meaning and symbolism to Wilson’s work. They symbolize the characters' internal and external conflicts, enhancing their emotional and psychological complexity. They often reveal the characters' desires, fears, and past traumas that drive their actions and decisions. Wilson’s play “The Piano Lesson” (1987) subtly and symbolically uses supernatural elements. The present study sheds light on: Why and how did Wilson use the technique of "Willing suspension of disbelief” in his play “The Piano Lesson”? Because of the “Willing suspension of disbelief” technique, readers and audience do not question the credibility of the incidents and events in ‘‘The Piano Lesson.’’ The use of ghosts and supernatural elements contributes significantly to this play's dramatic power and intrigue. As much as they successfully keep the audience and the readers engaged, they create such an atmosphere on stage that the audience is made to believe what they see on stage.

This paper discusses and suggests the incorporation of songs in poetry classes to make students understand themes in literature. Themes in literature range from topics such as love, parenthood, childhood, friendship, war and peace, sufferings, homelessness, nostalgia, racism and so on. Each writer has different purposes for presenting these themes in their literary pieces. The genre of poetry is no exception. Poets have used these themes in their works to give pleasure to readers, share feelings or impart a moral lesson by making people aware of certain societal issues and drawing their attention. This short communication discusses how songs can enhance understanding of common themes in poetry. The researchers have selected two English poems along with two English songs that have commonalities from thematic perspectives. These selections and their incorporation in poetry classes can help in explaining and clarifying the themes of ‘war and peace' and 'racism'.

 Language teaching is a very challenging job for language teachers despite their lots of efforts applied in the classrooms to facilitate and ease language learners in the learning process. Before stepping into the classroom, teachers prepare teaching materials, aids, tools, lesson plans, course plan and so on, and set teaching goals, but these teaching objectives and outcomes are rarely fulfilled. This issue has been addressed in this article that is loosely based on Dick Allwright's (1984) Interaction Hypothesis-'Why don't learners learn what teachers teach?' from the proceedings of a seminar on Language Learning in formal and informal contexts held in Dublin. In this theoretical paper, the researchers have addressed some basic reasons of students' inability to learn what teachers teach, and teachers' failure to achieve their goals in language classrooms especially although they try their best. The investigators have discussed both the linguistic and non-linguistic factors related to learning and teaching such as internal and external factors, students' approach, attitude and motivation toward the target language, and some teaching factors; teaching experience, comprehensible input (Krashen, 1985), teachers' competence and ability to raise awareness, responsibility, motivation and self-regulation among students in achieving the learning outcomes. Furthermore, some very useful tips have been suggested and recommended to be implemented particularly in language classrooms, and in other classes generally such as working on Bloom's Taxonomy (1956) and providing the leaners comprehensible input to get i+1 (Krashen, 1985) for increasing their level of understanding.

1. ‘Environmental Damage in Ukraine as Environmental War Crime under the Rome Statute: The Kakhovka Dam Breach in Context’ Journal of International Criminal Justice (Oxford University Press), volume 22, year 2024, pages 99-126 <https://doi.org/10.1093/jicj/mqae004>
2. ‘Revisiting the Causes of Woman and Child Trafficking and the Legal Framework in Bangladesh’ (first author: Atwar Rahman) Journal of Judicial Administration Training Institute, volume XXI, year 2022, pages 21-41 <https://t.ly/G-ZIW>

1. Shah Maruf and Mehenaj Binte Amin, ‘Reimagining the Ocean: From Resource to Climate Partner’ (Bangladesh Centre for Ocean Law and Policy (BCOLP) Blog,8 June 2026).

2. ‘The BBNJ Agreement: What Does It Mean for the Energy Sector?’ (Bangladesh Centre for Ocean Law and Policy (BCOLP) Blog, 30 April 2026)

3. ‘Travel Ban on the Accused: The Current Legal Regime in Bangladesh’ (Dhaka Law Review (DHLR), 15 March 2022)
4. ‘Blue Economy and Deep Seabed Mining: Sustainable Ocean Governance in the Bay of Bengal’ (Bangladesh Centre for Ocean Law and Policy (BCOLP), 15 November 2024)
5. ‘Environmental Constitutionalism in Bangladesh’ (World Constitution Day: Bangladesh Chapter, 5 August 2022)
6. ‘From the Court Corridor: February 2022’ (Dhaka Law Review (DHLR), 1 April 2022)

