We are pleased to announce the publication of the January–June 2026 biannual issue of ELT Choutari. This collection synthesizes reflective narratives, empirical action research, and scholarly critical reviews contributed by educators, researchers, and practitioners. The articles presented herein offer diverse pedagogical perspectives on English language teaching (ELT) and linguistic research within the specific sociocultural landscape of Nepal. By documenting authentic classroom experiences and refining pedagogical methodologies, ELT Choutari serves as a vital platform for bridging the divide between theoretical frameworks and practical classroom application.
The subsequent section offers a detailed introduction to our esteemed contributors, accompanied by concise summaries of their scholarly reflections and action research insights. We trust that these experiential narratives and pedagogical anecdotes will serve as a significant resource for our readers, providing actionable strategies and theoretical depth applicable to diverse educational settings. By meticulously documenting these voices, we aim to facilitate a broader understanding of the challenges and triumphs inherent in contemporary language instruction.
Mr. Arjun Jung Rayamajhi, in this article, replicates a deeply personal and moving story about the power of education. The author, who grew up in a small village in the countryside, far from amenities, has risen from a young student to earning a doctorate at a top-ten university in Nepal, and chronicles the harsh socio-economic constraints that stand in the way of rural students. It emphasizes that students can overcome the systemic challenges and continue to engage in their lifelong journey of learning through determination, early teacher encouragement, and academic resilience.
Likewise, Mr. Tirtha Raj Ranabhat, in his article, applies the method of narrative inquiry to understand the reasons for undergraduates’ reluctance to speak English fluently in a multicultural, multilingual classroom in Aadikavi Bhanubhat Campus, Tanahun. His research with students from different backgrounds sheds light on why this is the case: the influence of the mother tongue, cultural home environments, and a lack of targeted motivation for learning a language, as well as an educational bias towards written skills over oral fluency. He believes in using flexible and interactive teaching approaches which are inclusive and encourage learner autonomy and reduce language anxiety.
In his thought-provoking article, Mr. Dasarath Rai has raised the question: Does Punctuation Matter? and here is why: He makes an analogy between musical notation and structural grammar, and asserts that punctuation has a life beyond the literal and regulates pauses, emphasis, human emotion, and ideological authority. He condemns the lack of attention to the instruction of punctuation in the English classrooms of Nepalese schools and colleges, and says that without attention to such nuances, students are not equipped to become truly global, empathic communicators.
In his book review titled Teaching English as an International Language,Mr. Nar Bahadur Bist provides a comprehensive evaluation of the eponymous text authored by Ali Fuad Selvi and Nicola Galloway. The reviewer methodically deconstructs the core themes of the work, specifically addressing the historical expansion of global English, the strategic design of an EIL (English as an International Language) curriculum, and the necessary transition in assessment practices away from traditional native-speaker norms. By critically engaging with these elements, the review underscores the significance of the book as an interdisciplinary resource tailored for teacher educators, scholars, and policymakers alike.
Here is the list of blogs for you to navigate in this issue::
Lastly, we extend heartfelt gratitude to all our editors and reviewers – Dr. Nani Babu Ghimire, Dr. Mohan Singh Saud, Dr. Jnanu Raj Poudel, Jeevan Karki, Sagar Poudel, Karuna Nepal, Puskar Chaudhary, and Dasharath Rai- for their dedicated efforts in bringing this issue to completion.
ELT Chautari remains a welcoming space for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities alike. We warmly invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.
I came from a small village to pursue an M.Phil. degree at a well-known university in Nepal. This journey has profoundly transformed my life. It has been marked by numerous challenges, an enduring quest for knowledge, and the courage to embrace opportunities that once seemed beyond my reach. My story is not merely about academic achievement; it is also a reflection of perseverance, personal growth, and a deep sense of purpose that has shaped my identity as a lifelong learner.
The Humble Beginnings
I was born in a remote village in Nepal, where access to schools and other essential services was limited due to the distance from major settlements. When I was a kid, a lot of families in our town did not think school was important. There were few schools, and the streets were filthy. Almost all children, particularly girls, were expected to toil in the fields or around the house rather than going to school. My parents, however, never went to school themselves, but they knew how important it was to learn, and always told me to study. My parents always pushed education but did not have much money or options. And my farmer father used to keep saying, “there is an entire world outside our village”. Learning will help you. These are the words that sustained me in the beginning. I didn’t have a lot of options or friends who leaned into my hopes for education, so my own resolve was my closest friend.
The Struggle and Spark of Early Education
The schools in my village were far from ideal. They faced persistent challenges, including a lack of qualified teachers, overcrowded classrooms, and outdated teaching materials. Despite these limitations, my desire to learn remained strong and motivated me to pursue education with determination. I sometimes had trouble understanding ideas that seemed hard at first, especially since I did not have a focused academic environment that would encourage me to ask questions and learn more. I stayed focused on my schoolwork even though these things were hard. In fourth grade, I learned new ways to learn from a teacher who had just started at the school. For example, she encouraged me to ask questions and think for myself. At this point, I wanted to know more. I began to view school not as a tedious obligation, but as an opportunity to transform my life. Even though a lot of my friends dropped out of school to help their families, this new excitement kept me going on my path to study more. I discovered during these critical years that school was not only about getting good grades but also learning to change both my life and other people’s. After that, I thought about school differently, and although it was a long way off, I knew if I wanted to get out of my neighbourhood, then I was going to have to work harder than everyone else.
A Turning Point in Secondary Education
When I moved up to high school, it was a big deal. My family did not have enough money to send me to a high school in the nearby town, so I had to go to school by myself. I had to walk for kilometres every day to get there. At that point, I started realizing how difficult it was for so many kids in rural Nepal to pull themselves out of their circumstances because of the social and economic obstacles they faced. Yet I did well in school and got good enough grades to allow me to apply for scholarships. When I received a scholarship to attend a school that was actually good and nearby, it felt like such a huge step in the right direction for me. For the first time, I was in a room with other students who wanted to learn the same things as I did, and it was a better place to be educated. Better teachers, more subjects, higher standards – it is hard but inspiring. I just really loved the environment of research and learning. At that time, I did a lot of academic competitions, science fairs and debates. They helped me get better at thinking critically, talking to people, and solving problems. These things I did outside of school not only helped me do better in school, but they also helped me become a better leader, which was important for my future studies.
University Life: The Beginning of a Scholar
I moved to the capital city after high school to go to college. I grew up in a village that did not have libraries, journals, or seminars, so this was a big change for me. The change was scary because it meant moving from the country to the city, which was a big change in culture and school. It was hard for me to get used to the city because it was so big, the pace of life was so fast, and the schools were so good. I got used to it quickly, and the university gave me more than I could have ever hoped for. This is when my love of research really started to grow. I pushed myself to the limit with the hard work of college life, but I liked the challenge. I learned that education isn’t just about memorizing facts; it is also about coming up with new ideas, testing what you already know, and helping to make discoveries. While I was in college, I took classes in the humanities, social sciences, and how to do research methods. These classes helped me understand how society changes and how education is a part of that. These years helped me figure out what I wanted to do with my M.Phil. because I became more and more interested in going back to school and doing research in the academic world.
The M. Phil. Journey: Getting Good Grades in School
The decision to pursue an M.Phil. stemmed from years of diligent effort, introspection, and a profound aspiration to effect change through research. M. Phil. has been a blend of scholastic hurdles, personal development and career progression. Amid the city’s clamour, a riot of noises fills the air, many of them clashing like squabbling musicians. Giant skyscrapers lit up with fluorescent neon light sparkle, stabbing into the night sky and casting long winter shadows. This bizarre glow blankets the city below them. A numbing crowd for pedestrian movement. In firecracker-like succession, the smell of grilling food on the street side mixes with the fumes of gaseous states. This is all a sort of overdose from the saffron aroma that lingers for plenty long time afterwards. For all this mayhem, there’s an unmistakable vitality that flows through the city. It’s a relentless heartbeat that pushes things into the night.
Thinking about the Past and the Future
I can see how far I’ve come since I went to a small village school that didn’t have many resources. I am now an M.Phil. student at a well-known school. My story demonstrates that education can change lives and the importance of continuing to push forward when things are tough. I am proud I have come this far, but I also recognize that this is not the end of the road. I will endeavour to apply what I learn from my country and community as I work through more studies. I also want to inspire others, who may be people of colour, to follow their dreams and complete their education. There are many stories like mine about students from rural Nepal who work hard and stay focused to get to the top. I am the living evidence that knowledge is power and holds the key to a brighter future. I am not even close to the end of my journey, and every new thing I learn and can do makes me feel like the quest for knowledge is an infinite process that I will continue as long as possible and it’s worth all of the struggles I encounter along the way.
Author’s Bio: Mr Arjun Jung Rayamajhi is an MPhil scholar in English Language Education at Kathmandu University. He is a secondary-level English language teacher at a community school in Nepal, where he has been actively engaged in classroom teaching, academic mentorship, workshops, and training. His research areas are ICT and ICT-based teaching. He can be reached at arayamajhi16@gmail.com.
Language is the main means of communication, and the goal of English language instruction is to provide pupils with the ability to understand and use the language orally and in writing. It also bridges the ideas and emotions of communicators. This study focuses on the difficulties Bachelor Level students at the Aadikavi Bhanubhakta Campus, Damauli, Tanahun encounter when learning English as a foreign language (EFL) in the classroom, with a particular emphasis on their reluctance to speak the language fluently. The study investigates the causes of this reluctance, including the impact of mother tongue and culture, deficiency of motivation, conventional teaching methods, and an unbalanced emphasis on particular language abilities. In-depth interviews with four bachelor-level students from various language and cultural backgrounds are conducted as part of the research’s qualitative design. The results show that the student’s reluctance to talk in English is caused by various factors, including the prevalence of their mother tongue, cultural norms at home, a lack of drive, and conventional teaching approaches that place a higher value on written than oral fluency. The participants offer strategies to deal with these issues, highlighting the necessity of peer group discussions, interactive and communicative teaching methods, and activities encouraging student autonomy. They support an adaptable method that lets students from multicultural and multilingual backgrounds express themselves freely without worrying about making grammatical or pronunciation mistakes. The study highlights how crucial it is to establish a welcoming and inclusive learning atmosphere to improve.
Language helps to exchange information, news, feelings and many more between or among conservationists. It also helps share fears, tears and cheers among speakers and listeners.Nepal is a country of cultural, religious and linguistic diversity. After the implementation of the Interim constitution in 2007 AD, the dawn of multilingualism and multiculturalism was heralded in Nepal. It states that Nepal is a secular, multilingual and multicultural country.
The constitution has stated that receiving a basic education in one’s mother tongue is a fundamental right. Subsequently, the Ministry of Education (MOE) in its 2007 National Curriculum Framework for School Education stated the need for acknowledging local knowledge, cultures, and languages in schools. According to the current Constitution, Nepal is a secular, inclusive, democratic, socialism-oriented state where we can perceive that “All the Nepalese people, with multiethnic, multilingual, multireligious, multicultural characteristics” (Part 1, Article 4). “Every Nepalese community residing in Nepal shall have the right to get education in its mother tongue and, for that purpose, to open and operate schools and educational institutes, by law.” (Article 31).
The purpose of English language education is to provide students with the capabilities to understand the language appropriately and to have good ability in written and oral (Richard, 2008). Since English is an international and global language, it works as a passport for the conversation. It bridges between or among interlocutors. Listening, speaking, reading and writing are four language skills which are divided into two skills receptive and productive. Listening and reading fall under the category of receptive skills and speaking and writing are productive skills (Saraswathi, 2004). Speaking is the primary means of communication. Speaking skills are a must at any place at any time. It enables conversational partners to express inner feelings. It also fosters the analytical, interpretive, synthetic, evaluative, creative, and critical power of the speakers and listeners. In addition, it generates, articulates, fosters, convinces, persuades and sometimes distracts the conversational partners too. In the context of Nepal, it has been geographically and administratively or politically divided into different factors. Geographically or naturally, it has been divided into the Himalayan region, the Mountainous region and the Tarai region. The majority of people from Thakali, Tamang, Lama, Gurung etc live in the Himalayan religion, Magar, Gurung, Brahmin, Chhetri and other castes live here. In addition, Danuwaar, Rai, Limbu, Lepchaa, Waaiabaa, Shah etc live in the Tarai region. They have their typical language and culture. National Education Policy 2019 states “management of multilingual education based on mother tongue, Nepali and English as a medium of instruction in addition to the mother tongue according to the linguistic diversity of Nepal, children’s interests and needs.” (Policy 10.8).
As a faculty member in the English Department, at the same aforementioned college, i.e. Aadikavi Bhnubhakta Campus , Quality Assurance and Accreditation (QAA) -certified affiliated college of Tribhuvan University, I have been teaching English to undergraduate students mainly from the Humanities and Social Science Faculty, Management and Education Faculty for 5 years. Nestled in the western part of Nepal, the campus has been the intellectual hub of English education for mainly the students of Tanahun, Lamjung, Gorkha, Nawalpur and other adjoining districts. English has been a charming subject for many aspiring students mainly female, ethnic, indigenous, Dalit and many more who are planning to go abroad and who long to be English teachers. One interesting point is they are from different linguistic, cultural and socio-economic backgrounds and abilities and have their own peculiar speaking English experience. An individual owns his/her language and culture. (Chand, 2020) stated, “Our community is mixed up with people from these diverse cultures.” So are in the classroom. Previously, i.e. before conducting this research, I guessed that there was variety and prosperity in speaking English in such a multilingual and multicultural class but it was beyond my expectations when I talked with them so I had a keen desire to research it.
However, most of them belong to lower socio-economic families and they do not have good skills in English because of their origin, i.e. the influence of mother tongue, lack of confidence, practice interaction, home environment, community school background, lack of exposure, fear, lack of motivation and feedback, teachers’ interference, fear of making mistake and poor English background. When it comes to speaking skills in English in different contexts such as delivering a speech, participating in speech contests, individual presentations and interaction, I particularly found students from bachelor-level students even who are majoring in English at the campus are unable to properly speak English fluently, and unhesitatingly communicate in different contexts. Students even majoring in English who hesitate to communicate properly in English without hesitation seem to be challenging not only for students but also for me as long as I have been teaching English over the last twenty years from the grassroots level to the Bachelors’ level in different public and private schools and colleges of Nepal.
Purpose of the Study
This research paper, ‘Learners Hesitation in Speaking English in the English Classroom in Multicultural and Multilingual Context ‘ aims to diagnose critically the scenario of English language skills mainly speaking skills from different perspectives in the aforesaid campus. The chief purpose of this research was to find out the main components that have obstructed Bachelor Level students of the aforementioned college in English EFL classrooms. The main target of this research paper was to investigate the main causes of hesitation and suitable alternatives to solve them.
In addition, it aims to explore why the students are lagging in nurturing their speaking power and how this problem can be sorted out with specific strategies or solutions with the interconnection of existing policies of multilingualism and multiculturalism. The final motto of this research is to enable students to separate whether nurture or nature is more important in speaking English. Eventually, it targets to chase perfection and pleasure in speech. If not, they are received, they are likely to bring excellence and hope. This results in a win-win situation.
Research Questions
The undivided purpose of this research is to find out the situations, components and appropriate solutions hesitation of students while communicating in an EFL classroom and outside its periphery. I designed research questions clinging or sticking to my objectives. My research purpose bound me to design my main question in the given ways:
How is the speaking scenario of their college and how do they feel while teaching or learning to speak English in multicultural and multilingual contexts?
To ease, lead, further my research and reach the knowledge construction level with step by step-by-step procedure, I designed the auxiliary questions which are listed below:
What are the problems they are facing in such a context?
How can we solve these problems?
Theories Implied
Nepal cherishes the diversity of its languages, cultures, and religions. Nepal’s Constitution has acknowledged the value of multilingualism and multiculturalism in the nation. Every Nepalese community living in Nepal is also guaranteed by the Constitution the right to receive an education in their mother tongue and the right to establish and run schools and other educational facilities for that purpose.
For pupils to have effective written and spoken communication skills, as well as proper language comprehension, English language instruction, is essential. The two categories of language skills—receptive and productive—are speaking, listening, reading, and writing. Speaking is the most important form of communication and is necessary everywhere, at all times.
In this research, I have used Constructivist and Communicative constructivism theory. Constructivist theory is a post-structuralist theory of evolution and development that deals with knowledge construction and learning. It explains how structures, language activity, and meaning are developed. According to Burleson (2007), constructivism is a general theory of communication skills that examines skilled behaviour concerning three major communication processes: social perception, message production, and message reception. The author describes some of the background factors that lead some people to emerge as highly skilful communicators and others as less skilled.
Communicative constructivism elaborates on social constructivism and links it to Habermas’ theory of communicative action. It considers knowledge, body, performance, and objects as part of communicative action. The CLT approach allows both teachers and students to transfer their traditional teaching and learning beliefs into an innovative teaching and learning approach. For example, a well-known educator (Dos Santos, 2019a; Dos Santos, 2019b) in language learning advocated that today’s students like to use technological-assisted materials and tools for language learning, such as social media platforms and internet chat groups. To meet the needs of these students, such visual and interpersonal communicative tools must be created and employed.
