American International Journal of Education and Linguistics Research https://www.acseusa.org/journal/index.php/aijelr <p><strong>Aims and Scope</strong></p> <p>American International Journal of Education and Linguistics Research is an international, double-blind peer-reviewed journal for Education and Linguistics academics. The journal accepts article submissions by e-mail (<a href="mailto:aijelr@acseusa.org">aijelr@acseusa.org</a>).</p> <p>The subject areas include, but are not limited to the following fields:-</p> <ul> <li>Education method, education policy, and education development;</li> <li>Educational technology and educational psychology;</li> <li>Special education and cross-cultural education;</li> <li>Science education</li> <li>Teaching and Learning</li> <li>Child development, curriculum, reading comprehension, philosophies of education, and educational approaches</li> <li>Teaching English as a Second or Foreign Language</li> <li>English language teachers’ training and education</li> <li>Studies in English Culture and Literature</li> <li>Individual Learning &amp; Team Learning;</li> <li>Learning Strategies;</li> <li>Action Learning;</li> <li>Educational Learning;</li> <li>Self-Managed Learning;</li> <li>Work-Based Learning;</li> <li>Organizational Learning;</li> <li>Experiential Learning;</li> <li>Social Learning;</li> <li>Knowledge Management;</li> <li>Training and Development;</li> <li>Psychology Development;</li> <li>Attitude Development;</li> <li>Organization Development;</li> <li>Leadership and Management Development;</li> <li>Human Resource Management;</li> <li>Human Capital Development;</li> <li>Sociological Development.</li> <li>Early Childhood Education;</li> <li>Higher Education;</li> <li>Vocational Education;</li> <li>Distance Education;</li> <li>Special Education;</li> <li>Educational Technology,</li> <li>Psychology,</li> <li>Administration,</li> <li>Evaluation;</li> <li>Teaching and Learning</li> <li>Theoretical Linguistics,</li> <li>Applied Linguistics </li> <li>Descriptive Linguistics</li> <li>Educational Theory, Policy, and Practice</li> <li>Educational Administration and Evaluation</li> <li>Educational Psychology</li> <li>Educational Technology</li> <li>Creativity and Entrepreneurship at Schools</li> <li>Sociology of Education</li> <li>Language Teaching, Sports Pedagogy</li> <li>Educational Administration</li> <li>Language Education</li> <li>Teacher Education</li> <li>Educational Technology</li> <li>Business Education</li> <li>Medical Education</li> <li>Sociology of Education</li> <li>Social Context of Education</li> <li>Curriculum Studies</li> <li>Technology and Design Education</li> <li>Educational Change</li> <li>Theory of Education</li> <li>Education, Educational Administration, Educational Psychology, Economics of Education, Sociology of Education, etc.</li> </ul> <p><strong>Features</strong></p> <ul> <li><strong>First Review: </strong><span style="float: none;">The editor or Managing Editor decides whether the article fits within the journal’s aims and scope. Next, a check for the similarity rate is completed using Turnitin. Any manuscripts out of the journal’s scope or having plagiarism, including self-plagiarism, are rejected without peer-reviewed.</span></li> <li><strong>Peer Review:</strong> We use a double-blind system for peer-review; both reviewers' and authors’ identities remain anonymous. The paper will be peer-reviewed by three experts; two reviewers from outside and one editor from the journal are typically involved in reviewing a submission. The review process may take 5-6 weeks.</li> <li><strong>DOIs at the Article Level: </strong>Each paper published in American International Journal of Education and Linguistics Research is assigned a <a href="https://www.doi.org/" target="_blank" rel="noopener">DOI</a> number, <a href="https://www.doi.org/" target="_blank" rel="noopener">Click HERE</a> to know what is DOI (Digital Object Identifier).</li> <li><strong>High Visibility</strong><strong>: </strong>American International Journal of Education and Linguistics Research is indexed by Google Scholar.</li> <li>American Center of Science and Education takes the responsibility to enforce a rigorous peer-review together with strict ethical policies and standards to ensure adding high-quality scientific works to the field of scholarly publication. Unfortunately, cases of plagiarism, data falsification, inappropriate authorship credit, and the like, do arise. American Center of Science and Education takes such publishing ethics issues very seriously and our editors are trained to proceed in such cases with a zero-tolerance policy. To verify the originality of content submitted to our journals, we use <span style="float: none;">Turnitin</span> to check submissions against previous publications. American Center of Science and Education works with <a style="box-sizing: border-box; background-color: transparent; color: #0f5a9c; cursor: pointer;" title="" href="https://publons.com/about/home/" target="_blank" rel="noopener">Publons</a> to provide reviewers with credit for their work.