1. ‘Linking SDG 7 to SDG 13: Addressing Cybersecurity and Human Rights Concerns in Renewable Energy for Sustainable Climate Action’ – SDGs+10: A Global Legal Stocktake of Achievements, Opportunities, and Challenges Conference, University of Southampton, UK (17 – 18 September 2025)

2. ‘Cybersecurity and Invisible Harms in Renewable Energy: Towards a Thicker Notion of Human Rights Accountability’ –Thicker Notions of Human Rights Accountabilities Conference, Brussels, Belgium (19 – 21 November 2025)

3. ‘The Ganges Water Sharing Treaty 1996: Hydro-Diplomacy, Hydro-Politics and Hydro-Hegemony Revisited’ – ‘Treaty-Making and Cross-Cultural Diplomacy in Asia’ Conference, Manila, Philippines (29 February – 2 March 2024) (grant awarded, but not attended)

4. ‘Freedom of Expression in South Asian Constitutions: A Comparative Analysis’ –11 North South University Law Conference 2024, Dhaka, Bangladesh (28 February 2024)

5. ‘Environmental Activism by the Supreme Court of Bangladesh: An Appraisal from Comparative Constitutional Law Perspective’ – 1st National Law Conference 2023, University of Chittagong, Bangladesh (16 – 17 September 2023)
   
   

1. Dr. Matthew Gillett and Shah Maruf, ‘War and Ecocide: Remedying Legal Gaps Concerning Conflict-Related Environmental Harm’ in Hans Günter Brauch (ed), Ecocide in the Anthropocene (Springer Nature Switzerland 2026) (forthcoming).

2. Nabila Farhin and Shah Maruf, ‘Mainstreaming Renewable Energy into Climate Adaptation: Regulatory Pathways for a Resilient Bangladesh’ in Walter Leal Filho and others (eds), Climate Change in the Tropics: Understanding and Addressing the Impacts of Climate Change to Tropical Regions (Springer Nature Switzerland 2026) (forthcoming).

Tanbir, Khandker (2023), Enforcement of International Human Rights by the Domestic Courts in Bangladesh: Past, Present and Future. Paper presented at the 1st National Law Conference, University of Chittagong, Bangladesh.

Tanbir, Khandker (2021), The Normative Significance of the International Crimes Tribunal Legal Regime of Bangladesh. Presented at the 7th International Conference on Bangladesh Genocide and Justice, 6–7 December 2021. Published in Conference Proceedings.

LLB Dissertation.

LLM Dissertation.

Rabbi, M.T.A., & Kabir, M.M.N. (2014). Literature review in Applied Linguistics: A conceptual framework. In T. Karunakaran (Ed.), English language teaching in the twenty first century: Issues and challenges (pp. 138-158). Colombo: Kumaran Book House.

Rabbi, M.T.A. (2025, December). Code-switching in English Language Classroom: Bane or Boon?. Paper presented at the International Conference on Challenges and Trends in Arts and Social Sciences, American International University of Bangladesh (AIUB), Dhaka, Bangladesh.

Rabbi, M.T.A. (2023, May). Classroom Code-switching in an EFL Context: Teachers' Perceptions. Paper presented at the 1st Istanbul Medipol Language School Conference on Social-Emotional Learning and Cultural Competence, Istanbul, Turkey.

Rabbi, M.T.A. (2021, March). Teachers’ perceptions to the higher secondary English textbook in Bangladesh. Paper presented at the TESOL International Convention & English Language Expo, Virtual.

Rabbi, M.T.A. (2018, April). The use of CALL resources for EFL vocabulary development.  Paper presented at the Ohio University CALL Conference, Athens, OH, USA.

Rabbi, M.T.A. (2018, March). Shift to multidimensional syllabus: EFL context. Paper presented at the West Virginia TESOL Conference, Shepherdstown, WV, USA.

Rabbi, M.T.A. (2015, July). Krashen’s Monitor Model theory: A critical perspective. Paper presented at the 3rd European Conference on Language Learning, Brighton, UK.

Rabbi, M.T.A. (2015, January). Teaching vocabulary: Putting theory into practice. Paper presented at the Bangladesh English Language Teachers Association (BELTA) International Conference, Dhaka, Bangladesh.

Rabbi, M.T.A. (2014, August). An apology for multidimensional syllabus at the HSC level in Bangladesh. Paper presented at the 2nd International Conference on ELT, University of Liberal Arts Bangladesh (ULAB), Dhaka, Bangladesh.