Methodology
I chose an interpretive research paradigm for the study. This is a qualitative research design study. Narrative inquiry is a qualitative methodology of studying the experiences of participants through a recollection and spontaneous narrative of lived stories and events. (Clandinin and Huber,2010). For this purpose, four bachelor-level students of the aforenamed campus from different language and cultural backgrounds were interviewed and information was collected. Among them, one of them was from the Muslim community, next from the Magar community, another from the Gurung community and the final one was the student who was reared in India with a different culture where Panjaabi was used as the main language. The selection of the students itself was diverse and inclusive by nature so I expected unique output or results too. For that purpose, I interviewed them in depth and collected the data. Next, I used a mobile phone and recorded the audio interview. Being an interviewer and researcher, I filtered, evaluated and analyzed the transcription. Finally, I drew out the conclusion. Besides, different sources, I visited and surfed various research sites, blogs, and websites as secondary sources for this research.
Every individual has the right to secrecy. Even the constitution of Nepal has such provision for the right to privacy. Article 28 of the Constitution of Nepal, 2072 BS, explicitly outlines the right to privacy. It stipulates that the privacy of an individual’s life, residence, property, documents, statistics, correspondence, and character-related matters shall be inviolable, except when constrained by the law. Confidentiality and ethical issues are utmost in any research. For that motto, the names of the participants are changed into pseudo-names to preserve anonymity. Among them, the first participant is named Mr A, the second one is Ms B, the third participant is Ms C and the fourth or final one is Ms D. Likewise, the original words of the participants are written to maintain the trust and originality of the research.
Discussion and Findings
Speaking skill is the buzzword and popularly demanded practical skill in today’s world. However, it has been just like a fishbone stung in the throat to those who are studying English as a second, third or fourth language in multilingual and multicultural contexts. There are reasons behind it though it needs one and all. Hesitation has been a chief hindrance to sharing inner feelings because of which the voice that is supposed to be expressed or heard always remains in a vacuum. For that, they express their problems being hesitated and have come up with specific measurements too which work as a catalyst to boost their speaking skill. With the in-depth interview of four bachelor-level students, the interpretations are made here.
Theme 1 : Influence of Mother Tongue and Culture
Home is the first school of the child because either civilized or educated culture and language or barbarous or know-nothing culture begins from home. The child learns the first language at home. The ability to communicate effectively in English exemplifies the correctness of pronunciation and intonation and directly affects the appropriate communication in conversation (Zhang & Yin, 2009). Mr A, Ms B and C belonged to Muslim, Magar and Gurung communities respectively. According to them, they were highly influenced and dominated by their mother – tongue, culture from home and dominance of teachers. Mr. A said, “I could not speak English unhesitatingly because of the influence of culture. I had to recite Quaran and Namaz instead of reading and speaking English. Not only that, they spoke Arabic, and Urdu at home instead of Nepali. When I joined in school it was too difficult to learn Nepali and English simultaneously so I was lagging in English because they were his third and fourth languages instead. Further, he added his anecdote when he was in school. He said, ” My school used to call every student one by one to deliver the speech in the class in English period but I was almost hopeless and my mind went blank. The teachers were nitpickers and only criticised grammatical errors, pronunciation, and tone. I was almost paralysed and could not express my view in the way that I expected and speak nothing due to the interference of my mother tongue and culture.” But what he now opines is that he is a little bit improving due to peer talk at college and school since he is a teacher too. He also added that the memories of those days sometimes haunt his college, and professional life.
Similarly, Ms B and C were dominated more than Mr A due to the excessive use of their mother tongue at home and even at school. Ms B said, ” I was reared in a monolingual and monocultural society where all the neighbours belong to the Magar community who only use their mother tongue and culture. When she went to school too, she found almost the same environment because more than 90 % of students and personnel of the school belonged to her community. When I was called to speak last year in the class, I was almost dumb and could speak nothing due to hesitation that was because of the interference of my mother tongue. The reason behind it was that we hardly practised English so I felt hesitant while speaking in college and public. Now I had a little bit of improvement in speaking when I started interacting with my teachers and began working as an English teacher in a private school in my locality.” The story of Ms C was also interesting who belonged to the Gurung community. She said, “Our English teacher learnt the Gurung language and taught us to translate in that language when we did not understand English. How could we speak English in school when we could not understand and speak Nepali either? It has hindered me in my college too. Now I have started teaching in public schools where English is used as the medium of instruction so I should say there is a green signal of change in my speaking ability. ” Likewise, the fourth one Ms D said,” I was reared in India. Though people thought I had good English speaking power it was not in the past and is not at present either due to the influence of Hindi and Punjabi. Our neighbors and schools focused on those languages, nevertheless English. I hesitated due to distinct accent, tone, and pronunciation in my college since Punjabi and Hindi have dominated my English”
Theme 2: Lack of Motivation
Motivation is a state of cognitive arousal or internal drive that pushes someone to do things to do something. It is the heart of learning. It reduces tension, energizes and activates the students. But the participants are far-flung which is one of the core causes of hesitation of motivation. It is mentioned in the literature that motivation is a key to students’ learning success (Chinmoy, 2007). In this sense, motivation is a key consideration in determining the preparedness of learners to communicate. Zua (2008) further adds that motivation is an inner energy. She says that no matter what kinds of motivation the learners possess it will enhance their study interest. However, I have found distinct data in this research. This is the case with one of the participants Mr. A expressed that his orthodox and strict father never allowed him to read loudly nor speak English at home, though he was too willing to learn, talk, and lead ahead. He added, ‘My family environment discouraged, demoted, and hesitated me to speak and improve my English.’ Another participant Ms B had a different version in this case. She said, “My family, school, and surroundings had hegemony of the Magar language and culture. I should say my luck was fifty-fifty and I enjoyed listening to English speaking mainly during festivals and holidays when my neighboring brothers and sisters who came to the village from the town had gone for study purposes and foreign countries for studies and jobs and conversed in English with their fellow friends. Sometimes I used to add ‘yes or no in the middle. That was that .”
Similarly, another participant, Ms C responded that teachers always used dogmatic and authoritarian styles since her school education till this date. She responded, “We were always criticized, ignored, and harassed while speaking English by our colleagues and teachers. The teachers only focused on grammar and pronunciation rather than fluency and content.” Similarly, the next participant Ms. D expressed that they never got an opportunity to share their inner feelings and opined that speaking English was a far cry from what she along with her colleagues had expected because the teachers used only teacher-centered lecture methods while teaching and they were never motivated to speak and use their feelings without hesitation. This shows that too much correction and interruption by the teacher discouraged learners and hesitation reigned over them.
Theme 3: Use of Traditional Teaching style
Teaching is an art which is to be updated according to time and situation. While doing research, I found that students hesitate to speak English because of the outdated monotonous teaching style. Mostly pedagogy is based on grammar translation and outdated theories and methods in remote areas to date. One of the participants Mr A said, “Our teachers rarely use interactive and communicative approach or true learning style to teach where students never shared their opinions because they only used chalk and talk principle though the projectors, smart TVs and multimedia devices availed in the college. It would add a cherry on the cake and we would be encouraged to express our inner desires and feelings with their proper use.” Though it is said that students are not empty pots waiting to be poured knowledge delivered by the teachers nor passive listeners rather they are to participate in the teaching and learning activities of the classroom, the teachers are still using deductive and teacher-centred lecture methods in the classroom where students can act nothing except yawning, moving limbs nonetheless uttering any English words in the forty-five-minute classroom. What can be more than this for the hesitation among students? Poorman (2002) observes that ” true learning cannot take place when students are passive observers of the process”. In addition, another participant Ms.D responded that our teachers only wrote notes on the whiteboard, which we copied and they used the grammar-translation method to make us understand but never asked us to discuss, analyse, comment, evaluate and interact on it which made us lag on speaking. This shows that students are presented as silent dummies or empty pots waiting to be filled by teacherly knowledge who do not act anything rather than considered bright sparks waiting to be ignited.
Theme 4: Biased Use of Language Skills
A vivid and effective communicative class is supposed to be the integration of the four language skills training, in which the teacher needs to establish a positive atmosphere, plan appropriate activities, encourage learners and deal with problems sensitively (Davies & Pearse, 2000; Jing, 2006). Although all four language skills, i.e. listening, speaking, reading and writing are equivalent. After researching, I found the reality a bit different. Participant Mr. A reported, “We faced hesitation to speak English because the teachers only focused on writing and reading skills nevertheless speaking and listening. We were rarely allowed to participate in peer group discussion, interaction, demonstration, speeching, even drilling, presentation, elocution, extempore, or group work which would comfort, ease, confide, explore, enrich, and ultimately enable us to express our feelings.”
Similarly, the next participant Ms. D stated, “Our exam system also has weakened and made us hesitate to speak English because it is based only on written skill. Even practical marks are often given according to written exams or class performance. The teachers also never let us involved in oral practical skills like speaking, listening, interacting and other works. To a great surprise even though all the language skills are intertwined and function like connecting the dots or chain of a bicycle, we practiced little reading. We buried our feelings deep in our hearts but never thought as potential seeds which are likely to germinate and quickly waited for the time when we could speak and express ideas but those days did not occur according to our expectations. We were instructed to write and reading as ivory tower and speaking as step- mother or sisters. We sometimes watched English movies or speaking videos on TV, YouTube etc in the classroom which was not adequate. ” This speaks that speaking classroom should never be under the teacher’s strict control where s/he uses chauvinistic dogmatism. S/he is to be dependent on what learners act or do, what they say or opine and what they realize or feel. The students deconstruct, reconstruct, reflect, experience, learn, unlearn and relearn more than tutored by the teacher.
Theme 5: Irrelevant Evaluation of Speaking Skill
Though speaking skills are the primary and productive skill of learning a language, participants B and C responded that it is illogical, irregular and irrelevant in their context. It is managed either before the annual exam once or practical marks are mostly given on a random basis where the halo effect and horn effect are likely to be practised. This sort of practice sometimes resorts to inviting dubious to find who are the goodies and who are the baddies in language skills. National Curriculum of English (2007) clearly states that all four language skills should be tested in the SLC exam. The school should conduct listening and speaking tests internally regularly, keep the records and send them to the concerned authority but it is not strictly practised from the grassroots, tertiary and upper,i.e. college or university level so that students can develop proficiency and confidence in language learning mainly speaking. Students require proper and regular feedback so they are to be given it from time to time. In a more recent study, Akter (2010) proved that giving feedback to the learner on their performance was an important aspect of effective teaching. To fulfil this purpose, a continuous speaking and listening evaluation system along with immediate and essential feedback is a must.
Solutions of Hesitation
There are no problems sans solutions. Every problem has its solutions and hesitation in speaking is no exception. Participant Mr A asserted, “Students with multilingual and multicultural knowledge should be motivated to use English easily where the language teachers are to be flexible, liberal in the class and outside.” In addition, it adds a few more stones to the foundation of speaking skills when teachers and guardians adopt a laissez-faire approach to practising English speaking because motivation triggers and inspires speakers to imagine and explore their creativity and imaginary power and speak since speaking is a production if they have nothing too in the minds. When interactive and communicative approaches based on discussion, interaction, debate, peer review, group work, speech, open free talks, elocution, and extemporisation are organised, they are bound to solve the hesitation problem of speaking English in class. Group or teamwork dramatically increases the number of talking opportunities for individual students. It is effective and achievement is more when they work together. In teamwork, the students can decentralize their work and can share views which is very interesting and full of curiosity about what will come after that. It develops the ability of patience, both hearing and sharing culture along with deep reverence for the co-conversationalist because every neighbour has a good story to tell, share, write or hear.
It also promotes learners’ autonomy by allowing students to make their own decisions in the group without being told what to do by the teacher (Harmer, 2007, P.166) His solution is when the teachers use these kinds of interactive modes, students slowly foster their speaking skills. Similarly, another participant Ms. C said, “Students from multilingual and multicultural backgrounds should be motivated to use English by applying flexible policy by the teacher rather than pointing and complaining about the small grammatical and pronunciation errors.” The unheard and untold contents, subject matters or stories from the students come on the floor if students feel comfortable and give an unhesitating ‘yes’ when they are told to speak or when they get an opportunity. Other suggestions to increase students’ motivation are shared by Liu and Huang (2010). They say that to overcome students’ lack of motivation, teachers can do activities like promoting students’ awareness of the importance of English, enhancing students’ interest in English, and developing their self-confidence They should be allowed to express the content unhesitatingly, nonetheless they are to be hurt. If so, they continue to suffer and deteriorate their speaking skill.
This shows that students feel at ease and enthused over speaking when they are free from personal, collegial, teacherly and public criticism and they have peace, energy and impulse in their minds and hearts when everybody appreciates them and their speech. As a result, students always feel completely at ease and are eager to throw their hearts and souls into the ocean of speech, speak and share ideas eventually.
Conclusions
In-depth interviews with four bachelor-level students from various language and cultural backgrounds are conducted as part of the research’s qualitative design. The results show that the student’s reluctance to talk in English is caused by a variety of factors, including the prevalence of their mother tongue, cultural norms at home, a lack of drive, conventional teaching approaches, irrelevant examination systems that place a higher value on written than oral fluency.
The participants provide solutions to these problems by emphasizing the value of peer-group conversations, communicative and interactive teaching techniques, and activities that promote student autonomy. They advocate for a flexible approach that allows kids from multiracial and multilingual backgrounds to freely express themselves without being constrained by concerns about spelling or grammar. The study emphasizes how important it is to create a friendly and inclusive learning environment to advance. The topics that arose from in-depth interviews with students are examined in the discussion section, with particular attention paid to the imbalance in language skill focus, the demotivating impacts of some educational philosophies, and the pervasive influence of mother tongue and culture. The investigation concludes with recommendations for resolving the issues that were discovered. The participants argue for a change in teaching techniques by highlighting interactive and communicative teaching approaches, stimulating peer group discussions, and fostering a flexible environment. To improve students’ speaking abilities and reduce reluctance, the need to establish a welcoming and inclusive learning atmosphere is emphasized. This adds to a thorough comprehension of the obstacles preventing pupils from speaking English successfully.
The study suggests a shift in teaching techniques, emphasizing interactive methods, peer group discussions, and a flexible environment. It emphasizes the importance of a welcoming, inclusive learning atmosphere to improve students’ speaking abilities and reduce reluctance to English language education. For that, teachers are the epitome and real leaders who are to know the route, show the route and go the route. The reason behind it is that one who always falls probably fails to tell others how to rise permanently. It strives its best to bring complete happiness and perfection. If not, it is, conversely bound to be hopeful and excellent in speaking.
Author’s Bio: Tirtha Raj Ranabhat is an MA/B.Ed. graduate from Tribhuvan University and is an M.Phil. thesis running learner in ELE at Kathmandu University. He is a life member of the Nepal English Language Teachers’ Association (NELTA) and also an assistant secretary of NELTA, Tanahun chapter. He has a wide experience of teaching English, from grassroots level to college level. Currently, he is working as an assistant lecturer at Aadikavi Bhanubhakta Campus Damauli, Tanahun which is a two-time QAA certified campus granted by UGC Nepal . He is also working as an assistant headmaster at Aadikavi Bhanubhakta Secondary School , Damauli, Tanahun , a sister institution of Aadikavi Bhanubhakta Campus Damauli, Tanahun.
References
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Title: Teaching English as an International Language Authors: Ali Fuad Selvi, Nicola Galloway Publisher: Oxford University Press Publication Year: First published online: December 2023 ISBN: 9781009462495 (HB), 9781108821230 (PB), 9781108902755 (OC) ISSNs: 2632-4415 (online), 2632-4407 (print)
Introduction
Teaching English as an International Language by Ali Fuad Selvi and Nicola Galloway is a comprehensive examination of the expanding role of English in the world. As English increasingly functions as a global lingua franca, this book explores the implications for teaching and learning the language. As English increasingly functions as a global lingua franca, it has significant implications for teaching and learning across diverse sociocultural contexts (Selvi & Galloway, 2023; Jenkins, 2007). Moreover, it explores the evolving role of English as a global language and the implications for teaching English as an international language. It provides a comprehensive overview of key themes and practical strategies for effective English instruction. The objectives are to equip teachers with knowledge and skills to navigate the complexities of teaching English internationally. Mainly, the approaches are blend of theoretical, empirical, and practical perspectives to bridge research and classroom practice. The theme of the article is Globalization of English, cultural diversity, intercultural competence, teacher education. English as a Global Language English, has become the predominant language of international communication, business, and academia. English is used in a wide range of contexts, from formal to informal, across diverse cultures. It has role and status of English continues to evolve, with increased linguistic diversity and transfer in the linguistic power.
Content Synopsis
The subject matter of this book offers a comprehensive account of the unprecedented spread of English as a global language by taking historical, sociolinguistic, and pedagogical perspectives. To realize this main objective, it opens with an accessible discussion of the historical path of the English language. The book integrates historical, sociolinguistic, and pedagogical perspectives to examine English as a global and multilingual lingua franca (Selvi & Galloway, 2023; Matsuda, 2012). Besides that, the qualitative and quantitative connections to its contemporary diversity in terms of forms, roles, functions, uses, users, and contexts of English as a global and multilingual Franca. Built upon this synchronic-diachronic symbiosis, the discussion is complemented by an overview of major analytical paradigms and trends that promote systematical scrutiny of the English language and its sociolinguistic and educational implications. It ends by showcasing instructional practices, recommendations, reflective questions, and future directions for language educators to revamp their beliefs, commitments, and practices considering the changing needs and realities of the present-day global sociolinguistic ecology and individuals therein. The book is divided into several chapters, each addressing different aspects of teaching English as an international language (EIL).
Key Topics in the Book
The key topics included in the book are presented under the following headings.
The Global Spread of English
This chapter merely the historical and contemporary spread of English around the world. The role and status of English continue to evolve with increased linguistic diversity and shifting power relations (Kachru, 1992; Kirkpatrick, 2010).Furthermore, highlighting its status as an international language. English is used in a wide range of contexts, from formal to informal, across diverse cultures.
