References
- Afrin, S. (2016). Writing problems of non-english major undergraduate students in Bangladesh: An observation. Open Journal of Social Sciences, 4(3), 104–115. doi:10.4236/jss.2016.43016
- Akhter, A. T. (2016). The problems students face in developing writing skill: A study at tertiary level In Bangladesh. International Conference on Teaching and Learning. M. Alam, A. S. M. Asaduzzaman, & O. A. Marjuk, (eds). Dhaka: Center for Pedagogy, IUB.
- Alan, H., & Sweetland, Y. L. (2005). Two case studies of L2 writers’ experiences across learning-directed portfolio contexts. Assessing Writing, 10(3), 192–213. doi:10.1016/j.asw.2005.07.001
- Andre, J. A., & Graves, R. (2013). Writing requirements across nursing programs in Canada. Journal of Nursing Education, 52(2), 91–97. doi:10.3928/01484834-20130114-02
- Ashwin, P., & Mcvitty, D. (2015). The meanings of student engagement: Implications for policies and practices. In A. Curaj, L. Matei, R. Pricopie, J. Salmi, & P. Scott (Eds.), The European higher education area: Between critical reflections and future policies (pp. 343–359). Cham: Springer International Publishing. doi:10.1007/978-3-319-20877-0_23
- Asian Development Bank. (2019). Bangladesh: Computer and software engineering tertiary education in 2018. Available from
- Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. doi:10.1146/annurev.psych.52.1.1
- Barnett, R., & Coate, K. (2004). Engaging the curriculum in higher education. Berkshire, UK: McGraw-Hill Education.
- Bazerman, C. (2012). Writing with concepts: Communal, internalized, and externalized. Mind, Culture, and Activity, 19(3), 259–272. doi:10.1080/10749039.2012.688231
- Beaufort, A. (2007). College writing and beyond: A new framework for university instruction. Logan, UT: Utah State Press. doi:10.2307/j.ctt4cgnk0
- Blackler, F., Crump, N., & McDonald, S. (1999). Managing experts and competing through innovation: An activity theoretical analysis. Organisation, 6(1), 5–31. doi:10.1177/135050849961001
- Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16(2), 377–395. doi:10.1017/S0958344004000928
- Block, D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press Ltd.
- British Council Report. (2012). Higher education global trends and emerging opportunities. Available from: https://www.adb.org/sites/default/files/publication/528471/bangladesh-computer-engineering-education-2018.pdf
- Burgess, T. (2007). The picture of development in Vygotskyan theory: Renewing the intellectual project of English. Rethinking English in Schools: Towards a new and constructive stage. C. F. V. Ellis, and B. Street, (eds). London:Continuum.
- Canary, H. (2010). Structurating activity theory: An integrative approach to policy knowledge. Communication Theory, 20(1), 21–49. doi:10.1111/j.1468-2885.2009.01354.x
- Chowdhury, R., & Farooqui, S. (2011). Teacher training and teaching practice: The changing landscape of ELT in secondary education in Bangladesh. In L. Farrell, N. Udaya, & R. A. Giri (Eds.), English language education in South Asia: From policy to pedagogy (pp.147–159). Delhi: Cambridge University Press.
- Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London: Routledge. doi:10.4324/9781315456539
- Colby, A., Ehrlich, T., Sullivan, W. M., & Dolle, J. R. (2011). Rethinking undergraduate business education: Liberal learning for the profession. San Francisco: Jossey- Bass.
- Cooke, M., Irby, D. M., & O’Brien, B. C. (2010). Educating physicians: A call for reform of medical school and residency. San Francisco: Jossey-Bass.
- Daniels, H. (2008). Vygotsky and research. London: Routledge.
- DiSarro, D. R. (2014). Let’s CHAT: Cultural historical activity theory in the creative writing classroom. New Writing, 11(3), 438–451. doi:10.1080/14790726.2014.956123
- Edwards, A., & Daniels, H. (2004). Using sociocultural and activity theory in educational research. Educational Review, 56(2), 107–111. doi:10.1080/0031910410001693191
- encountersIvanic R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. doi:10.1080/09500780408666877
- Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
- Engeström, Y. (1999). Activity theory and individual and social transformation. Cambridge: Cambridge University Press.
- Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organisational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368–387. doi:10.1108/09534811111132758
- Erling, E. J., Seargeant, P., Solly, M., Chowdhury, Q. H., & Rahman, S. (2012). Attitudes to English as a language for international development in rural Bangladesh. London: British Council. Available online at: https://www.teachingenglish.org.uk/sites/teacheng/files/B497%20ELTRP%20Report%20Erling_FINAL.pdf
- Ganobcsik-Williams, L. (Ed.). (2006). Teaching academic writing in UK higher education: Theories, practices and models. New York: Palgrave MacMillan. doi:10.1007/978-0-230-20858-2
- Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley: University of California Press.
- Giles, T. M., Gilbert, S., & McNeill, L. (2014). Nursing students’ perceptions regarding the amount and type of written feedback required to enhance their learning. Journal of Nursing Education, 52(1), 23–30. doi:10.3928/01484834-20131209-02
- Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best Practices in Writing Instruction. New York: Guilford Press.
- Groleau, C., Demers, C., Lalancette, M., & Barros, M. (2012). From hand drawings to computer visuals: Confronting situated and institutionalised practices in an architecture firm. Organization Science, 23(3), 651–671. doi:10.1287/orsc.1110.0667
- Hasan, H., & Kazlauskas, A. (2014). Activity Theory: who is doing what, why and how. In H. Hasan (Ed.), Being Practical with Theory: A Window into Business Research (pp. 9–14). Wollongong, Australia: THEORI.
- Heeneman, S., & de Grave, W. (2017). Tensions in mentoring medical students toward self-directed and reflective learning in a longitudinal portfolio-based mentoring system – an activity theory analysis. Medical Teacher, 39(4), 368–376. doi:10.1080/0142159X.2017.1286308
- Johnson, K. E., & Golombek, P. R. (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge.
- Kabir, A. H. (2012). Neoliberal hegemony and the ideological transformation of higher education sector in Bangladesh. Critical Literacy: Theories and Practices Journal, 6(2), 2–15.
- Kim, E. (2011). Ten Years of CLT curricular reform efforts in South Korea: An activity theory analysis of a teacher’s experience. New York: Routledge.
- Lantolf, J. P. (2000). Sociocultural theory and second language learning: Recent advances. Oxford: Oxford University Press.
- Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
- Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An Introduction, Lawrence Erlbaum, Mahwah (pp. 201–224). Mahwah, NJ: Lawrence Erlbaum.
- Lea, M., & Stierer, B. (2009). Lecturers’ everyday writing as professional practice in the university as workplace: New insights into academic identities. Studies in Higher Education, 34(4), 417–428. doi:10.1080/03075070902771952
- Lea, M., & Street, B. (2000). Student writing and staff feedback in higher education: An academic literacies approach. In M. R. Lea & B. Stierer (Eds.), Student writing in higher education. New Contexts (pp. 32–46). Philadelphia: Open University Press.
- Leki, I., & Carson, J. G. (1997). Completely different worlds: EAP and the writing experiences of ESL students in university. TESOL Quarterly, 31, 39–70. doi:10.2307/3587974
- Leont’ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37–71). Armonk: M. E. Sharpe, Inc.
- Lim, C. P., & Hang, D. (2003). An activity theory approach to research of ICT integration in Singapore schools. Computers and Education, 41(1), 49–63. doi:10.1016/S0360-1315(03)00015-0
- Linell, P. (2009). Rethinking language, mind, and world dialogically: interactional and contextual theories of human sense-making. Charlotte: Information Age Publishing.
- Maharsi, I. (2007). The Academic Writing Experience of Undergraduate Industrial Technology Students in Indonesia. In Global Perspectives, Local Initiative (pp. 145–158). National University of Singapore.
- McCafferty, S. G., Roebuck, R. F., & Wayland, R. P. (2001). Activity theory and the incidental learning of second-language vocabulary. Language Awareness, 10(4), 289–294. doi:10.1080/09658410108667040
- Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51(1), 90–100. doi:10.1159/000113158
- Mitchell, J. C. (1984). Case studies. In R. F. Ellen, (eds.) Ethnographic research: A guide to general conduct (pp. 237–241). Orlando, FL: Academic Press, Inc.
- Montoro, C., & Hampel, R. (2011). Investigating language learning activity using a CALL task in the self-access centre. Studies in Self-Access Learning Journal, 2(3), 119–1inter. doi:10.37237/020303
- Musa, M. (1996). Politics of language planning in Pakistan and the birth of a new state. International Journal of the Sociology of Language, 118(1), 63–80. doi:10.1515/ijsl.1996.118.63
- Mustaque, S. (2014). Writing problems among the tertiary level students in Bangladesh: A study in Chittagong Region. Language in India, 14, 327–391.
