Dear valued readers,
It gives us immense pleasure to release the fourth quarterly issue (October-December) of ELT Choutari, 2021 under the theme of ‘Teacher Research or Classroom-based research for teachers’ continuous professional development.’ As we talk about learner autonomy in the 21st century and the bottom-up approach of teaching and learning, it seems essential for teachers to wear a hat of a researcher and begin to explore the natural teaching context and be certain about their teaching approach and skills. We, therefore, felt that this discourse should be addressed on an academic forum like ELT Choutari. Unlike becoming fully dependent on imported ELT methodologies, one requires to explore classroom issues, involve their students in the research process, meaningfully reflect on their teaching, assess and refine their teaching method, always keeping students learning progress, that they are responsible for, at the centre.
Teachers are likely to hesitate when they are asked to carry out research because the term ‘research’ sounds, in general, like a heavy academic task that requires a great deal of time and energy. However, teachers can simply explore within their teaching time, in order to acquire deeper insights and understanding about their own successful teaching practices as well as challenges. This kind of exploratory research refers to stepping back from the present situation and beginning to take a careful look at one problem at a time and spend some time trying to understand the problem itself rather than acting quickly to solve it (Smith & Rebolledo, 2018).
Teachers see, hear or feel and know whether something is working or not working in their classroom but that knowledge is not sufficient to explain the reason behind the situation. The present issue of ELT Choutari aims to encourage English teachers to carefully examine the issue, gather information, reflect on our experiences, make interpretations based on the evidence gathered, develop the teaching method suitable to their context, plan to work differently, and help other teachers to learn from it. The writings in this issue reflect the firsthand experiences in the area of teacher research and reflective practice of the authors/teachers and thus the ideas can be directly replicated to our English language teaching-learning context.
There are five articles in this issue:
Ram Aryal, in his article ‘Supporting students’ learning through the use of group work in ESL classroom: An exploratory action research’ reports the finding of his four-week study on supporting students’ learning through the use of group work in a large ESL classroom where teacher’s individual support was almost impossible. He explains how the slogan ‘the friend next to you helped him to encourage his students to actively participate in group work and how he succeeded to establish a system where students in groups could learn from each other. He further asserts that classroom-based research directed him to understand his problem and find solutions within his own teaching context.
Likewise, Seetha Venunathan in her article entitled ‘Reflective practice – Rants and revelations’ asserts that a person who is responsible for someone’s language progress, should constantly access to their approach and skills as a teacher. She explains the importance of teachers’ meaningful self-reflection and beautifully expresses how reflection is a lot more than just ‘having a think’ about a lesson. Finally, she offers some valuable tips for how a teacher does reflect meaningfully.
Similarly, Gobinda Puri in his reflective piece ‘A teacher’s journey from classroom researcher to the mentor’ claims that a teacher can be a researcher, a writer and a teacher research mentor. He highlights the importance of Action Research as the best tool to improve the existing classroom situation and groom oneself as a professional teacher and researcher.
In the same way, Hiral Lal Moktan in his writing ‘Students’ use of mobile phones during Covid -19 Pandemic’ reflects his experience that he obtained during his online classes with students. He shares the pros and cons of using mobile during online classes. He further shares how the use of mobile phones can be made more effective for students’ learning in pandemics like Covid-19 from his own experience as a teacher.
Finally, Purnima Thapa in her article ‘Zoom technology as a tool in teaching during COVID-19 Pandemic: A Reflection of an English teacher’ reflects her personal experience of using zoom technology as a tool for teaching during online classes. She talks about its use and challenges in the rural context.
For ease of access, below is the list of hyperlinked articles:
- Supporting students’ learning through the use of group work in ESL classroom: An exploratory action research by Ram Aryal
- Reflective practice – Rants and revelations by Seetha Venunathan
- A teacher’s journey from classroom researcher to the mentor by Gobinda Puri
- Students’ use of mobile phones during Covid -19 Pandemic by Hiral Lal Moktan
- Zoom technology as a tool in teaching during COVID-19 Pandemic: A Reflection of an English teacher by Purnima Thapa
Finally, I would like to thank our lead coeditor Sagar Poudel for his endless support throughout the process. We both are thankful to our coeditors and reviewers Ganesh Bastola, Ashok Raj Khati, Karuna Nepal, Mohan Singh Saud, Jeevan Karki, and Nani Babu Ghimire, Ekraj Koirala, Jnanu Raj Paudel and Rajendra Joshi, and the entire ELT Choutari team for their support and encouragement. Likewise, most importantly, we are indebted to all contributors of this issue.
If you enjoy reading these articles, please feel free to share in your circle, and of course, drop your comments in the boxes below. Likewise, please write and send us your teaching-learning experiences for which we will be happy to provide a space at Choutari. Our email is email@example.com
Wish you a happy Deepawali and Chhat Festival!
Smith, R & Rebolledo, P (2018). A Handbook for Exploratory Action Research. London: British Council.
Lead editor of the issue
Co– editor of the issue