Theoretical Frameworks
The authors investigate into various theoretical frameworks that inform English as a International Language. The theoretical frameworks such as World Englishes and English as a Lingua Franca to challenge native-speaker norms in English language teaching (Jenkins, 2007; Kachru, 1992). It involves teaching, such as World Englishes, English as a Lingua Franca (ELF), and trans-languaging.
Curriculum and Pedagogy
Practical strategies for designing curriculum and classroom activities that reflect the global nature of English are presented. This includes integrating cultural diversity and fostering intercultural competence are central to effective EIL-oriented curriculum design (Matsuda, 2012; Kirkpatrick, 2010). Adapting teaching methods and materials to meet the needs of international learners.
Assessment
Assessing English proficiency in international contexts requires moving beyond native-speaker norms (Seidlhofer, 2011; Selvi & Galloway, 2023). The book addresses challenges and solutions in assessing English proficiency in a way that acknowledges the diverse contexts in which English is used.
Teacher Education
This section provides insights into preparing teachers to effectively teach EIL, emphasizing the need for ongoing professional development and critical reflection. Teacher education programs must emphasize critical reflection and ongoing professional development to address the realities of global English use (Selvi & Galloway, 2023; Matsuda, 2012). Equipping teachers with the necessary knowledge and skills to teach English globally.
Case Studies
Real-world examples and case studies illustrate how the principles of EIL can be implemented in various educational contexts around the globe.
Critical Analysis
I found this book is a valuable resource for us as a teacher educators, researchers, and policymakers. The writer successfully argued for a paradigm shift in how English is taught and moving away from traditional native-speaker. Teaching English as an International Language challenges traditional native-speaker ideologies by recognizing plural forms and functions of English (Jenkins, 2007; Matsuda, 2012). This book has great advantages such as Comprehensive Coverage: It covers a wide range of topics relevant to EIL, providing a holistic view of the field. Practical Application: the comprehension of practical strategies and case studies makes the theoretical concepts capable and applicable for practitioners. Interdisciplinary Approach: Drawing on insights from linguistics, education, and sociocultural studies enriches the discussion.
Crucial and Developed Area of the Book
The most crucial and developed area of the book are given below.
Technological Integration
More discussion on how technology can support EIL teaching and learning would be beneficial, given the increasing role of digital tools in education.
Local Contexts
While the book provides a global perspective, more detailed exploration of specific local contexts could enhance its relevance for diverse readers.
Conclusion
Teaching English as an International Language is a timely and essential read for anyone involved in English language education. Both writers Ali Fuad Selvi and Nicola Galloway provided a thought-provoking and practical guide to navigating the complexities of teaching English in a globalized world. Their emphasis on inclusivity and respect for linguistic diversity is particularly noteworthy, making this book a significant contribution to the field. Teaching English as an International Language promotes linguistic diversity, cultural inclusivity, and more effective global communication in a globalized world (Kachru, 1992; Selvi & Galloway, 2023).Teaching English as an International Language represents a significant shift in language education, reflecting the realities of a globalized world. While there are challenges to its implementation, the potential benefits of TEIL in promoting linguistic diversity, cultural inclusivity, and effective global communication.
Author’s Bio: Mr. Nar Bahadur Bist is an ELT practitioner from Doti, Nepal. He is currently pursuing an MPhil in ELT from Kathmandu University, School of Education. He is an English instructor at Seti Technical School, Rajpur, and a secondary-level teacher at Martyrs Memorial Residential Secondary School, Doti. His areas of interest include English language teaching, linguistic study, EMI and ELT study of language, and teacher professional development. He can be reached at narbist22@gmail.com.
References
Selvi, A. F., & Galloway, N. (2023). Teaching English as an international language. Oxford University Press. ISBNs: 9781009462495 (hb), 9781108821230 (pb), 9781108902755 (oc). ISSNs: 2632‑4415 (online), 2632‑4407 (print)
Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
Kirkpatrick, A. (2010). World Englishes: Implications for international communication and English language teaching. Cambridge University Press.
Matsuda, A. (Ed.). (2012). Principles and practices of teaching English as an international language. Multilingual Matters.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
Canagarajah, S. (2006). Ethnographic methods in language policy research. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 115–130). Blackwell.
Have you ever wondered that a great musician is also a great grammarian? Or have you ever questioned yourself how a musician makes it possible to harmoniously arrange complex musical notes into a soothing rhythm?
All musicians use different kinds of notation to orchestrate music and breathe life into melodies. The notations are not mere marks on paper; they are the structures of rhythm—the silent grammar that governs a musician to crafts the perfect melody. A melody often calls for well-structured notes; likewise, a language requires a proper use of punctuation to convey the written message clearly with the harmonious combination of human emotions.
Context
According to Lynne Truss, historically the use of punctuation such as the comma (,) was used by Greek dramatist two thousand years ago to guide actors at breathing points to deliver the dialogue effectively. Later, the painter Rolf Harris used a line, a dot and a curly bit in his painting. This shows that the punctuation evidently emerged from artistic practice.
The proper use of punctuation directs us on how to read in the way musical notations direct a musician’s on how to play. However, I don’t remember being taught punctuation in my school days. Even today, many of us don’t pay much attention to the usage and principles of punctuation. We treat it as if students can learn it themselves or it is not as important as the vocabulary and other grammatical rules. Meanwhile, in the world of Messenger, Viber and WhatsApp, the ignorance of grammar and punctuation obviously doesn’t affect a person’s ability to communicate a message effectively. Today one can communicate quite well by ignoring the proper writing conventions in everyday communication through text e.g.: “Hw r u?”, ‘wht abt u?”,” I’m bg 2day.”
Nonetheless, the use of punctuation should not be perceived as a mere conventional sign. The misplace of punctuation can totally alter the meaning of a text. It makes the world upside down. A simple comma can alter the sense of an entire meaning. To understand how punctuation function and alter the entire meaning in the same text, we can observe the example presented by Lyanne Truss in her book “Eats, Shoots & Leaves.”
Statement 1: A woman, without her man, is nothing.
Statement 2: A woman: without her, man is nothing.
The given examples make it clear how placing a simple comma (,) after “man” in the first example, and before “man” in the second, alter the entire meaning. The same number of words- the same sentence- convey two far different meanings, simply due to punctuation.
Generating Meaning
Punctuation transcends the literal meaning in a text. In the example given above, the commas not only alter the meanings, but also carries ideological implications. The first example brings us an image of a patriarchal society; the existence of woman is entirely dependent on her husband. She is not independent and cannot stand on her own; she is vulnerable and needs protection, safeguarding and care from a man. Manhood is praised. On the other hand, the second example just reverses the meaning. It not only just reverses of meaning but also portrays her role as more important and glorified than that of a man through the use of a colon.
Punctuation goes beyond the mere style and literal meaning; It shows how language moves and how language exists in mind. For example, Virginia Woolf used semicolon to convey the flow of consciousness in her writings. Let us observe another example how semicolons bring out a vivid image, feelings and emotions.
“She felt the morning light; it reminded her of childhood; and suddenly she was no longer in the present.”
The semicolons are not mere style here; they communicate a very profound transition and flow of thoughts and experience closely connected to the past experience of “She”. It shows the flow of consciousness and emotion without any stop or interruptions. The first semicolon carries the warm sensation of morning light, which slowly triggers her childhood experience. It gradually creates her sense of emotional dislocation. She is physically at present, but emotionally reaches to her past life. Naturally, the thoughts and memories do not stop suddenly in our head like full stops (.) but progress gradually and strongly which is indicated with a semicolon (;). The semicolon is neither full stop (.) nor comma (,). It is a combination of them. Since a semicolon connects independent clauses, the experience and feeling of ‘She’ can be taken as an independent clause happened in different phases of her life and those feelings are strongly connected to “She”. Here semicolons serve as a medium to emotional continuity presenting how human emotions and feelings move. A full stop stops, but a semicolon lets something progress ahead.
In Nepal, punctuation receives almost no attention especially in English language classrooms. Students are encouraged to speak fluently, memorize vocabularies, apply grammar structures and write essays; however, they are not trained effectively how punctuation functions and controls the meaning of the texts or discourses. Not only in schools, but also in the university’s classrooms punctuation is often the matter to be discussed latter.
If we are preparing students for global market, being able to speak and prepare a resume or curriculum vitae will work for them. However, if we are preparing the communicators who feel the spirit of a language then punctuation matters a lot.
Similarly, English language teachers in Nepal have been emphasizing uniformity in academic writings. They prefer only American or British style in writing. They suggest writers to avoid blending British English with American or vice-versa. However, they also neglect the use of punctuation. For instance, many writers and teachers who prefers British style have also been committing an error while using inverted comma (“…”) or quotation marks.
According to Advanced Oxford Practice Grammar (2017) by George Yule, single inverted comma (‘…’) is put in British English in “Direct speech.” While double quotation marks are used in American English [p.149].
Mark said, ‘I need you here.’ (BrE)
Mark said, “I need you here.” (AmE)
Nonetheless, writers use British spelling throughout a text but quote with American style. This problem has gone unnoticed in our academic field. Moreover, the punctuation such as a colon (:), a semi-colon (;), a dash (–), and a hyphen (-) seem to have been endangered species of signs at present texts.
Key Takeaway
Punctuation, though small and often unnoticed, governs pause, emphasis, emotion, and authority. Thus, language teachers in school levels should not undermine and devalue the proper use of punctuation. Punctuation are not only mere signs but serve as an essential tool to express emotions and remove ambiguity in meaning and expressions.
Author’s Bio: Mr. Dasarath Rai is an English language teacher in Nepal. He has accomplished his master’s degree in English education. As a teacher, researcher and reflective practitioner his interest areas include multiculturalism, multilingualism, cultural identity, critical pedagogy and multimodality in language teaching.
We are pleased to announce the release of the Issue of ELT Choutari (October-December 2025). This issue presents a collection of reflective accounts from English language teachers and practitioners, offering diverse perspectives on teaching, learning, and research.
Since it is a generic issue, it includes articles from diverse fields of English language teaching in the context of Nepal. ELT Choutari is a platform to share the English language teachers’ experiences regarding their practices and experiences. This issue is the result of the same. For this, we are grateful to all the contributors. We encourage English language teachers and practitioners to contribute in the future issues as this can share and document our reflective practices.
The following section includes the contributors with the gist of their reflections. We hope their experiences and anecdotes will benefit our esteemed readers.
Mr. Dev Ram Joshi, in his article, explores the engagement of learners in English language learning through project-based learning integrated as internal assessment in the secondary level curriculum. His technical action research reflects that his students increased the time to study English subject, developed their writing skill including handwriting and composition skills and presentation skills such as pronunciation, clarity, and confidence. Meanwhile, they started to learn English by studying other reference materials as well.
Likewise, Mr. Dammar Singh Saud in his article drawing on personal experience and educational theories, argues for reflective, context-sensitive, collaborative, and well-resourced Teacher Professional Development. He advocated that, learning from countries like Finland and Singapore, Nepal must prioritise teacher agency, mentorship, digital readiness, and long-term systemic reform.
Similarly, Mr. Khem Raj Rauteda, in his article, reflects his experience implementing translanguaging pedagogy to enhance learner engagement in a multilingual secondary classroom in Nepal. Through reflecting on his role as a facilitator and co-learner, he found that translanguaging nurtured culturally responsive pedagogy, strengthened relationships, and empowered students, providing valuable insights for inclusive English language teaching in multilingual contexts.
Similarly, Mr. Janak Sigdel, in his article, explores the ongoing challenges of implementing Information and Communication Technology (ICT) in rural community schools in Nepal. His reflection highlights key barriers, including inadequate infrastructure, lack of electricity, limited internet access, and low digital literacy among teachers. His article underscores the growing digital divide between urban and rural schools, advocating for policy interventions and capacity-building programmes to promote more equitable and sustainable ICT integration in education.
Likewise, Mr. Nar Bahadur Bist, in his article, deals with the complicated and changing nature of English as a Medium of Instruction (EMI) in language planning and policy in Nepal. He discusses how English has established a dominant presence in the education system, as well as a larger presence in society, despite Nepal’s non-colonial relationship with Britain, shaping ideologies, creating inequalities, and affecting cultural identity.
Moreover, Mr.Arjun Jung Rayamajhi, in his article, discusses the integration of ChatGPT in English language teaching in Nepalese community schools with its opportunities and challenges. He argues that ChatGPT offers the possibility to experience a personalized learning process and support engagement growth in the underprivileged setting. However, it also emphasizes the significance of the human factor, critical thinking, and ethical competence.
For your convenience, here are the hyperlinks to the blog posts:
Lastly, we extend heartfelt gratitude to all our editors and reviewers — Ganesh Kumar Bastola, Jeevan Karki, Dr. Nani Babu Ghimire, Dr. Jnanu Raj Poudel, Sagar Poudel, Binod Duwadi, Puskar Chaudhary, Dr. Yadu Prasad Gnawali, and Dasharath Rai—for their dedicated efforts in bringing this issue to completion.
ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities. We invite you to contribute to our upcoming issue by submitting your articles and reflections to 2elt.choutari@gmail.com.
The development of artificial intelligence (AI) is transforming the global education system. ChatGPT and effective AI models are now essential innovations in the language teaching and learning field. By providing technology to community schools with limited resources and infrastructure, scholars can gain insight into the potential and challenges of AI in resource-poor environments. This paper is a reflection of the recent empirical studies and my personal experience as a teacher and researcher to relate critically to the effects of ChatGPT on English language teaching. The input analyses the moderation through which AI transforms pedagogy, addresses learners’ differentiated desires, and works under the moral and infrastructural measurement of AI technology in Nepal. The data of this input are grounded in teacher interviews, classroom observations, and student-centred surveys, digging deep into the use and impact of AI tools. The output provides recommendations for maximising ChatGPT use to promote language acquisition in resource-scarce classrooms while alleviating accessibility, training, and moral challenges.
The ChatGPT: A Personalized and Engaging Commitment
The individualized ChatGPT capability to provide learners with feedback that is personal and immediate has been a possible offer of integration of learners up until now; something that is not practicable in a typically busy community classroom. ChatGPT is an artificial intelligence model called OpenAI, which is a state-of-the-art generative machine that can understand and produce human-like text after recognition of the given output. It is, in other words, a pillage of the substitution of creative slaves. It is also a testament to the increasing sensibility that there is a need for differentiated instruction (Zhang, 2022). In its essence, the ChatGPT implies that learners should learn at a pace which is commensurate with the timing that befits them. I personally think the OpenAI model is selfish and a more strenuous taskmaster. The state-of-the-art artificial intelligence OpenAI is more observant than a schoolteacher is and is a capable assistant anytime, even when students are away from the classroom (Sharma & Koirala, 2021). It makes the conversation more interactive and more exciting; the chatbot responds in the way the learner asks the questions. This miraculous discovery also helps shift it from the strength of monologue teaching, making space for the value of voices by offering the learners opportunities to communicate, share, be more interactive, and engage in the conversation (Patel & Uddin, 2022). Indeed, it is a deviation that it is possible because the basis for differentiation and the structure of any learning system is a one-size-fits-all mentality (Thapa, 2021). Time has changed, and increasing sensitivity embraces the ideas of differentiated instruction in such a diversity of educational responses from the learners.
Pedagogical Transformation: From Deliverer to Facilitator
As for the pedagogical transformation, the other phenomenon observed with the help of ChatGPT is the possibility to shift the role of teachers from the main source of knowledge to the person who designs the improved learning processes (Mishra & Koehler, 2006). The key manifestation of this AI incorporation was the opportunity to use AI not as the medium to replace a teacher but as a tool that supports the learning process. In this way, teachers stop being the main content deliverers and become the facilitators and guardians of the AI-supported learning process. Generally, teachers are also communicators and problem-solvers; they possess the complex skill set that they should hand down to their students. The example of the pedagogical transformation made me reflect on the potential of teachers to design more individualistic and student-friendly plans that incorporate a range of AI-based tools. This, of course, requires teachers to become literate in AI and be aware of the options and the limitations of machines in their problem-solving strategies. To me, such a transfer implies a range of professional development opportunities, a permissive organisational culture, and facilitating policies regarding the conditions under which teachers can participate in experimentation and engage in reflective practice.
Confronting Challenges: Infrastructure and Equity
I acknowledge that the successful integration of AI requires teachers to balance the affordances of the digital media and their professional judgment and situational knowledge. It challenges teachers to organise print-based interpretations so that the students’ work is steerable, so that it can provide the role of humans, such as motivation and ethical guidance, because their work was or could be used to take advantage of the affordances of the artefact. Even though I view my reflection from an optimistic perspective, it is a fact that the infrastructural and resource challenges persist in the schools of Nepalese communities. For instance, the lack of internet connections, the lack of digitalisation of the devices, and sporadic power interruptions become an obstacle to the promise of the integration of AI. Socially, such disparities present threats of increasing the inequities in education that would favour the students in cities or good school districts over disadvantaged rural students. I think my reflection necessitates an immediate policy action to close this gap and investments in enhancing digital infrastructure and the fair distribution of technology.