Rabbi, M.T.A., & Jwa, S. (2021). Examining the current English textbook in Bangladesh: Critical scrutiny from a teacher's perspective. Foreign Languages Education, 28(3), 103-131.

Rabbi, M.T.A. (2022). Understanding, Evaluating and Conducting Second Language Writing Research. BELTA Journal, 6(1), 1-3.

Rahman SM and Nousheen S, 'Bangladesh Industrial Design Act, 2023: Reforming Industrial Design Law After a Century' Dhaka Law Review (11 May 2026) https://www.dhakalawreview.org/blog/2026/05/bangladesh-industrial-design-act-2023-reforming-industrial-design-law-after-a-century-6748

Rahman SM, ‘Outdated Fines and the Erosion of Deterrence: The Way Forward’ (Dhaka Law Review Blog, 12 July 2026) https://www.dhakalawreview.org/blog/2026/07/outdated-fines-and-the-erosion-of-deterrence-the-way-forward-6771

Rahman SM, ‘An Assessment of the New Wetland Law of Bangladesh’ The Daily Star (29 July 2026) https://www.thedailystar.net/ds/law-our-rights/news/assessment-the-new-wetland-law-bangladesh-4235141

Rahman SM, 'Our Animal Protection Laws' The Daily Star (10 April 2026) https://www.thedailystar.net/ds/law-our-rights/news/our-animal-protection-laws-4148086

Rahman SM, 'Reframing the Debate on Polygamy Laws' The Daily Star (30 January 2026) https://www.thedailystar.net/law-our-rights/news/reframing-the-debate-polygamy-laws-4093856 

Rahman SM, Fahim RK and Nousheen S, 'South Asia and the Future of Refugee Law: Progressive Realization as a Bridge Between Ad Hoc Practices and the 1951 Convention' (Paper presented at the International Conference on Evolving Refugee Protection Architectures in South Asia 2026, 27 June 2026)

1. Jan, Mohammad Hasan (2013). Room Nineteen: A Room of Susan’s Own. The Eastern University Journal, 05(01), ISSN 1998-7889, 1-5.
2. Jan, Mohammad Hasan (2012). The Potential Resurrection in Fire on the Mountain. Harvest: Jahangirnagar Studies in Language and Literature, 27(2011-12), ISSN 1729-8326, 25-41.

1. Mohammad Hasan Jan. “Rereading Tarashankar Bandopadhyay’s The Tale of Hansuli Turn as Cosmovision: The Story of the People from the Floodplains of Bangladesh.” 5th International Conference on Language, Literature, Culture and Crises, Independent University, Bangladesh, 26–27 June 2025.
2. Mohammad hasan Jan. “Cosmovisions in Bangladeshi Indigenous Ecopoetics.” Conference on Environment and Literature, Sahitya Akademi, Ministry of Culture, Govt. of India, New Delhi, 27–29 Mar 2022.
3. Mohammad Hasan Jan. “Hearing the Ecosubaltern Voices from Bangladesh: An Ecocritical Reading of Garo and Chakma Poetry” EmergencE/Y. Association for the Study of Literature and the Environment (ASLE) 2021 Virtual Conference. 26 July, 2021 to 06 August 2021.
4. Mohammad Hasan Jan. “Can the Subaltern Teach?” International Conference on Ecocriticism and Environmental Studies. Birkbeck College, University of London, London, United Kingdom. 20 October, 2018.
5. Mohammad Hasan Jan. “Can the Refugees Teach?” International Conference on Refugees in the Public Imagination: Discourse of (Dis)location and (Dis)placement. University of Liberal Arts Bangladesh. 22-23 December, 2017.
6. Mohammad Hasan Jan. “Room Nineteen: A Room of Susan’s Own” International Conference on Thinking Other-Wise With/In English Studies. Jahangirnagar University. 13-14 May 2011

1. Participant, Norton AI Design Workshop, W.W. Norton & Company (Apr 2026) — collaborative design of AI-supported instructional strategies for writing classrooms.

2. Participant, Macmillan AI Problem Ideation Workshop, Macmillan Learning (Mar 2026) — co-design of AI-enabled instructional resources with UX researchers, editors, and developers.