- Newman, M. (2002). The designs of academic literacy: A multiliteracies examination of academic achievement. Greenwood Publishing Group.
- Nichol, J., & Blake, A. (2013). Transforming teacher education, an activity theory analysis. Journal of Education for Teaching, 39(3), 281–300. doi:10.1080/02607476.2013.799846
- Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks: SAGE Publications.
- Prosser, M., & Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: SRHE Open University Press.
- Reigeluth, C. M., & Moore, J. (1999). Cognitive education and the cognitive domain. In C. M. Reigeluth (Ed.), Instructional-design theories and models, Volume 2 (pp. 51–68). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
- Roshid, M. M. (2014). Pragmatic strategies of ELF speakers: A case study in international business communication. Newcastle-upon-Tyne: Cambridge Scholars Publishing.
- Russell, D. R. (2009). In: Uses of activity theory in written communication research. Learning and expanding with activity theory. H. D. A. Sannino and K. Gutierrez, (eds). New York:Cambridge University Press. doi:10.1017/CBO9780511809989.004.
- Sheppard, S., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating engineers: Designing for the future of the field. San Francisco: Jossey-Bass.
- Smagorinsky, P. (2015). Designing the task of teaching novice teachers to design instructional tasks. Designing tasks in secondary education: Enhancing subject understanding and student engagement. I. Thompson. London: Routledge. doi:10.4324/9781315755434-11
- Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. The Canadian Modern Language Review, 60(4), 457–480. doi:10.3138/cmlr.60.4.457
- Stuart, C. D. D. (2012). Succeeding through uncertainty: Three L2 students in a first-year composition class. University of Washington: ProQuest Dissertations Publishing.
- Sullivan, W. M., Colby, A., Wegner, J. W., Bond, L., & Shulman, L. S. (2007). Educating lawyers: Preparation for the profession of law. San Francisco: Jossey- Bass.
- Sundet, R. (2010). Therapeutic collaboration and formalised feedback: Using perspectives from Vygotsky and Bakhtin to shed light on practices in a family therapy unit. Clinical Child Psychology and Psychiatry, 15(1), 81–95. doi:10.1177/1359104509341449
- Thompson, I. (2012). Planes of communicative activity in collaborative writing. Changing English, 19(2), 209–220. doi:10.1080/1358684X.2012.680766
- Uddin, M. E. (2014). Teachers’ pedagogical belief and its reflection on the practice in teaching writing in EFL tertiary context in Bangladesh. Journal of Education & Practice, 5(116). doi:10.19044/ejes.v1no3a5
- University Grants Commission. (2011). Poitrishtomo Barshik Protibedon . Dhaka: UGC.
- van Lier, L. (2008). Ecological-semiotic perspectives on educational linguistics. In F. M. Hult, (ed.) The Handbook of Educational Linguistics. B. S. a (pp. 596–604). Malden: Blackwell.
- Virkkunen, J., & Newnham, D. S. (2013). The Change Laboratory: A tool for collaborative development of work and education. Rotterdam: Sense Publishers.
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychologicalprocesses. Cambridge, MA: Harvard University Press.
- Werder, C., & Otis, M. M. (2010). Engaging student voices in the study of teaching and learning. Sterling, VA: Stylus.
- Whitehead, D. (2002). The academic writing experiences of a group of student nurses: A phenomenological study. Journal of Advanced Nursing, 38(5), 498–506.
- Yamagata-Lynch, L. C. (2014). Activity systems analysis methods: Understanding complex learning environments. New York: Springer.
- Yin, R. K. (2014). Case study research design and methods (5th ed.). Thousand Oaks, CA: Sage.
- Yoon, B., & Kim, H. K. (2012). Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing.
- Yu, L. (2015). Reexamining motive in L2 oral proficiency development: An activity theory perspective. Language and Sociocultural Theory, 2(1), 85–117. doi:10.1558/lst.v2vi1.22201
- Zheng, D., & Newgarden, K. (2011). Rethinking language learning: Virtual worlds as a catalyst for change’. International Journal of Learning and Media, 3(2), 13–36. doi:10.1162/ijlm_a_00067