Ethical Considerations: Striking a Balance between Innovation and Integrity
Another ethical aspect that has been imprinted in my mind was the issue of danger. While ChatGPT has the potential of becoming a learning scaffold, one of its applications, the unregulated and unrestricted use, could lead to more plagiarism, reduced creativity, and a weaker need for critical thinking. All three problems touch upon excuses issued by educators when talking about ChatGPT. In my view, the solution is neither to eliminate the use of AI nor to promote the paradigms of its application that would be equitable. Teachers and policymakers play the most active role in the promotion of decency, offering students digital ethics lessons that teach them how to use AI tools meaningfully and responsibly. In the Nepalese context, a considerable amount of national and institutional support is needed. On a national scale, the government should adopt a policy that would regulate the use of AI in education, making it more just. For this, the curricula change is a must, with digital ethics and literacy being added. Moreover, the government should offer guidance and resources for educators, explaining how to use AI responsibly. On the institutional scale, a school should pay due attention to the note of how important academic honesty, perseverance in the face of misuse, and the desire to solve problems instead of finding an easy way out are. Teachers will always be in need; such moral custodians will have to teach students how to become their own moral mentors, inciting them to use ChatGPT as a source of inspiration for development, rather than praise for creativity.
Moving toward Sustainable Integration: Policy Support and Professional Development
As has been discussed above, the integration of ChatGPT cannot be successful via a technical training programme but rather one that is evidence-based with pedagogical, ethical, and reflection aspects. From the reflection I have undertaken, professional development is continuous, situational, and participatory. The aspects can create teacher confidence and innovativeness. Education policymakers can help in developing clear guidelines and ethical norms that ensure AI supplements the current subject matters and increases universal access. To achieve this measure, the initiatives should be co-designed with teachers, students, and communities to be culturally responsive and viable.
Conclusion
This paper discusses the implementation of ChatGPT in Nepalese community schools, identifying its benefits and drawbacks, and analyzing its potential contribution to English language acquisition. It discusses AI applications like ChatGPT, which offers the possibility to experience a personalized learning process and support engagement growth in the underprivileged setting. The implementation of ChatGPT at Nepalese community schools offers more advantages than disadvantages. While achieving individual educational plans and centring students resulted in multiple case benefits, this method requires stronger control on the part of teachers, infrastructural investments, and ethical considerations regarding the current programme. Policymakers and teachers can use this to understand that while the introduction of new technology can be more advantageous, this consideration should also be supported with a relevant and sensitive approach based on the context and students’ perspectives. This paper confirms the opinion on the potential extension of the educational process with the help of technology. However, it also emphasizes the significance of the human factor, critical thinking, and ethical competence.
The implementation of ChatGPT in Nepalese community schools can truly be an opportunity. It seems to be the most eternal way to individualised learning, which guarantees student interest with the help of an approach based on an individualistic manner. Still, it has a number of challenges, such as the appearance of new teacher roles, impacts on infrastructure, and the necessity to consider ethical considerations all the time. The future of AI-enhanced language learning is conditioned by the context-targeted planning and assumes the consideration of the educator’s expertise, institutional and national policy, and independence of the students.
References
Adhikari, P., & Pradhan, S. (2021). Digital inequality and its impact on education in Nepal. International Journal of Education and Development, 43, 2, 114–128.
Bates, T. (2020). Teaching with AI: Embracing artificial intelligence in education. Educational Technology Journal, 58, 6, 22–34.
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Author’s Bio: Mr Arjun Jung Rayamajhi is an MPhil scholar in English Language Education at Kathmandu University. He is a secondary-level English language teacher at a community school in Nepal, where he has been actively engaged in classroom teaching, academic mentorship, workshops, and training. His research areas are ICT and ICT-based teaching. He can be reached at arayamajhi16@gmail.com.
English as a Medium of Instruction (EMI) is the educational approach in which English is used to teach all subjects. The use of EMI involves teaching subjects from the academic curriculum, for example, Science, Maths, and History in English, where English is neither the native nor the dominant language in school, college, or university. Consequently, English becomes the medium through which a student learns, instead of being taught as a subject itself. I focus on English as a medium of teaching in language policy and planning. When I look back at the history of Nepal, the English have no colonial past. However, it has maintained a major ideological influence since the Rana dictatorship. When Rana Prime Minister Jung Bahadur Rana first visited Britain, he was drawn to the use of the English language. He brought two Englishmen, Mr. Ross and Canning, to teach English to his children. Since then, English has become widely used and popular in Nepal. It has caused societal division by reinforcing inequalities in education, opportunity, and cultural identity. At the time, Rana Prime Minister, including Jung Bahadur Rana, created a schism among his family members when he stated that he would forsake everything and teach his children English. Nepal cannot remain unaffected by the global growth of the English language. It is included as one of the languages spoken in Nepal in the Constitution of Nepal 2015. In Nepal, English is taught as both a topic and a medium of education. Since their inception, most private schools have used English as their primary medium of instruction. Community schools are primarily Nepali medium schools, although EMI is now considered a need in many schools as well. EMI is causing friction between private and community schools in Nepal. There is a common notion that private schools celebrate good results because of EMI. However, their success is due to a variety of circumstances. As we all know, Nepal is celebrating its diverse language, religion, ethnicity, and race. Despite its modest size, the country is rich in language and culture. The documents include the Nepalese Constitution 2072, the National Curriculum Framework 2076, the Education Act 2028, the School Sector Development Plan, and the School Sector Reform Plan 2072. Multilingual education initiatives focus on mother tongue-based multilingual education, particularly at the primary level. However, these documents, notably the Basic Level Curriculum 2076 (Grade 1-3), expressly state that English can be used as the medium of instruction for subjects like as Science and Mathematics. So, these materials are confusing educators.
Institutionalization and Socio-economic Impact of English
Institutionalization and Socio-economic Impact of English, the introduction of English into Nepal’s Schools has drastically shifted the educational and social landscape of the country. Initially introduced in Nepal during the Rana regime as a sign of elite status and modernity, today, the English language is a powerful form of social mobility and academic status (Bhattarai & Basnet, 2020; Pennycook, 2018; Saud, 2020). English is now being taught and is increasingly being used as the medium of instruction in private schools, and for teaching in public schools. This shift shows the belief that knowledge of English brings quality education, global prospects (Adhikari, 2021; Sharma & Thapa, 2022). English is a language linked with power and a similar form of status in society. Even less advantaged families like to send their children to private schools as a result of EMI opportunities. The spread of EMI in private schools happened very quickly, and now private schools are popping up everywhere. Even at the local government level, they are encouraging EMI in Dipayal, Silgadhi Municipality and Doti by making EMI compulsory at the local government level. Such efforts surely show their enthusiasm for English. The establishment of English in the institutional context of Nepal has profoundly changed the educational space and society in Nepal. English, which was introduced into the country during the Rana regime as a marker of elite status and modernity, has evolved into a powerful vehicle for social mobility and academic prestige. English is now taught and is also frequently used as the medium of instruction in private schools, and increasingly in public schools. This shift reflects an underlying belief that proficiency in English brings quality education, global opportunity, and upward social mobility. It is connected with power and distinguished status in society. Even low-income families prefer to send their children to private schools due to EMI. It has spread quickly, and private schools are mushrooming. Even the local government is encouraging the English language in Dipayal, Silgadhi Municipality and Doti, and they have made EMI compulsory at the local level. This kind of exercise certainly demonstrates a love of the English language.
Social Justice through EMI
The use of EMI in Nepal’s education system affects the potential for social justice. It creates unequal access to the quality of teaching provided by EMI. Students from urban, high backgrounds admitted in present-day private schools receive a rich education, while students from rural, i.e. low-income backgrounds have limited access to and practice with English, especially in community schools. Students from urban, high-income backgrounds who are admitted to private schools. Recently, they received a wealth of educational resources, while students from rural, low-income backgrounds have little access to and practice of English, particularly in community schools (Bhattarai & Basnet, 2020; Timsina & Rai, 2019). This is not just an academic disadvantage for community school students, but a social reproduction disadvantage. English is a vital and crucial part of employment and the upper social class (Sharma & Thapa, 2022). Likewise, EMI is associated with colonialism, Western culture. This is the disadvantage of community school students in terms of not simply academic outcomes, but also social reproduction. English is a major and essential part of employment and higher social standing. Similarly, EMI is linked with colonial influence and Western culture. Hence, EMI develops the disintegration of multiple indigenous languages and cultures, with destruction, linguistic inequality and cultural detachment of Nepalese students. Language and culture are interrelated with each other when language enters the nation; it inherently brings its culture. Not all students have the same access to English. Children from rich or urban families often go to private schools where they learn English. But many poor or rural students go to local schools where English is not taught well, or not at all. This creates a big gap in learning. I have mentioned subtopics about social injustice below.
Access and Variation in Education
Ethnic and linguistic minority students’ experiences show that the separation between private and public education in Nepal deepened by the introduction of EMI. Private schools as one of the most well-resourced and culturally competent educational forms in the country, which offer high-quality EMI programmes for wealthy and prosperous families. Community schools, in contrast, work with families representing rural, low-income people. The inequalities linked with education lead to collected effects on the lives of oppressed families and students who cannot afford private schools and are unable to get quality education.
Neglecting people and Cultural perception
The practice of English-only instruction in education and public life results in the social disuse of languages like Doteli, Maithili, Tamang, Newari, and others. As parents work to give their children better opportunities, they encourage their children to speak English, and younger generations are abandoning their languages altogether. These parents are unknowingly sending messages of cultural disconnection and eventually loss of language. The emphasis on individual economic advancement negates Nepal’s multilingual identity and values. The present generation is taught English, leaving their mother tongues.
Socioeconomic Stratification and Symbolic Power
In Nepal, the ability to speak English is becoming a social marker for intelligence, achievement, and social status. Students with fluent English abilities will command a greater amount of respect and access to higher education, government work, and business opportunities in society. The symbolic power of English establishes class boundaries, because only individuals who are recognized can afford EMI-based education. Thus, another protector of advantage is language, namely, the exclusion of individuals who cannot engage.
In Nepal, the importance of English has led to the marginalization of other native languages. Marginalization means the inconsequence associated with what is not major, not central, and not powerful. In Nepal, English is preferred in every sector, including education, banking, hospitals, and so on. Private schools teach in English, and students who speak good English are often given more respect and better opportunities. Because of this, many parents want their children to learn English instead of their own mother tongue. As a result, local languages like Doteli, Newari, Maithili, Tamang, Tharu and many others are being used less, especially by young people.
In higher education, government jobs and business English are often liked. This makes it harder for people who speak only Nepali to compete. When one language becomes more powerful, others slowly lose their importance. This is how English, even without meaning to, is pushing local languages aside. The government even mandates English as a subject in the early grades. It has been made a compulsory subject from grade 1 to the bachelor’s level. It has secret power in Nepalese society. In the context of Nepal, many parents prefer to send their children to private schools. English is synonymous with high-quality education in Nepal. Privatization in education is widespread in Nepal. Private schools are proliferating and offer English-medium teaching. Such private schools reflect English culture, including Halloween. English has had a significantly greater influence on the local language, culture, and identity.
Conclusion
Overall, the article analyses the essentialist celebration of English as a neutral instrument of development. It advocates for a more critical and socially just approach to language planning that recognizes English’s potential for global utility while also protecting linguistic rights, cultural heritage, and equitable access to education. Stunning, this balance is essential in supporting Nepal as it negotiates its multifaceted identity and aspirations in a globalized landscape. In Nepal, many local schools are switching mediums of instruction from local languages to English as the medium of instruction. While Nepal is a UN state that has a language in education policy, which was developed upon recommendations to educate children in their mother tongue and promote bilingualism for better long-term learning, the policy is hardly followed in practice. The official approach, as mother tongue-based multilingual education is encoded, has been replaced with EMI, which runs counter to its intentions. The transition to EMI was fast-tracked after Nepal adopted a federal system of government in 2015, where local governments had power over local language policy. Although this national plan (2016-2023) sought to endorse local languages, almost all local governments, especially in urban areas, have chosen EMI.
References
Adhikari, R. (2021). The impact of English as a medium of instruction on indigenous languages in Nepal. Language Policy and Society, 7(3), 210–225.
Bhattarai, M., & Basnet, J. (2020). English Language Teaching and Social Stratification in Nepal. Nepalese Journal of Educational Research, 11(4), 78–95.
Kafle, N. P. (2023). Language policy and practice in Nepal: English as a medium of instruction. Journal of Language and Education, 9(1), 45–62.
Pennycook, A. (2018). The cultural Politics of English as an international language. Routledge.
Saud, M.S. (2020). English medium public schools in Nepal: A new linguistic market in education. LLT Journal: A Journal on Language and Language,23(2), 319-333.
Sharma, S., & Thapa, D. (2022). English-Medium education and social inequality in Nepal: A critical overview. International Journal of Multilingual Education, 14(2), 102–118.
Timsina, L., & Rai, P. (2019). Multilingual education and policy challenges in Nepal. Asian Journal of Applied Linguistics, 6(1), 33–47.
Author’s Bio: Mr. Nar Bahadur Bist is an ELT practitioner from Doti, Nepal. He is currently pursuing an MPhil in ELT from Kathmandu University, School of Education. He is an English instructor at Seti Technical School, Rajpur, and a secondary-level teacher at Martyrs Memorial Residential Secondary School, Doti. His areas of interest include English language teaching, linguistic study, EMI and ELT study of language, and teacher professional development. He can be reached at narbist22@gmail.com.
Project-based language learning is a procedural approach of language learning activities through the planning, exploring, analyzing, and synthesizing, in which the learners present their findings in the class either orally or in written form (Beckett, 1999). Dhungana (2025) believes that the project-based learning (PBL) model encourages students to learn actively by using different strategies to develop their language skills and improve achievement. He further supported this model as an opportunity and a transformative method to develop the 21st-century skills in the learners to maintain international standards. Furthermore, PBL creates a productive environment for learning, but the projects are to be selected rigorously, students are to be guided in each step, and there should be proper assessment of the students to encourage all of them for meaningful learning and cosy presentation in the class (Fleming, 2000). PBL can be taken as an innovative and inquiry-based learning method that fosters learners’ active engagement in language learning through continuous guidance of teachers and exploration of students. This framework of learning develops not only the language skills but also the soft skills during the process of conducting and completing the project works (Ecuador, 2019; Maulina, 2024; Nasir & Dermawan, 2021).
The concept of PBL was developed by stepping on the project method (Kilpatrick, 1918), experiential learning and teaching (Dewey, 1938), and sociocultural theory (Vygotsky, 1978). Similarly, the historical steps for this approach began after the 1980s, when a task-based approach to language learning took place in ELT (Beckett & Slater, 2005; Wang, 2020). In the context of Nepal, this method gained value in the Nepalese education system when the national curriculum framework (2076 B.S.) envisioned life skill-based and competency-based subject-wise curricula. Then, the English curricula and textbooks, including other subjects, incorporated project works after each chapter of the textbooks from grades six to twelve. Additionally, the curriculum development centre has designed an internal evaluation guideline (2080 B.S.), which provides rubrics to evaluate students’ project works and other academic activities objectively and reliably.
Regarding empirical studies on project-based learning (PBL), the existing literature focuses on the effectiveness, challenges, and possibilities of PBL in the EFL classroom (Dhungana, 2025; Sanchez, 2019; Maulina, 2024; Devkota et al., 2017; Guslyakova et al., 2021; Aldabbus, 2018). Likewise, other studies have focused on how PBL fosters learner active participation and confidence of students in EFL classrooms (Aubrey, 2021; Giri, 2016; Nasir & Dermawan, 2022). Furthermore, Bastola (2021) examined how PBL can guide students to solve problems while learning English. Acharya (2023) analyzed the perceptions, practices, and challenges while applying PBL in health education. Gibbes and Carson (2014) scrutinized PBL from learners’ perspectives, Yuliani (2017) studied how PBL can enhance learner autonomy, and Somani and Rizvi (2018) compared PBL and traditional approaches of language teaching under a quasi-experimental design. However, I could not find the studies on PBL that investigated it to promote English language learner investment and integration of internal assessment with it.
I found my students avoiding investing in English language learning, which led them to low performance in all skills and aspects of language activities. Then, I asked them how much time they invest in English, and they replied that they only spent five to twenty minutes on English, and they again added that they usually do not pay much attention to the English subject, as they can pass it. I thought that if they depend only on classroom teaching and do not put in extra efforts outside the class, they might not perform what the are capable of. Similarly, overconfidence and exam-focused preparation in any subject is not good for knowledge and personal development. Therefore, this study aims to enhance learner investment through PBL incorporated with internal assessment techniques in secondary level students of Nepalese public schools by using the following research questions.
How does PBL, integrated with internal assessment, enhance learner investment in learning English?
What are the challenges and possibilities while implementing PBL in the EFL classroom?
Methods
As a practitioner teacher, I improve my professional practices with the help of action research by following the steps: planning, acting, observing, and reflecting (PAOR) (Burns, 2010). In this research, I have employed a project-based language learning approach integrated with an internal assessment system as the interventional technique to increase the time, effort, and dedication of my secondary level students in English language learning under the framework of technical action research by following the PAOR structure (Kemmis et al., 2014). The students of grade nine and ten (e.g. English medium sections of 9A and 10A), who numbered thirty and fifty students respectively, were the participants. I got my students to complete the projects mentioned in the textbook in regular teaching. Here I have presented projects: reading, writing, observing, and giving a speech project and peer/classroom teaching as the integrated project works, which I had provided during two long vacations, and I supported them to present their projects in the class. I observed how they have prepared and what resources they have studied, I collected their reports and looked at them closely, and I observed their classroom presentation by following the rubrics. Similarly, I had surveyed the status of students about their time, efforts, and dedication that they have about English language learning by asking open-ended questions. Finally, I analyzed the reflections that occurred in the class based on thematic analysis, followed by research questions and themes generated from classroom performance of students (Burns, 2010; Kemmis, McTaggart, & Nixon, 2014; Mertler, 2019).