3. Participated in a two days workshop on Public Writing and Civic Engagement organized by the Association for the Study of Literature and Environment (ASLE):

Handley, George.  Public Writing and Civic Engagement Workshop (Session 1). Association for the Study of Literature and Environment. 29 January, 2021.

Lioi, Anthony.  Public Writing and Civic Engagement Workshop (Session 2). Association for the Study of Literature and Environment. 26 February, 2021.

4. Participated in a workshop titled “Postcolonized” conducted by Dr. Sharmila Sen, Editor-at-Large, Harvard University Press, held at the Department of English, Jahangirnagar University on 14 and 15 May, 2011.

5. Attended a workshop on Translation Skills conducted by Dr. William Radice, Senior Faculty of Language and Culture, School of Oriental and African Studies, University of London; held at the Department of English, Jahangirnagar University on March 20, 2008.

1. León, Ana María and Andrew Herscher. The Petro-Biennial Complex: Petro-Colonialism, Petro-Philanthropy, and Petro-Culture. Penn Program in Environmental Humanities (PPEH). University of Pennsylvania. 17 March 2021.

2. Winters, Joseph. Recovering the Irrecoverable: Blackness, Melancholy, and the Duplicities that Bind. English Department. Duke University. 22 January 2021.

3. Wiggin, Bethany. A Conversation with Dr. Bethany Wiggin. Environmental Humanities Network. University of Toronto. 4 December 2020.

4. Lester, Neal, et al. Environmental Justice: Indigenous Communities. Project Humanities. Arizona State University. 18 November 2020.

5. McClintock, Anne. Monster: A Fugue in Fire and Ice. High Meadows Environmental Institute. Princeton University. 3 November, 2020.

1. Mohammad Hasan Jan. “From Global Frameworks to Local Relevance: A Survey of Environmental Humanities and Its Application in Bangladesh.” Seminar jointly arranged by the Department of English, Jahangirnagar University and TAS-LLC, 6 Aug 2025.

Oishe Rahman, "Common Trends of the Court in Condoning Government Delays under the Limitation Act, 1908", Network for International Law Students (NILS) Bangladesh, <https://nilsbangladesh.org/common-trends-of-the-court-in-condoning-government-delays-under-the-limitation-act-1908/>

Oishe Rahman, "The Special Marriage Act, 1872: A Review of its Role in Inter-religious Marriage in Bangladesh", Network for International Law Students (NILS) Bangladesh, <https://nilsbangladesh.org/the-special-marriage-act-1872-a-review-of-its-role-in-inter-religious-marriage-in-bangladesh/>

Oishe Rahman, "The Role of Comparative Constitutional Law in Kazi Mukhlesur Rahman vs Bangladesh", Network for International Law Students (NILS) Bangladesh, <https://nilsbangladesh.org/the-role-of-comparative-constitutional-law-in-kazi-mukhlesur-rahman-vs-bangladesh/>

Oishe Rahman, "A Critical Analysis of International Anti-Corruption Laws: A Framework That Falls Short", Network for International Law Students (NILS) Bangladesh, <https://nilsbangladesh.org/a-critical-analysis-of-international-anti-corruption-laws-a-framework-that-falls-short/> 

Oishe Rahman, "Extraterritorial Application of the Arbitration Act, 2001: A Judicial Dilemma", (2025) Vol 4 Issue 3, Journal of Legal Research and Juridical Sciences, <https://jlrjs.com/wp-content/uploads/2025/04/64.-Oishe-Rahman.pdf> 

Oishe Rahman, "Anti-Arbitration Injunctions in Bangladesh: Loopholes and Lessons", (Jan 2026), Vol 6 No 2, SCLS Law Review, ISSN (Online): 2523-9236, ISSN (Print): 2523-0228, pp. 1-16. <https://drive.google.com/file/d/13EZVa8rq1sPzltvThdLvCXz0JvPMri1v/view?fbclid=IwVERDUAPODQ1leHRuA2FlbQIxMABzcnRjBmFwcF9pZAwzNTA2ODU1MzE3MjgAAR6IIEF860nsDfdQ4m-h-sKuYNpMwS-l0Ob86HXaAqbOu4mAdNCxFFxKr_LMhA_aem_Gahkk6xPOyOZISfWqs-hkQ&usp=embed_facebook> 

Oishe Rahman, 'Rethinking the Definition of Refugee in Light of the 1947 Partition Displacement in India and Pakistan" (International Conference on Evolving Refugee Protection Architectures in South Asia 2026)