</li> </ul> en-US aijelr@acseusa.org (Managing Editor) aijelr@acseusa.org (Technical Support) Fri, 30 Dec 2022 00:00:00 +0000 OJS 3.3.0.8 http://blogs.law.harvard.edu/tech/rss 60 THE CHALLENGES AND PROSPECTS OF ONLINE EDUCATION IN THE DEPARTMENT OF ENGLISH DURING COVID 19 IN SELECTED PRIVATE UNIVERSITIES IN BANGLADESH https://www.acseusa.org/journal/index.php/aijelr/article/view/274 <p style="text-align: justify;"><em>Online education is getting popularity in the last few decades and the pandemic “Covid 19” has fostered this education activities working from distant places around the world including Bangladesh. Technology is the key innovation of the 21st century which has a great influence upon every sector of human life. People in the last few decades have been getting the benefits of using technology in education. In recent time in the Covid 19 situation, the education is provided through online from the primary to the higher education level in many countries. Bangladesh government also has tried to telecast online classes and recorded classes on Bangladesh Television and other various social media. The Public and Private universities have also conducted classes from their respective places through Zoom, Google Meet, Facebook Live, and YouTube and so on. Here a noticeable progress occurred in the private universities in spite of having some challenges. As a faculty member of a private university, the researcher has got some experiences while teaching at university. From this concern the researcher has got the interest on conducting research on the private university students and teachers to check the real scenario of online teaching and learning here in Bangladesh. This research is a quantitative in nature and questionnaire survey would be conducted for collecting data for analysis and finding out the real information. The main focus of this research is to find out the challenges and prospects of online education of the Department of English in the private universities in Bangladesh.</em></p> <p style="text-align: justify;"><strong>JEL Classification Codes: </strong>H75.</p> Monir Hossen , Asif Mahbub Karim , Farha Atif Copyright (c) 2022 Monir Hossen , Asif Mahbub Karim , Farha Atif https://creativecommons.org/licenses/by/4.0 https://www.acseusa.org/journal/index.php/aijelr/article/view/274 Fri, 30 Dec 2022 00:00:00 +0000 ACOUSTIC CORRELATES OF STRESS ASSIGNMENTS OF LOANWORDS AMONG NIGERIAN SPEAKERS OF ENGLISH https://www.acseusa.org/journal/index.php/aijelr/article/view/275 <p style="text-align: justify;"><em>Nigerian English as a variety of world Englishes has received scholarly investigations at the segmental and suprasegmental levels. At the suprasegmental level, studies on the major varieties of Nigerian English have identified characteristic nature of stress assignment and interactions, but little or no research has explored stress assignment on loanwords in Nigerian English. The study examines the stress placements on loanwords among educated Igbo and Yoruba speakers of English. A well-prepared text is read by sixty (60) educated Igbo and Yoruba speakers of English, and Daniel Jones’ 8th Edition Cambridge English Pronouncing Dictionary serves as a control variable. The study uses Praat 6.0 to ascertain the degree of prominence of each syllable in the tokens among the respondents (dependent and control). The samples are analyzed using the metrical theory of stress for theoretical relevance. Findings reveal that the stress patterns of educated Igbo and Yoruba speakers of English in loanwords are 65% and 70% (respectively) closer to British English (hence, BrE), while the average percentage for both educated Igbo and Yoruba is 67.5%, similar to BrE. The study shows that educated Igbo and Yoruba speakers of English preferably stress the second syllable regardless of what is obtainable among the native speakers.</em></p> <p style="text-align: justify;"><strong>JEL Classification Codes: </strong>H75.</p> <p><em>&nbsp;</em></p> Oluwasegun Matthew Amoniyan , Abiola Mary Oladipo , Odilia Ifeanyichukwu Ogunka Copyright (c) 2022 Abiola Mary Oladipo , Oluwasegun Matthew Amoniyan , Odilia Ifeanyichukwu Ogunka https://creativecommons.org/licenses/by/4.0 https://www.acseusa.org/journal/index.php/aijelr/article/view/275 Fri, 30 Dec 2022 00:00:00 +0000