Results and Discussion
Reading, Writing, Observing, and Giving Speech Project
As I had assigned the task of preparing a long essay, most of the students had prepared the essay as per the instructions, and a few students expressed the reasons for not completing the project work. And I provided them a few days to complete the task. Meanwhile, I provided feedback on their essays and guided them to make a final draft of the essay to record them in the file of project work. To make a clear understanding of the topic, we discussed the topic, and most of the students took part in the conversation actively. After the reading, writing, and observing (i.e., watching and listening) activities, students were taken towards preparing a draft of a speech to present in the class and one day, public speaking training was conducted by using multimedia and teaching the techniques of giving a speech. Students presented their speeches one by one every day. I evaluated their speech based on the modified criteria of internal assessment (e.g., report preparation-5, accuracy and clarity-5, confidence and style-5, content coverage-5, Timing-5), and I converted 25 marks into 16 marks to match the criteria of the internal assessment guideline, as there is a provision of testing listening and speaking for 16 marks. Thus, this project work contributed to the development of not only all language skills and aspects but also collaboration, confidence, creative, and interpretive skills as the students got help from peers, teachers, and other references during the process.
There was a girl who was unable to buy a copy for making notes, but she bought a grammar book and practice book, being encouraged to learn English after I conducted public speaking training for a week. I asked her, “Why and how did you manage the money for all these things?” She happily answered that she went to work on the farm as a labourer for five days and earned twenty five hundred rupees, which was enough for her. After such a long preparation, huge efforts, and investment of time, effort, and dedication, she was able to give such a nice performance. The integrated and task-based activities encourage students to be involved in learning activities for a long time (Joshi, 2024). He further claimed that the writing proficiency gaps could be maintained through continuous support to the students and involving them in publishing booklets of their project works. Similarly, Joshi (2025) claimed that the empathetic communication and supportive environment in the class help students to cope with stress during the preparation and presentation of academic activities. Furthermore, active participation and confidence of students can be enhanced through balanced project work in EFL classrooms (Aubrey, 2021; Giri, 2016). To sum up, it is certain that the PBL enhances the learner investment if the project works are designed carefully and if the students are supported in each step, not only in the classroom but also through technology and library resources.
Classroom/Peer Teaching Project
My English medium students were good at reading and average at speaking and writing skills. Therefore, I guided them to select any reading text and prepare for teaching to develop all their language skills integratively. Therefore, I provided this project work during the long holiday of Dashain and Tihar. When the classes began, I checked my students’ project works and provided feedback on their word meanings, answers to the comprehension questions, and other tasks that they had worked on. Before getting them to present their lessons, I explained and clarified their confusion related to the texts. I guided my co-teachers (students) to present their lessons at the beginning of the class within the timeframe of ten to twenty minutes, but some students requested the whole period of 45 minutes, and then I checked their preparation first and allowed them to take the whole class, ensuring detailed preparation. Meanwhile, I facilitated and judged them during their presentations. Some of the students presented excellent, and some did average. However, the hopeful point was that they maximized their time, efforts, and devotion in English language learning activities.
There was a boy in grade ten who used to stay passive in the class, but he used to ask questions related to English, not related to the current topic. When I provided him a chance to teach, he taught in such a way that students exclaimed with delight that his performance was perfect. After the presentation, I asked him how much time he had spent preparing for the lesson, and he replied with pride that he had spent a week for the preparation; consulting extra books, watching YouTube videos, and discussing with Chat GPT to prepare the lesson. Similarly, there was a girl in grade nine who was assumed to be fussy as she used to remain passive but talkative with her friends. She was average in subject matter, quiet, and not interested in communicative activities in English. However, when she got a chance to present her lesson, she used a clear, confident, commanding voice while teaching and used English most of the time. I asked her the same question, and she replied that she had worked two weeks to prepare a lesson. Rusli et al. (2021) accepted that peer teaching is significant to enhance the academic achievement of students as it creates an environment that develops confidence and motivation. Yuliani (2017) also supported this and claimed that PBL promotes learner autonomy.
Integration of Internal Evaluation with PBL
National Curriculum Framework (2076), Secondary Level Curriculum (2078), and Internal evaluation criteria (2080) recommend the incorporation of internal evaluation of English from nine to twelve with regular learning facilitation process through creative tasks and project works. Similarly, there are listening and speaking skills to be tested separately for 16 marks. However, the curriculum’s intention is for integrated language learning activities. Therefore, I decided to test language skills integratively through project works that I discussed earlier. I tested listening and speaking skills as per the curriculum during the classroom teaching. Saud et al. (2024) also emphasized the modification of internal assessment rubrics to contribute to learning language with a holistic approach rather than just evaluating students’ achievement.
Challenges and Possibilities of PBL in EFL Classrooms
Besides the unlimited benefits of project-based learning, due to more closures of schools and frequent holidays, not all of the students got a chance to present their projects by taking the sufficient time they wanted. Additionally, the lack of time challenged me as well because I could not conduct learning activities by covering all the projects mentioned in the textbook. Although the students were motivated to engage in project work, a few students got frustrated due to the lack of resources that they required to prepare for the projects. Some students have neither access to additional materials nor the library (e.g., physical or digital), in the initial stage, they did not accept these PBL techniques as it was new and had never been presented in class before as a regular part of learning, so the lack of confidence prevented them from smooth learning. Similarly, the students with a poor language base tried to avoid the project works, but they did so after the huge support and encouragement.
Despite the challenges, the project-based language-learning model creates space for an open, context-specific, and active learning environment if we can manage the challenges mentioned earlier. Similarly, the effective implementation of internal evaluation incorporated with regular teaching and PBL techniques can ensure the required investment and engagement of all learners and support for proficiency gaps as well. The internal evaluation criteria are used for providing marks to prepare results, but these have not been incorporated effectively with classroom teaching and internal evaluation in many schools, due to students feeling threatened in project works without a support system (Saud et al., 2024). Therefore, only after creating supportive mechanisms and effective implementation of internal evaluation can learning opportunities be provided (Joshi, 2025). Devkota et al. (2017) explored the challenges and opportunities, and their findings are also similar to my study, as they mentioned that the time and school environment play vital roles in making PBL more fruitful in EFL classrooms.
Conclusion
As the purpose of the study, the investment in students for the English subject increased at a satisfactory level. I wanted my students to spend at least an hour every day. However, some of them provided up to two to three hours, two weeks, and most of them gave an hour happily, although they used to give only five to twenty minutes. Similarly, they increased their efforts and invested money not only in reference materials but also invested time to consult the library. As a result, they performed better in the class, their handwriting improved, clarity and confidence increased, and they learnt collaborative skills to give and take help in the learning process. Although the project work was new and unique, and the previous trend was just a repetition of the course content in vacations, my students accepted the plan for project work easily after they observed some project works in videos. Not only during the project work but also in regular teaching, the technique (e.g., encouraging students to share their learning in the class as a task or a project) made students alert and prepared. This study will be helpful and a reference for those English language teachers who want to implement PBL in EFL classrooms to enhance learners’ active participation, and for language policy designers to revise the internal assessment guideline in the coming days. This study only presented the reflections of two project works, just for internal assessment and fostering learner investment, and further investigations can be conducted to integrate soft skills in the language learning process through project-based learning.
References
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Author’s Bio: Dev Ram Joshi is an English language teacher at Mahunyal Secondary School, Bhajani-1, Kailali and the MPhil scholar at Far Western University, Nepal. He has been teaching English at the secondary level for over ten years. His areas of research interest include language proficiency gaps, psycholinguistics, motivation, transformative pedagogy, learner empowerment, self-directed learning and professional development, ecosystem in language education, and ELT material development. He can be reached at teacherdrjoshi@gmail.com.
The integration of Information and Communication Technology (ICT) has transformed educational practices worldwide, fostering innovative teaching and learning experiences (UNESCO, 2018). In developing countries like Nepal, however, ICT implementation remains uneven, particularly in rural community schools. Despite the government’s efforts to promote ICT in education through policies such as the School Sector Development Plan (SSDP, 2016–2023), the challenges in rural contexts continue to hinder its effective use. This study reflects on my personal and professional journey as both a learner and a teacher in Nepal’s community schools, focusing on the challenges of ICT implementation and the realities of the digital divide between rural and urban educational settings. I was born and raised in a rural village in Tanahun District, Nepal. My early education took place in a community school that lacked basic ICT infrastructure, including computers, projectors, and even electricity. Like many rural students, I completed my schooling without ever having seen or used a computer. My only exposure to ICT was through conversations among teachers, which made computers sound like distant, mysterious tools.
The lack of digital exposure during my schooling reflected a broader issue: Nepal’s rural-urban educational disparity, especially in access to technology. Several studies align with my own personal experience, whether as a student or a teacher in various schools. For example, a study by Joshi and Ayer (2024) found that most rural schools in Nepal still lack the infrastructure and training needed for ICT integration. Similarly, Phunyal (2024) reported that many community schools have computers but lack consistent electricity and internet facilities, making their use infrequent and symbolic rather than transformative. Similar challenges are echoed in Lomo et al. (2024) when they reported that insufficient funding, weak stakeholder support, training challenges, poor electricity and internet access, and high maintenance costs constrained head teachers’ efforts to support ICT integration in teaching and learning. It has been reported that teachers have poor ICT skills, schools have poor internet connectivity, and a lack of computers, which creates a significant challenge in its implications (Lamsal, 2022). This report aligns with my personal experience in using ICT in teaching and learning.
Transition to Higher Education and Exposure to ICT
After completing my School Leaving Certificate (SLC), I moved to Pokhara for higher education. I passed intermediate without seeing computer use in the teaching and learning process. However, this transition marked a turning point in my educational journey. While pursuing my Bachelor’s degree, I joined a computer institute and completed a basic computer course. I also began teaching in a private school, where I observed the effective use of ICT in classrooms. Students were taken to the computer lab for a computer class, as well as being taught the contents through ICT tools.
Teachers used projectors, digital content, and multimedia presentations, and I noticed how students were more engaged and motivated. Their enthusiasm contrasted sharply with my own schooling experience. This observation deepened my understanding of the digital divide, a term referring to the unequal access to technology across social, geographical, and economic boundaries (Van Dijk, J., 2020). However, even in higher education, the integration of ICT was limited. Most lecturers relied on traditional lecture methods, highlighting a systemic gap in technology adoption even at the tertiary level.
ICT in Higher Education: A Source of Inspiration
During my master’s degree at Tribhuvan University, I experienced technology-enhanced learning environments for the first time. Professors used laptops, projectors, and digital resources to teach English, which significantly enhanced classroom engagement. They utilised ICT tools in preparing teaching materials and presentation slides, and employed these tools to involve students in group work. The most exciting thing I experienced was that they provided project work that required students to use computers in reporting the work. The ICT use really brightened up the classroom, ended boredom, enhanced students’ participation, and allowed students to explore the world of knowledge using technology. These experiences reinforced my belief that ICT could revolutionise teaching and learning if properly implemented. It inspired me to become an ICT-oriented teacher who could bring innovation into classroom instruction.
Research supports this realisation. According to Pun (2013), the use of ICT in teaching English promotes learner autonomy, motivation, and language exposure beyond textbooks. Similarly, Adhikari (2022) emphasises that teachers’ attitudes and digital competence play crucial roles in the success of ICT integration. Furthermore, Paudel (2021) argued that teacher professional development programs must include digital literacy and pedagogical training to ensure the sustainable use of ICT in schools.
Encountering Realities as a Teacher in Rural Community Schools
My enthusiasm for using ICT faced harsh realities when I began teaching in a rural community school in Tanahun. The school lacked not only computers but also electricity. There was no internet connection, either. I had to depend on mobile data to connect to the internet. The mobile data was also poor. I was disappointed with the realities I confronted there at that time. I was just puzzled about how to integrate ICT in my real teaching without ICT tools at school. The classroom size was large. I had the responsibility of dealing with tech-savvy learners who were more interested in using technology in learning a language. I wanted to be a scuba diver, but the circumstances forced me to be helpless. There was also poor support from the administration in utilising ICT in teaching and learning. I talked to the head teacher and the SMC chairperson. They spoke of the financial challenges the school was facing. My colleagues were discussing the lack of opportunities for ICT training, despite their wishes. Only a few teachers are well-trained in ICT. I desperately wished for an appropriate policy at the local level to address the challenges of ICT implementation in the community school. My knowledge and training in ICT felt irrelevant in that context. Similarly, Rana (2018) and Paudel (2022) identify financial constraints, inadequate training, and the absence of institutional commitment as core barriers.
After four years, I was transferred to a secondary school at Bhimad, where the situation was slightly better; there were computers and projectors, but no internet connectivity and unreliable electricity. Moreover, most teachers were digitally illiterate. Even computer teachers conducted classes theoretically without hands-on practice. These challenges align with findings from Sharma (2020), who observed that many rural schools in Nepal possess ICT tools but lack effective usage due to insufficient training, irregular power supply, and a lack of maintenance support.
Current Teaching Experience and Continuing Challenges
Currently, I teach English at a community school in Tanahun. Despite my persistent efforts to integrate ICT tools into lessons, barriers remain. Limited resources, poor connectivity, and a lack of institutional support continue to restrict meaningful ICT use. I have maximised available tools, using personal mobile phones, recorded videos, and downloaded materials, but systematic integration remains out of reach.
This situation aligns with broader national findings that rural teachers face “second-order barriers”—attitudinal, skill-based, and policy-related constraints that prevent effective ICT use (Ertmer, 1999; Paudel, 2021). Dong, C. (2025) reported that teachers faced major obstacles in integrating ICT into their teaching, primarily because they lacked adequate ICT training and professional development Rana and Rana (2020) in the Malaysian Online Journal of Educational Technology observe that the implementation of ICT in rural Nepal is highly context-dependent, constrained by geography, socio-economic status, and policy support. The persistence of these issues reveals the urgent need for localised training, infrastructure investment, and policy follow-up. Their findings reinforce the idea that rural ICT integration requires systemic rather than individual-level solutions.
Reflections and Implications
My journey from a student deprived of ICT to a teacher striving for ICT integration reflects the systemic inequities in Nepal’s education system. The journey helped me come up with the idea of the challenges of ICT implementation and its corresponding measures. The lack of sufficient ICT resources, inadequate ICT-based training for teachers, inconsistent electricity supply, poor internet access, a lack of alternative sources of electricity, insufficient administrative support, and a lack of ICT skills are identified as the major challenges to the effective implementation of ICT in rural community schools in Nepal. It underscores that ICT implementation is not merely a technological challenge but a socio-economic and policy issue.
These various experiences helped me to develop the insights to minimise the challenges. Conducting regular ICT training for teachers, promoting digital literacy among students and teachers alike, and community and local government participation in ICT initiatives. Schools must search for financial resources, and stakeholders need to provide administrative and technical support to mitigate the challenges that emerge with the effort to integrate ICT in teaching and learning, particularly in rural community schools. The findings also triggered changes in the policy-making and implementation aspects to seek a solution to the challenges observed. The majority of teachers who have not had the opportunity to learn ICT skills need to be provided with training for proper implementation of ICT in the language classroom, and ultimately to transform the traditional way of teaching to the recent ICT-integrated teaching.
Therefore, policymakers and educational leaders must consider various factors, such as strengthening infrastructure (including electricity and internet access) in rural schools, conducting regular ICT training for teachers, promoting digital literacy among both students and teachers, and encouraging community and local government participation in ICT initiatives. Furthermore, the SMC chairperson and head teachers should share equal responsibility for adopting technology in classroom teaching and learning. The teachers also need to be aware that the use of technology enhances the learning outcome, meeting the goal of quality education. Additionally, various tiers of government need to collaborate to address the challenges of implementing ICT in education. These governments need to formulate an appropriate IT policy and equally emphasise the implementation part. Moreover, these governments need to allocate a budget for infrastructural development and the management of ICT tools in schools. As UNESCO (2023) notes, equitable access to ICT is a key driver of inclusive and quality education. Without addressing the underlying barriers, the digital divide will continue to widen.
Conclusion
This reflective account highlights that ICT integration in rural community schools of Nepal remains a significant challenge despite policy intentions and teachers’ enthusiasm. The author’s experiences mirror those of many rural educators who aspire to innovate but are constrained by contextual limitations. Bridging this gap requires more than distributing devices; it demands sustained commitment to infrastructure development, teacher professional development, and community engagement. Only then can ICT truly transform education in rural Nepal.
References
Acharya, C. P. (2014). Use of ICT/Web tools in ELT in Nepal. Journal of NELTA, 19(1–2), 1–13.
Dong, C., Ji, H., Yang, T., Wu, H., Liu, C., Xie, X., … & Zhang, X. (2025). Janus Adsorption of Polar Ion Hubs for Simultaneous Regulation of Zinc Deposition Kinetics and Interfacial Stability in Long‐Cycle Aqueous Zinc‐Ion Batteries. Advanced Functional Materials, e13529. https://doi.org/10.1002/adfm.202513529
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Joshi, K. R., & Ayer, R. (2024). Teachers’ experiences and challenges of integrating ICTs in English language classrooms in rural schools of Nepal. Journal of NELTA Gandaki, 7(1–2).
Lamsal, H. L. (2022). Exploring challenges and opportunities of remote teaching at Nepalese community secondary schools during the COVID-19 pandemic. Utamax: Journal of Ultimate Research and Trends in Education, 4(1), 29-38.
Lomo, D. A., Abonyi, U. K., & Ahwireng, D. (2024). Headteachers’ support and challenges toward ICT integration into teaching and learning in Ghanaian Basic schools. Leadership and Policy in Schools, 24(2), 330–345.
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Author’ Bio: Mr. Janak Sigdel is an English teacher at Chandra Jyoti Secondary School, Ghirhing, Tanahun. He is the Roster Trainer of the Education Training Centre, Gandaki Province. Currently, he is pursuing an MPhil from Nepal Open University. He can be reached at schoolchandrajyoti31@gmail.com.
Teacher professional development (TPD) in English language teaching plays a vital role in enhancing instructional quality, equipping educators to navigate pedagogical shifts shaped by globalisation, technological change, and diverse learner needs. In Nepal, however, TPD is often approached as a formality rather than a transformative process. Reflecting on my own journey as an ELT professional in Nepal, I have observed how many initiatives fail to address the practical challenges teachers face, particularly in rural, multilingual, and under-resourced settings. Workshops tend to be centralised, top-down, and theory-heavy, lacking follow-up mechanisms, teacher agency, or contextual sensitivity. Moreover, many educators participate passively, with limited motivation or incentives to translate PD programmes into meaningful classroom practices. These experiences have led me to question the prevailing assumptions about professional development and the disconnect between policy rhetoric and actual teacher empowerment.
Critically analysing this situation through the lenses of Self-Determination Theory and Vygotsky’s Social Interaction Theory, it becomes clear that sustainable TPD must foster autonomy, competence, and collaborative growth. Teachers thrive when they are seen as active agents of change rather than passive recipients of PD programmes (Vygotsky, 1978; Ryan & Deci, 2017). Looking at successful models from countries like Finland and Singapore, one finds strong institutional support, continuous mentorship, and an ingrained culture of reflective practice, all of which are largely absent in Nepal (Paudel, 2019). These countries prioritise teacher voice, build trust, and tailor PD programmes to school contexts, contrasting sharply with Nepal’s fragmented and compliance-oriented system. Therefore, for Nepal to strengthen its ELT landscape, it must rethink its approach to TPD, grounding it in teachers’ lived realities, engaging stakeholders at all levels, and investing in long-term structures that value teacher learning as a continuous, context-driven, and collaborative process.
The Lived Experience of a Language Educator in Nepal
My professional journey in English Language Teaching, which began in 2009 at Darchula Multiple Campus in Far Western Nepal, has been marked by moments of hesitation, discovery, and continuous growth. Initially uncertain about teaching, I gradually developed a deep passion for the field, fueled by positive student engagement, satisfaction and appreciation. As I advanced through B.Ed., M.Ed., MPhil and PhD programmes in English Language Education, I began to view teaching not just as content delivery, but also as a reflective and learner-centred process. These academic pursuits expanded my understanding of critical pedagogy, curriculum design, and classroom dynamics, encouraging me to question traditional practices and embrace innovation in teaching. Reflective practice, in particular, became central to my pedagogical identity, prompting me to consistently analyse and refine my methods based on learner feedback, context, and theoretical grounding.
Critically reflecting on my participation in various teacher professional development programmes, I recognise how certain experiences significantly shaped my professional outlook. A workshop at Far Western University on reflective practice and professional ethics, for instance, challenged me to reconsider my assumptions about teacher identity and responsibility. An online course from Arizona State University introduced me to curriculum evaluation frameworks and the concept of communities of practice (Wenger, 1998), emphasising collaboration and shared learning among educators. These initiatives illustrated the power of contextually relevant, participatory TPD. The COVID-19 pandemic brought another critical learning opportunity: when I led a Microsoft Teams training for faculty, it became apparent that many colleagues lacked digital competencies. This revealed a broader institutional gap in ICT readiness and highlighted the urgent need for systemic support in digital literacy. Such experiences not only broadened my understanding of ELT in Nepal but also sharpened my belief that effective TPD must be reflective, responsive, and rooted in the real challenges teachers face.
Critical Reflection and Theoretical Evaluation
The persistent underdevelopment of teacher professional development in Nepal reveals deeply entrenched structural challenges that continue to hinder quality education, particularly in English Language Teaching. Most TPD programmes in Nepal are designed and delivered through a top-down, standardised approach that disregards the diverse and context-specific realities of teachers, especially those in rural and marginalised regions (Borg, 2015). In my own teaching context, institutional limitations such as a lack of high-speed internet access, digital tools, and sufficient ICT infrastructure severely constrain innovative practices and hinder access to professional learning resources. Moreover, TPD initiatives are often conducted as one-off workshops, functioning more as bureaucratic formalities than transformative learning experiences. This tokenistic approach has prevented TPD from becoming a sustained, reflective, and embedded part of the teaching culture. Without long-term follow-up, mentorship, or collaborative platforms, teachers are left isolated in their pursuit of pedagogical improvement.
Reflecting on my own professional experiences, I find strong resonance with Schön’s (1983) concept of the reflective practitioner, which underscores the importance of learning through reflection-in-action and reflection-on-action. My practice of writing reflective journals after classes has evolved into a key professional habit, helping me to self-evaluate and adjust instructional strategies based on student responses and emerging challenges. Brookfield’s four lenses of critical reflection, such as autobiographical experiences, students’ perspectives, peer observations, and theoretical knowledge, have guided me in adopting a more holistic, evidence-informed approach to teaching. In the absence of robust institutional support, I relied heavily on self-directed learning through YouTube, MOOCs, webinars, and online communities, which served as vital metacognitive tools in my growth. Drawing on Deci and Ryan’s Self-Determination Theory, I recognise that my sustained motivation stemmed from a sense of autonomy, growing competence, and meaningful connections with like-minded educators. These experiences highlight not only the gaps in Nepal’s TPD ecosystem but also the power of teacher agency and intrinsic motivation in driving professional transformation.
Socio-Educational Relevance in Nepal’s Current Context
Nepal’s educational system, particularly in its rural and remote regions, remains heavily burdened by systemic challenges such as teacher isolation, lack of mentorship, and limited access to current academic resources. These issues are compounded by the digital divide, financial constraints, and bureaucratic red tape, which collectively stifle innovation and professional growth (Saud, 2023). In my own teaching experience, I have observed that even the most motivated and competent teachers often become disillusioned due to inadequate institutional support and rigid administrative structures. For example, teachers eager to integrate technology or apply new pedagogies frequently encounter logistical obstacles such as insufficient budgets, unreliable internet, or delayed bureaucratic approvals. This reinforces a cycle of stagnation, where meaningful reform is constantly deferred.
Despite these challenges, the enthusiasm among educators to engage in professional development remains palpable. During a Microsoft Teams training session I facilitated, I witnessed firsthand the eagerness of colleagues to enhance their digital literacy and pedagogical skills, an experience that underscored the untapped potential that exists when support structures are made accessible. This calls for the urgent design of responsive, contextually grounded TPD programmes that incorporate blended learning, modular flexibility, and collaborative learning communities such as peer-led reflective practice groups. Additionally, Nepal’s shift to a federal governance structure presents a valuable opportunity to decentralise TPD initiatives. If provincial governments, universities, and local education commissions can collaborate to tailor TPD efforts to local needs, while integrating global best practices and honouring indigenous knowledge systems and multilingual realities, then the quality and relevance of ELT in Nepal can be significantly enhanced.
Comparative Insights: Learning from Developed Countries
Countries like Finland and Singapore offer powerful counterpoints to Nepal’s underdeveloped TPD landscape, each providing distinct yet transferable lessons. Finland’s model emphasises deep professional trust, autonomy, and research-based practice. Teachers are required to hold a master’s degree, and professional development is seamlessly integrated into their weekly workload through collaborative inquiry and action research. This system nurtures a culture of intrinsic motivation, critical reflection, and lifelong learning, values that resonate with my own evolving understanding of professional development as a reflective and context-driven process. The Finnish model demonstrates that when teachers are viewed as intellectuals and collaborators rather than mere implementers of top-down directives, sustainable educational transformation becomes possible.
In contrast, Singapore exemplifies a highly structured, systematised, and well-funded approach to teacher professional development. Its centralised body, the Academy of Singapore Teachers, ensures coherence, quality control, and equitable access to TPD opportunities. Regular teacher appraisals, clear career progression pathways, and targeted ICT training reflect a deliberate alignment between policy, infrastructure, and pedagogy. Although Nepal cannot replicate either model wholesale due to differing socio-economic and political realities, strategic adaptations are feasible. Encouraging teacher-led inquiry projects, akin to Finland’s reflective autonomy, could empower local educators within their own contexts. Similarly, establishing a national TPD coordination body under Nepal’s Ministry of Education, inspired by Singapore, could ensure consistent funding, monitoring, and support. Finally, both models underscore the necessity of investing in localised digital infrastructure and content, steps Nepal must prioritise to bridge the rural-urban divide and foster equitable teacher growth across the country.
Recommendations for Key Stakeholders
Reflecting critically on Nepal’s current educational challenges, it is clear that the government and policymakers must take a proactive and sustained role in transforming teacher professional development. Allocating at least 5% of the education budget specifically for TPD, including investments in digital tools and training, would signify a much-needed commitment to educators’ growth. Context-sensitive and continuous PD programs, with annual evaluations, are essential to ensure relevance and effectiveness rather than one-off workshops. Establishing regional TPD centres with training-of-trainers models can decentralise professional learning and tailor it to local needs, especially in rural areas. Moreover, providing travel grants and funding for teachers to attend national and international forums will foster exposure to global best practices and motivate educators to innovate. Without such systemic support, TPD risks remaining fragmented and ineffective.
At the institutional and community levels, educational leaders and teachers must embed reflective practice into daily routines through learning journals, peer reviews, and action research. These strategies cultivate a culture of self-awareness, collaboration, and continuous improvement. Teacher mentorship and co-teaching initiatives can further strengthen professional support networks, while promoting ICT literacy as a core competency is vital in today’s digitally driven world. Developing signature pedagogies like post-class reflection writing not only enhances teacher effectiveness but models lifelong learning for students. Parents and students also play a critical role; their recognition of teachers’ efforts and active collaboration in assessing learning needs can build stronger school communities. Encouraging students to engage in reflective learning, research, and publication under mentorship nurtures a culture of inquiry from early stages. Finally, the broader citizenry, including civil society and media, must advocate for teacher rights and celebrate educational excellence publicly. Partnerships with national and international institutions and cooperatives can provide practical support to school and university infrastructure and TPD programs, ensuring that education reform is a shared societal endeavour rather than a solitary institutional responsibility.
Reimagining TPD for Stronger Nepal
Teacher professional development extends far beyond conventional training sessions; it embodies a profound moral, social, and intellectual commitment to fostering educational equity and excellence. Reflecting on my own journey, shaped by relentless self-directed learning, engagement with institutional initiatives, and the inspiration drawn from students, I have come to appreciate the transformative potential of continuous, reflective development. However, the path is fraught with significant challenges: scarce resources, fragmented policies, and a lack of systemic coordination often undermine the effectiveness of TPD efforts. These obstacles, though daunting, highlight the critical need for a more coherent, well-supported approach that recognises teachers not merely as implementers but as key agents of educational change and innovation.
Nepal’s current educational landscape reveals that the nation stands at a pivotal crossroads. By thoughtfully integrating local aspirations with global best practices and by prioritising teacher agency, collaboration, and contextual relevance, Nepal has the opportunity to fundamentally reimagine and revitalise its TPD framework. A strong national commitment to teacher growth, one that genuinely honours educators’ contributions and equips them with essential 21st-century skills, is urgently needed. Such an approach would not only enhance English language teaching but also catalyse broader educational transformation, positioning education as a driving force for social and economic development. Only through sustained investment in teacher empowerment can Nepal unlock the full potential of its learners and foster equitable progress across all regions of the country.
References
Acharya, B. (2025). Teachers’ perceptions toward teaching-learning pedagogy and professional development: Insights from Nepal. Acta Educationis Generalis, 15(1).
Borg, S. (2015). Overview-Beyond the workshop: CPD for English language teachers. Professional development for English language teachers: Perspectives from higher education in Turkey. British Council.
Paudel, P. (2019). Learning strategies employed in the English language: Perceptions and practices. Journal of NELTA Gandaki, 1, 87–99.
Ryan, R.M., & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Saud, D.S. (2023). English language teacher professional development: Teacher educators’ perceptions and experiences. Bodhi: An Interdisciplinary Journal, 114-135.
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Author’s Bio: Mr. Dammar Singh Saud is an Assistant Professor of English Language Education at Far Western University. He holds an MA, MEd, and MPhil in ELT and is now pursuing a PhD in TESOL. His research focuses on ELT pedagogy, ICT integration, teacher professional development, and translanguaging practices. An active scholar, he has reviewed articles for peer-reviewed journals and serves as the editor of Exploration and IELTA Nepal’s online magazine. Saud has presented papers at international conferences, contributing to global discussions on English language teaching and fostering innovation in the field. His academic work reflects a dedication to advancing research and practice in ELT. He can be reached at dammarsaud68@gmail.com.
Teaching English in a linguistically diverse classroom presents a complex challenge, particularly in a multilingual context like Nepal, where students bring with them rich linguistic backgrounds from their homes and communities. I teach at Sharada Secondary School, a community school located in Itahari, Sunsari. Since 2022, I have been working with students from various ethno-linguistic backgrounds, including Tharu, Rai, Limbu, Maithili, and Nepali. Reflecting on my experience of teaching English in such a diverse setting, I initially employed an English-only approach as the medium of instruction, instituting rules that enforced speaking only English in the classroom. I felt a sense of satisfaction as the class remained silent. However, after some time, I began to realize that the students’ silence and passivity were not conducive to effective learning. This reflection prompted me to adopt more reflective practices, which are essential for teachers’ professional growth and for addressing the everyday challenges that arise in teaching (Rauteda, 2024b).
The disengagement of my students became a significant concern for me. I encountered numerous challenges during class, particularly regarding student motivation and engagement. I observed that many students were hesitant to speak, fearful of making mistakes, and often remained passive throughout the lessons. This situation forced me to reflect critically on my teaching methods and seek alternative pedagogical approaches. Consequently, I adopted translanguaging as an intervention in the classroom—an approach that allows students to utilize their full linguistic repertoire in the learning process (Gaarcia & Wei, 2014; Phyak, 2018; Rauteda, 2022; 2024a). This reflective writing aims to provide an in-depth analysis of a moment when my teaching successfully engaged the majority of my students through a planned intervention using translanguaging pedagogy within a PAR framework. In this discussion, I outlined what I did, what the students did, and the reasons I believe the lesson was effective, supported by theoretical insights and research findings.
The Problem Identified: A Disengaged and Struggling Classroom
At the beginning of my career, I worked at private colleges in the Kathmandu Valley, where monolingual instruction was preferred in ELT classrooms. This practice shaped my teaching habits. After passing the Teacher Service Commission (TSC) examination, I became a permanent teacher at a government school, where I attempted to apply the methods I had previously used in private colleges. Initially, my English classes were dominated by monolingual practices, focusing solely on English instruction, as dictated by the traditional curriculum. However, I quickly noticed that my students were hesitant to participate. Even basic questions often went unanswered. Their lack of confidence and visible anxiety toward English created a barrier to meaningful engagement. I found my students completely silent in the classroom. Despite using various materials such as pictures, slides, and English-language videos, the students remained passive and showed little interest. I then realized that this silence was a result of implementing a monolingual instructional approach in a multilingual setting. In this context, Garcia and Wei (2014) argue that monolingual methods in multilingual environments can alienate learners and limit their ability to express their understanding.
The students’ silence, lack of participation, and poor writing skills indicated a need for change. I realized that their home languages were being ignored in the classroom, causing English to feel disconnected from their everyday lives. As a teacher in a multilingual community, this contradiction deeply troubled me. One day, I asked my learners in the Nepali language why they remained silent in my class. They explained that they did not understand the language I used during lessons. The majority of them requested that I incorporate both Nepali and English in the classroom to enhance their understanding. Consequently, their demands and my realizations prompted me to seek alternative ways of teaching English in a multilingual context. This led me to consider translanguaging pedagogy through participatory action research (PAR).
Planning for Change: Participatory Action Research as a Tool
In response to students’ disengagement and lack of motivation, I chose to conduct action research within my ELT classroom to address the identified issues. I made this decision with the belief that action research provides practical solutions to everyday challenges and fosters professional growth for teachers (Rauteda, 2025a). Subsequently, I planned to implement PAR, which is a cyclical process comprising planning, acting, observing, and reflecting (Cohen et al., 2018). PAR allowed me to include my students as co-participants in the learning process. I designed a translanguaging-based intervention that enabled students to utilize their full linguistic repertoires (Garcia, 2009; Rauteda, 2022). According to Garcia and Wei (2014), translanguaging involves deploying students’ complete linguistic abilities without strictly adhering to the boundaries typically associated with named languages (national and state languages). Based on the benefits of using hybrid language practices in ELT classrooms, I aimed to employ translingual practices to create space for students’ home languages in the learning environment. Through PAR, I sought to transform my pedagogical approach by engaging students in a culturally and linguistically responsive manner. Additionally, my goal was to enhance student engagement in classroom activities through empowerment, while also seeking pedagogical empowerment for myself.
Conceptual Understanding of Translanguaging
Translanguaging is a language practice used by bilingual and multilingual speakers, wherein individuals naturally, dynamically, and purposefully utilize various languages and linguistic resources simultaneously (Garcia, 2009). This concept was first developed by Cen Williams in 1994, who created opportunities for students to alternate languages in their reading and writing, as well as in their receptive and productive skills (Garcia & Leiva, 2014). Translanguaging refers to the intentional mixing of different languages (Rauteda, 2024a). As Garcia (2009) notes, translanguaging involves the use of multiple linguistic practices by bilingual individuals to navigate their bilingual environments. Multilingual speakers can fluidly transition between languages, viewing their linguistic repertoire as a cohesive system (Canagarajah, 2011). Scholars have referred to translanguaging using various terms, including ‘polylingualism’ (Jorgenson, 2008), ‘metrolingualism’ (Pennycook, 2010), ‘codemeshing’ (Canagarajah, 2011), and ‘pluriliteracy’ (Garcia, 2009). From a language use perspective, translanguaging is a flexible and strategic approach that employs multiple languages (Garcia & Wei, 2014). This approach can assist students in developing both their cognitive and socio-emotional skills while leveraging the diverse and dynamic language practices of learners (Garcia & Kleyn, 2016; Vogel & Garcia, 2017). Consequently, translanguaging serves as a valuable practice for multilingual learners, addressing diversity in the classroom and promoting social justice by maximizing the use of each learner’s linguistic repertoire. It can also empower disadvantaged students who face barriers solely due to language differences. Moreover, Li Wei (2011) introduces the concept of a “translanguaging space,” which serves as a framework illustrating the setting in which students can utilize all their linguistic, cultural, and epistemic assets in the learning process. In my classroom, instead of separating languages, I embraced them as complementary resources. I encouraged students to use languages they are familiar with, such as Tharu, Maithili, Limbu, or Nepali, to express their thoughts, scaffold their learning, and produce creative outputs.
Implementing Translanguaging Pedagogy
As a teacher-researcher, I implemented translanguaging using various strategies at different stages. In the following sections, I present details on how I enacted translanguaging within a PAR framework, the impact of this intervention on my teaching, and what the intervention achieved. This information is organized into themes and subthemes.
Designing the Activity
I designed an activity focused on creating or collecting stories in the languages that students are proficient in. The purpose of this activity was to enhance their writing skills, encourage interaction, and appreciate local knowledge. Additionally, it aimed to promote co-learning and bridge the gap between the classroom, content, and community.
For this task, I divided the class into eight heterogeneous groups, mixing students from different language backgrounds. This grouping encouraged peer learning and cross-cultural dialogue. Each group created and collected stories in their preferred languages. They then presented these stories in the classroom and discussed them among group members. After the discussions, the stories were translated into multiple languages, including Tharu, Nepali, English, and Rai. Finally, the stories were compiled and presented as multilingual, multimodal storybooks. As a post-method teacher, I aimed to theorize my practice and apply theoretical concepts, using these activities to scaffold my students’ learning. I wanted to connect them with their culture, language, and community. Consequently, this activity aligned with Vygotsky’s sociocultural theory, particularly the Zone of Proximal Development (ZPD), which emphasizes the importance of social interaction and scaffolding in learning (Vygotsky, 1978).
What the Students Were Doing
Students engaged in various activities both individually and in groups. They created and collected stories, participated in discussions, made presentations, translated texts, transformed stories into multimodal formats, and even organized them into a book. Their involvement in these activities led to significant changes in their behavior and attitudes. The intervention fostered collaboration, cooperation, engagement, and motivation among the students, helping them develop a sense of agency (Rauteda, 2022; 2024; Rauteda & Luitel, 2025; Rauteda, 2025b). Moreover, this experience transformed the students’ behavior. Those who had previously remained silent became active participants, displaying excitement while collecting stories from elders in their communities. Sharing these stories in class instilled a sense of pride in them. They began to view their languages and cultures not as obstacles but as bridges to learning English. In their groups, students discussed word choices, translated idioms, and assisted one another in crafting coherent narratives. The classroom evolved into a lively, collaborative space filled with energy and multilingual dialogue. Students not only practiced English but also enhanced their thinking, reading, and writing skills.
What I Was Doing as a Teacher
As a teacher, I shifted my role from the sole authority to a facilitator and co-learner. I moved around the groups, providing language support, answering questions, and encouraging dialogue. I praised their efforts in both languages and emphasized the value of their home languages. Instead of correcting every mistake, I focused on meaning-making and creative expression. I also created space for students to present their stories to the whole class, which boosted their confidence. This student-centered pedagogy reflects Freire’s concept of dialogic education (Freire, 1970), where learning emerges through mutual dialogue and respect.
Classroom Outcomes of Translanguaging Pedagogy through PAR
The primary objective of implementing this pedagogical strategy was to enhance student engagement in ELT classrooms and to develop students’ writing proficiency in English. The integration of translanguaging pedagogy within a PAR framework proved to be particularly effective in a multilingual and culturally diverse classroom. This approach not only supported students’ linguistic and academic growth but also improved classroom management by fostering greater learner participation, collaboration, and empowerment. Through this intervention, students were encouraged to draw upon their full linguistic repertoires, which made learning more inclusive, dynamic, and responsive to their lived experiences. The following sub-sections illustrate the transformative outcomes of this pedagogical approach, highlighting how translanguaging through PAR contributed to culturally and linguistically responsive teaching, enhanced literacy and language development, increased learner agency, and strengthened classroom relationships.
Culturally and Linguistically Responsive Pedagogy
Teaching is more effective when it is closely connected to culture and language. Research studies (Garcia & Wei, 2014; Phyak, 2023; Rauteda, 2022) have shown that language instruction is most effective when linguistic and cultural diversity are celebrated and respected in the classroom. Furthermore, these practices can lead to increased engagement, motivation, and academic achievement (Gay, 2010). During the project, the students worked on local phenomena. They wrote, collected, and translated stories from their local context and even used their home language. This practice helped them connect with their culture. By validating cultural norms and local languages, I was able to teach in a culturally and linguistically responsive way. It fostered the students’ identities and made them proud of their culture and language, which boosted their confidence. Throughout the project, the students became more motivated and confident, and they developed a more positive attitude towards their learning. By integrating home languages into the classroom, I created a safe space where students felt seen, respected, and capable. Thus, translanguaging enabled me to be accountable to local culture and language, enhancing my students’ engagement and motivation in the classroom.
Enhanced Literacy and Language Skills
The intervention significantly enhanced both literacy and language skills among the students. Through activities such as storytelling, translation, and group discussions, students cultivated a range of literacies. They learned to navigate between languages, structure narratives, and articulate complex ideas. This aligns with Hornberger’s (2003) “Continua of biliteracy” model, which advocates for literacy development across diverse languages and modalities. Furthermore, as students engaged in tasks like searching for equivalent words in online dictionaries and Google, they also improved their digital literacy. Ultimately, they became more familiar with the structure and organization of books. This experience demonstrates that involving students in multilingual activities can effectively foster both language skills and digital literacy.
Increased Participation and Agency
Agency refers to an individual’s capacity to act, initiate actions, self-regulate, or effect change in their circumstances. It can also be viewed as a form of resistance (Giddens, 1984; Ortner, 1984). Additionally, agency encompasses an individual’s ability to apply principles or theories in specific contexts. In this case, the intervention served to enhance the agency of both the teacher and the students, as they challenged the monolingual instruction and enacted micro-level resistance in the classroom through translanguaging (Rauteda & Luitel, 2025). Moreover, the students assumed greater ownership of their learning. Group work fostered accountability and collaboration, empowering them to become autonomous learners willing to take risks in their education. Consequently, they developed a stronger connection with each other and the classroom environment. Their engagement increased as they transitioned from passive recipients of knowledge to active creators of knowledge.
Building Relationships
Establishing a good rapport is crucial for effective teaching and learning. In my research, the intervention played a significant role in fostering positive relationships between the teacher and students, as well as among the learners themselves. The activities allowed me to connect with my students on a deeper level, enabling me to learn about their lives, traditions, and communication styles. This emotional connection not only built trust, which is vital for successful learning, but also encouraged students to share personal experiences, which has proven beneficial for their psychological well-being. As they began to support one another, share ideas, and collaborate, they expressed a preference for group work as part of their assignments. As a result, teaching became more effective, promoting linguistic inclusivity, collaborative learning, real-world applications, a redefined role for teachers and students, and opportunities for creative expression.
Conclusion
This reflective narrative demonstrates how the implementation of translanguaging pedagogy within a PAR framework significantly enhanced learner engagement in a multilingual English classroom. By integrating students’ home languages alongside English, I was able to create a culturally responsive environment where learners felt valued, confident, and motivated. The intervention not only promoted active participation, literacy development, and student agency but also transformed my own role from a traditional authority figure to a facilitator and co-learner.
The experience reveals several key insights. First, monolingual approaches can silence learners in linguistically diverse classrooms, whereas translanguaging affirms students’ linguistic and cultural identities. Second, translanguaging fosters collaboration and mutual respect, enabling learners to connect classroom activities with the knowledge they bring from their communities. Third, these practices contribute to broader educational goals by promoting equity and social justice in language teaching.
For teachers in similar contexts, this reflection suggests that translanguaging can serve as a potent pedagogical tool for bridging gaps between students’ lived experiences and classroom learning. Although this account is based on a specific classroom experience, it emphasizes the importance of embracing multilingual resources in ELT. Future reflective and research-based studies could further explore how translanguaging can be systematically integrated into classroom practices across Nepal.
References
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Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
Garcia, O. & Leiva, C. (2014). Theorizing and enacting translanguaging for social justice. In Blackledge, A., & Creese, A. (eds.), Heteroglossia as practice and pedagogy (pp. 199-216). Springer.
García, O. (2009). Bilingual education for the 21st century: A global perspective. Wiley Black-Well.
Garcia, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
Garcia, O., and Kleyn, T. (2016). Translanguaging theory in education. In O. Garcia and T. Kleyn (eds), Translanguaging with multilingual students, (pp. 23–47). Routledge.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Giddens, A. (1984). Constitution of society polity press. Cambridge.
Hornberger, N. H. (2003). Continua of biliteracy. Multilingual Matters.
Jorgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5(3), 161–176.
Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222-1235.
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Pennycook, A. 2010. Language as a local practice. Routledge.
Phyak, P. (2018). Translanguaging as a pedagogical resource in English language teaching: A response to unplanned language education policies in Nepal. In K. Kuchah & F. Shamim (Eds.), International Perspectives in Teaching English in Difficult Circumstances (pp. 49-70). Palgrave.
Phyak, P. (2023). Translanguaging as a space of simultaneity: theorizing translanguaging pedagogies in English medium schools from a spatial perspective. Modern Language Journal, 107(1), 289-307.
Rauteda, K. R. (2022). Translanguaging as a pedagogical resource in multilingual ELT classrooms: Exploring perceptions and practices [Master’s Thesis]. Tribhuvan University.
Rauteda, K. R. (2024a). Unveiling pedagogical translanguaging: Investigating teachers’ translingual practices and purposes in ELT classrooms. English Language Teaching Perspectives, 9(1-2), 51–66.
Rauteda, K. R. (2024b). Bending back to the professional activities: Unveiling the role of reflective practice in teachers’ professional development. Journal of NELTA Gandaki, 7(1-2), 98–110.
Rauteda, K. R. (2025a). English language teachers’ knowledge, use, and perceived effectiveness of action research for professional development. Indonesian Journal of English Language Studies (IJELS), 11(1), 39-52.
Rauteda, K. R. (2025b). Translanguaging for transformation: Identity, equity, and pedagogical resistance in Nepalese ELT classrooms. Indonesian Journal of English Language Studies (IJELS), 11(2), 150-162.
Rauteda, K. R., & Luitel, B. (2025). Teachers’ pedagogical resistance of EMI through classroom translanguaging in Nepalese science classrooms. IJIET (International Journal of Indonesian Education and Teaching), 9(2), 441-456.
Vogel, S., & García, O. (2017). Translanguaging. In G. Noblit & L. Moll (Eds.). Oxford Research Encyclopedia of Education. Oxford University Press.
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Author’s Bio: Mr. Khem Raj Rauteda is an MPhil scholar at the Graduate School of Education, Tribhuvan University, and a Lecturer of English Education at Janta Multiple Campus, Itahari. He has been actively involved in academic publishing for over five years, contributing research articles to both national and international journals. Rauteda has also served as a reviewer for several scholarly publications and has presented numerous papers at national and international conferences. His areas of interest are Translanguaging, CDA, Multilingualism, and Teachers’ Professional Development. He can be reached at krauteda@gmail.com.
ELT Choutari is pleased to present an intellectually stimulating dialogue between Mr. Chandra Lama, an emerging scholar and dedicated educator, and Dr. Bal Ram Adhikari, a prolific poet, critic, translator, essayist, and Assistant Professor of English Education at Tribhuvan University (Mahendra Ratna Campus, Tahachal).
Dr. Adhikari’s scholarly and literary contributions have significantly enriched Nepali academia, particularly in the domains of translation studies, literary criticism, and the pedagogy of reading. His reflections in this interview offer critical insights into the role of reading skills in language education, their theoretical underpinnings, and their practical applications in the classroom. These perspectives hold immense value for teachers, researchers, and learners invested in refining their approaches to English language teaching and literary engagement.
Beyond his academic work, Dr. Adhikari is an award-winning translator and writer, with numerous publications in national and international journals. His accolades include the Nepal Academy Translation Prize (2025) and the Nepali Talent Prize, England (2018), underscoring his profound influence on Nepali-English literary discourse. A passionate advocate for reading culture, he consistently bridges theory and practice through his research, teaching, and creative writing.
This interview, titled “Reading as a Log in the Ocean: A Life Shaped by Words,” not only illuminates Dr. Adhikari’s intellectual journey but also catalyses deeper reflection on pedagogical practices in ELT. We invite readers to engage with this thought-provoking exchange and explore its implications for their own professional and academic endeavours. The full extract of an interview about reading is presented below.
Let’s begin with something close to your heart. You’ve often told us in class how deeply reading has shaped your life. Could you share why reading matters so much to you as a student and now as an English language educator?”
I see the world in words and words in the world. Reading has always been something that shaped how I think, feel, and connect with life around me. I had an early infatuation with literature, especially through Hindi and Nepali magazines. As a child, I grew up reading Hindi literary and semi-literary magazines like Saras Salil, and Nepali ones like Garima and Madhupark. English literature came into my life much later, around my intermediate level. At first, I read it through translations. Only in my bachelor’s did I start reading English texts in their original form.
So, for me, reading multilingual literature has been a part of both my academic path and my personal identity. It’s never been a luxury but a necessity. I remember asking myself years ago, “Why do I spend so much time reading?” And the answer that echoed from deep within me was:
“When my life was fraught with frustration,
When my inner world was sinking into the ocean of depression,
The only log I found in that fathomless ocean was the book to which I was clinging.”
That’s what reading meant to me as a student.
And now, as an English language educator, reading matters to me professionally as well. I read to explore other perspectives, to experience diverse lives and thoughts, and to better express myself through writing and speech. In essence, reading is how I connect with the world and help my students do the same.
That’s deeply moving, sir. I still remember in your class, you often reminded us that reading is seeing. Given your own experience, how do you view the place of reading in the University English language curricula?
The English education program, under the Faculty of Education at Tribhuvan University, has mainly focused on producing professional English teachers and teacher educators. For a long time, the curriculum was more theoretical with its prime focus on linguistics, applied linguistics and language pedagogy, giving limited space to reading-focused courses. Until around 2010, students were learning about English rather than exploring and experiencing English through authentic readings. But after the political changes in the country, education reforms followed, and the B.Ed. English curriculum was revised. A big change was the inclusion of reading as a core component, to expose future English teachers to authentic literary and non-literary texts. Current B.Ed. and M.Ed. English curricula are rich in readings across disciplines and genres.
In our reading classes, I recall you used to say reading is more than just “finishing a chapter.” You often taught us specific strategies for reading, like underlining difficult words, trying to guess their meaning, jotting down our understanding in the margins and even encouraging us to ‘talk’ to the characters in the text, among other things. What, in your view, does teaching reading really involve?
That’s exactly it. Reading is so much more than just “finishing a chapter,” and those strategies you remember are a big part of a much larger picture. Teaching reading is a layered process. It’s not just about recognising words or finishing a chapter. It’s about helping students understand why reading matters for learning, thinking and developing their language skills. It’s about guiding students to become thoughtful, strategic and curious readers. Let me break it down:
a) Orient students to the importance of reading
Reading isn’t just for passing exams. It builds language, sharpens thinking and opens up new ideas and worlds. Once students realise this, they enjoy it and make it a habit.
b) Open up linguistic, contextual, cultural and basic content information
Sometimes students struggle with a text not because it’s hard but because they don’t understand the context: the culture, setting or certain vocabulary. So, we need to unpack that before they start reading.
c) Train students in reading strategies and demonstrate them
We need to train students in strategies like skimming, scanning, predicting or guessing meanings from context. And we should model these strategies for them: show, not tell.
d). Connect reading with other productive skills: writing, speaking and translating
What they read can inspire writing, spark discussions or even lead to translation tasks. This makes reading more purposeful and connects it to real communication.
e) Inculcate the habit of reading through extensive reading
And finally, let students choose what they want to read, like stories, comics, articles, anything they enjoy. Reading widely and for pleasure is what really helps them grow as readers, thinkers and individuals.
What stayed with me was the way you made silence a part of the reading process, letting us sit with words before rushing to analysis. In your view, why does reading matter, particularly in our ESL/EFL context of Nepal?
I’m really glad that the practice of silence resonated with you deeply. Before rushing into analysis, I believe it’s important to sit with the words for a while—to contemplate them, to absorb their essence, and to give them time to speak to us.
Now, coming back to your question: why reading matters.
To begin with, if we talk about Academic Communicative Competence, reading is irreplaceable. It’s central not just to language learning but to students’ daily lives and academic performance.
There’s a mountain of research in second-language reading that shows how important reading is. Scholars like Carrell, Grabe and Krashen have pointed out that reading isn’t just about decoding words. It’s become a survival skill in today’s world. It touches almost everything: our education, employment, daily tasks, even how we participate in politics and social life.
Reading affects a person’s ability to access knowledge, grow economically and socially. It builds imagination and creativity. Many researchers have said that good reading and writing skills open doors to better life opportunities. It’s been said that literacy, especially through reading, reduces poverty, lowers crime rates and even shapes a person’s moral compass.
One of the strongest advocates of reading, Stephen Krashen who says that reading is the only real path to literacy. In his studies, he shows how free voluntary reading, like just picking up books out of interest, can have a profound effect on language acquisition. It not only improves reading but also enhances writing, grammar, vocabulary, and even overall cognitive development. He asserts that it gives students the content, style and motivation they need for writing too.
Interestingly, the U.S. Department of Education has concluded that avid, independent reading leads to better skills, higher academic achievement and more desirable outcomes in terms of income and professional life.
Other educators like Brozo and Guthrie have also said that students who read widely perform much better academically than those who don’t. Reading exposes learners to new vocabulary, sentence structures, and fresh ideas. It fuels their imagination, motivates them, and helps them shape their perspectives and worldview. Although reading is often treated as the third skill after listening and speaking, in reality, especially in the educational context, it’s a primary skill, absolutely crucial. Richards and Renandya, two respected names in this field, have pointed out why reading is so central in ESL/EFL settings. First, many learners learn English mainly to be able to read English texts and get information. Second, written texts are their main sources of input for both in terms of language and content. These texts also serve as good models for their writing.
In countries like Nepal, where English is not used much in daily oral communication, either in or outside the classroom, reading becomes even more important. Students get exposed to written English much earlier and far more often than spoken English. So, written texts don’t just help. They compensate for the lack of spoken input.
If we believe in Krashen’s idea of comprehensible input, accessible written texts are the tools for language learning. A researcher from Nepal, Dr. Vishnu S. Rai, surveyed Asian universities and found that most students in Asia learn English through reading. Based on this, he recommends more space for reading in our classrooms.
Our education system also supports this. If we look at our secondary level English curriculum, reading has the highest weightage, i.e., 40%, compared to writing, listening and speaking. At the university level, reading is gaining more importance.
So, in short, reading isn’t just another language skill in Nepal’s ESL/EFL context; it’s the main gateway through which students learn, grow and access opportunities.
That gives a whole new weight to the term “reading culture.” But I’m curious – what are some common misconceptions about reading that you’ve encountered?
A major misconception is that reading is often understood as a third skill, secondary to listening and speaking. This is especially flawed in contexts like ours, where English is primarily learned through reading, particularly in academic or instructional settings.
People tend to see reading as merely a receptive skill, but it’s much more than that in reality. In academic contexts, reading becomes highly productive because the reader isn’t just absorbing information but is actively constructing his/her meaning from the text. Reading is not a passive activity. It’s an active, dynamic process. The reader engages with the text, questions it, and reflects on it. There’s an ongoing interaction. I would even say it’s a critical engagement. Readers must maintain a certain distance to interpret, evaluate, and negotiate meaning.
This reminds me of Hans-Georg Gadamer’s Truth and Method. He talks about how reading involves a twin process: prediction and post-diction. Prediction means the reader is constantly looking ahead, anticipating what might come next based on the cues in the text, whether it’s the title, the context, or the structure. It’s a forward-looking process that activates the reader’s expectations and imagination. On the other hand, post-diction involves looking back, revisiting what has already been read in light of new information. It’s a process of reevaluation and reinterpretation. As we read more, earlier parts of the text may take on new meanings. This continuous back-and-forth is what makes reading deeply interactive and thoughtful. So, the reader is not a passive recipient, but an active meaning-maker. The agency of the reader is very high in this process. Reading, then, is a creative, critical and reflective process.
In your opinion, how can we expand the students’ reading process?
I see the reading process in three levels: reading the lines, reading between the lines, and reading beyond the lines. Most students tend to stop at the first level – just understanding the literal meaning. It’s essential, but not enough. The second level, reading between the lines, is about interpreting what’s implied, grasping the author’s intent, connecting ideas, and uncovering hidden meanings. The third level, which is reading beyond the lines, is even more crucial. Here, readers connect the text to its wider socio-cultural or historical context, think critically, question the author’s purpose, and assess bias or credibility.
Unfortunately, what I often see is that reading remains sub-standard, inadequate, or even defective. We must help students move beyond just decoding words and support them in engaging deeply with what they read, both intellectually and emotionally.
Over the years, you’ve worked with diverse groups of learners and experimented with different approaches to reading. Drawing from all that, what do you think makes for an ideal pedagogy for reading?
That’s a thoughtful question. I believe the pedagogy for reading should involve three concentric zones, what I like to call the core, peripheral, and expanding zones of reading.
Could you explain what the core zone includes?
The core zone of reading primarily refers to intensive classroom reading, especially reading of the prescribed textbooks. This kind of reading is essential as it directly impacts students’ academic performance and also serves as a foundation for deeper learning. But here’s a problem: the way we usually conduct classroom reading often kills students’ interest. It becomes boring, repetitive, and demotivating. As Lewis Thomas once said, “Science is an adventure within, a wilderness of mystery,” yet so many science classes are dull. This happens across subjects. Most of our teaching and students’ reading get stuck in this core zone. But we need to remind ourselves: textbooks are not end books; they are means. They should open doors to further reading and exploration.
So, are you suggesting that we need to move beyond the core zone?
Exactly. That brings us to the peripheral zone of reading. This involves connecting the classroom reading to related materials- maybe an article, a story, a biography, or even a visual text. It’s about taking the topic one step further, making the reading experience freer, more student-centred, and creative. In essence, this means we shift from purely explanatory reading to exploratory reading. Students start seeing the broader context of a topic, and reading becomes a discovery rather than a duty.
And what about the expanding zone?
Ah, that’s my favourite part. The expanding zone of reading is about cultivating a lifelong habit of reading. It’s not just for exams, but for information, pleasure, and vision. Here, students might read for facts or fantasy, explore different genres, or dive into books that awaken both sensitivity and sensibility. Sensitivity means the ability to feel and sense the world through words. And, sensibility is the ability to make meaning out of what they read.
To support this, schools and teachers can take many steps, like starting book reading clubs, discussion groups, or inviting local writers and journalists to share their reading journeys. Even something as simple as teachers sharing the books they love, or celebrating a book-giving day, can create an inspiring culture around reading.
Finally, looking back on your years of teaching reading, what is one lesson or insight you wish you had learned earlier?
I wish I had been trained on how to read rather than just explaining the content of the text. During our time, texts were mostly explained, summarised, or interpreted for us. The entire approach was exam-oriented. We were taught what to remember, not how to explore or question what we read. Now, I realise that if students are guided through the actual process of reading, developing skills like critical thinking, engaging with the text emotionally and intellectually, asking questions, making connections, then they not only understand better, but they also become more independent, reflective readers. That kind of reading stays with them for life.
Interviewee’s Bio: Bal Ram Adhikari, PhD, is a lecturer in English Education at Tribhuvan University, Nepal. An award-winning translator and writer, Dr. Adhikari has more than a dozen translations and numerous scholarly articles published in national and international
journals. His contributions to Nepali-English translation and Nepali literature have
earned him several honours, including the Nepal Academy Translation Prize (2025)
and the Nepali Talent Prize, England (2018). Apart from teaching, training,
researching and translating, Dr. Adhikari loves writing poems in English and essays
in Nepali.
Interviewer’s Bio: Chandra Bahadur Lama is an emerging and active writer, poet, and translator in the field of Nepali literature and translation. In addition to teaching English, he is also actively involved as an executive member of the Nepal Translators’ Society. His poems, essays, translations, and articles have been published in various literary and online magazines. His deep love for literature and passion for travel have shaped a profound philosophical perspective in his creations. Recently, his English translation of the anthology of poetry Premko Aadim Geet has been published, further establishing his contribution to the field of literary translation.
Lesson planning is an essential part of effective teaching. It provides structure, focus, and direction to a classroom session, allowing teachers to guide learners through the learning journey smoothly. A thoughtfully crafted lesson plan does more than simply outline the day’s activities; it helps ensure that every student is actively involved and that the learning objectives are met.
As an English Language Teacher, I have always taken lesson planning seriously. Over time, I experimented with various approaches, but it wasn’t until I participated in a pedagogy workshop organized by NASA College that I was introduced to the 7E instructional model. This model, which stands for Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend, presented a more dynamic and student-centered approach to planning and instruction. It allowed me to rethink how I designed my classes to support not just language acquisition but also active participation, critical thinking, and reflection.
In this paper, I reflect on my use of the 7E model while teaching the story ‘Treasure in the Forest’ and explore how it shaped my lesson planning, classroom implementation, student engagement, and overall teaching experience.
Reflection
My journey with the 7E model began when I decided to integrate it into one of my literature classes. The story I chose to teach was ‘Treasure in the Forest’, which provided rich opportunities for thematic discussions and narrative exploration.
The first phase of the model, Elicit, is meant to activate students’ prior knowledge. To start, I shared a short, relatable story about Santa Claus and gift-giving, which drew immediate interest. This approach helped students make connections between their personal experiences and the idea of “treasure hunting,” which is central to the story. One student shared a touching story about finding a baby parrot during a trip to the forest. This moment not only created a warm classroom atmosphere but also highlighted how stories can serve as bridges between the personal and the academic. However, I also noticed that some students struggled to articulate their thoughts. Their difficulties with vocabulary, tense usage, and narrative structure indicated gaps in linguistic competence. While the activity was successful in drawing out ideas, it also reminded me of the importance of differentiated instruction to accommodate diverse student needs.
In the Engage phase, I used a short video about treasure hunting. This visual aid sparked curiosity among many students. As expected, some students participated eagerly in the follow-up discussion, while others remained silent. To make the session more inclusive, I introduced a peer-discussion segment. After a four-minute talk with a partner, even the quieter students began to nod in agreement and contribute ideas. This small shift in strategy transformed the energy in the room.
Moving to the Explore phase, I asked students to read the story within a set time frame. I displayed a countdown timer on the smart board, creating a playful challenge to “beat the clock.” Students were tasked with underlining unfamiliar words and connecting the plot to the video they had watched earlier. Although we didn’t have enough time for everyone to share their insights, the ones who did were enthusiastic and insightful. Those who missed out were invited to share in the next class. This phase helped students become more independent in exploring language and story elements.
In the Explain phase, I provided a focused lecture. I highlighted key vocabulary, explained the plot, and drew attention to the narrative technique of flashback used in the story. Students asked questions and noted important points, indicating that the earlier stages had successfully prepared them for this deeper dive.
During the Elaborate phase, we discussed the ethical issues present in the story, such as greed, morality, and ownership. Students were encouraged to relate these themes to real-life situations. The discussion revealed their ability to think critically and empathise with characters, showing that language learning had extended beyond grammar and vocabulary to include moral reasoning and human values.
The Evaluate phase was carried out through a formative assignment. I uploaded an activity via the Veda app, asking students to reorder a jumbled summary of the story and copy the corrected version in their notebooks. They were also asked to write their own treasure hunt story and compare it with the original, focusing on similarities or differences in structure and technique. This task helped me assess not only their understanding of the story but also their ability to organise thoughts coherently and creatively.
Finally, in the Extend phase, students went beyond the lesson. By writing their own stories, they applied what they had learned in a new context. They explored different sentence structures, practised using transition words, and learned to maintain coherence across paragraphs. This phase demonstrated how the model promotes long-term skill development.
Advantages and Challenges in the Classroom
Implementing the 7E model had a significant impact on how my students interacted with the lesson. First and foremost, it made them more active participants. They weren’t just listening or reading; they were connecting ideas, forming opinions, and sharing personal stories. Each phase built upon the previous one, creating a sense of continuity and progression.
One of the biggest changes I observed was in students’ collaboration. The peer discussion during the engage phase, group sharing in the explore phase, and the classroom debate during the elaborate phase all promoted a sense of teamwork. Students were not only learning from me but also from each other.
While the 7E model brought numerous benefits, it also presented several challenges. One major issue was students’ passivity, particularly among those who came from non-English-speaking backgrounds or had weak foundational skills. These students often remained silent during the brainstorming or discussion stages, not because they weren’t interested, but because they lacked the language skills or confidence to express themselves.
Another challenge was time management. Each phase of the model requires careful planning and sufficient class time. Unfortunately, within the constraints of our standard class periods and curriculum demands, it wasn’t always possible to give each phase the attention it deserved. Some parts had to be rushed, especially the elaborate and extend phases, which benefit from deeper exploration.
Additionally, the rigidity of the evaluation system created complications. Our institutional assessments focus primarily on written exams and do not always value creative or process-based learning. As a result, students sometimes questioned the relevance of certain activities if they did not see a direct connection to their grades. This misalignment between classroom practice and assessment structure limited the model’s potential impact.
Lastly, psychological barriers such as fear of judgment, hesitation to speak, and lack of confidence in using English also affected student participation. As a teacher, it was challenging to motivate every student while respecting their pace of learning.
Success Story
Despite these hurdles, the 7E model brought about noticeable success. One particular story stands out. A student from Okhaldhunga, a remote district of Nepal, had been extremely reserved in class. He rarely spoke, avoided eye contact, and seemed detached from classroom activities. However, after we adopted the 7E model and allowed flexible language use (including Nepali when necessary), his behaviour began to change. He started to participate in small group discussions, then gradually in class-wide activities. After six months, he confidently thanked me for helping him become an active learner. This transformation reminded me of the power of inclusive, student-centred teaching.
Another notable success was the use of role-playing. I assigned characters from the story and asked students to act out key scenes. Even the most hesitant learners embraced this task with enthusiasm. They experimented with vocabulary, tried new sentence structures, and displayed creativity in expressing emotions. The activity not only made the class enjoyable but also helped students internalise the content more effectively. It brought the story to life and made learning memorable.
Conclusion
The 7E instructional model has had a profound effect on my teaching practice and my students’ learning experiences. It shifted the classroom dynamic from teacher-centred to student-focused, encouraging exploration, discussion, and critical thinking. While challenges remain, such as time limitations, evaluation misalignment, and linguistic barriers, the benefits far outweigh the drawbacks. When applied thoughtfully, the 7E model can create inclusive, engaging, and transformative learning environments. It supports continuous assessment, fosters creativity, and builds confidence among learners. Especially in the context of English as a foreign language, where traditional teaching methods often dominate, the 7E model brings a refreshing and effective alternative. This journey has reaffirmed my belief in reflective practice and adaptive teaching. As I continue to refine my methods, the 7E model will remain a cornerstone of my lesson planning, guiding both my professional growth and my students’ success.
Author’s Bio: Mr. Sagar Parajuli is an M.Phil. graduate from Pokhara University (IACER) and currently serves as the Head of the English Department at Milestone International College, Balkumari, Lalitpur. With a deep passion for education, his research interests focus on translation studies and the innovative use of gaming in grammar teaching.
Writing a thesis has always been a difficult and involved undertaking, especially for someone with a technical background like me. As an Electronics and Communication Engineer with further degrees in Technology and Innovation Management, and now concentrating in Information System Engineering, I frequently found communicating complicated technical thoughts in written academic form difficult. During my first master’s degree, I depended extensively on a friend with an English degree to help me polish my assignments. However, the development of artificial intelligence (AI) applications such as ChatGPT, QuillBot, and Grammarly transformed my academic path. These tools not only helped me write, but also gave me the confidence and inventiveness to handle the difficulties of thesis writing on my own. In this paper I reflect on my academic writing during thesis journey and explore how AI tools have influenced my experience and approach throughout the process.
What and Why AI in Academic Writing
Historically, academic writing relied mainly on human editors and static grammar tools. Today, AI has progressed into interactive and sophisticated writing assistants. In addition to thesis writing, AI techniques are now being used in language schools (Li, Xu, Li, and Shi , 2025). They help students with vocabulary development, grammatical checking, real-time feedback, and even conversation practice. This democratization of AI tools enables students from all language origins to confidently participate in academic writing and communication.
Artificial intelligence (AI), a dynamic subject of computer science, is intended to mimic human intelligence in activities such as problem solving, language understanding, and decision making (Russell & Norvig, 2016). With the advancement of advanced natural language processing (NLP) models, AI is becoming more integrated into academic writing. Tools like OpenAI’s GPT models have transformed the way scholars create, refine, and polish academic articles. The application of AI in academic writing increases productivity, ensures clarity, and assists writers with varied levels of linguistic proficiency.
AI as a Tool to Enhance Creativity in Academic Writing
AI has played an important role in improving the quality and clarity of my work. For example, ChatGPT helped me analyze data and draft complex thoughts. It guided me throughout the process of researching, writing, and publishing. To be specific, I used it to identify research gaps, decide on research design, review relevant literature and develop research tools, analyze data, and sharpen my language. While engaging in this prompt engineering, creating detailed and unambiguous instructions was critical to achieving the best outcomes. That is to say, making prompts with unambiguous instructions would allow getting an accurate result. A prompt like “Continue writing in a formal tone, maintaining coherence with the previous paragraphs” ensured that my writing style remained consistent throughout.
I used QuillBot, a paraphrasing tool, to reorganize and enhance my phrases. It ensured that my ideas remained original and well-articulated, which considerably improved the fluency and coherence of my arguments. . Its contribution to my thesis writing journey was critical in achieving clarity, coherence, and originality. The ability of QuillBot to improve the fluidity of my arguments while maintaining the integrity of my ideas has significantly improved the quality of my thesis content. It’s worth noting that, in some cases, I used ChatGPT to help with initial drafts, and QuillBot was invaluable in paraphrasing and fine-tuning the text. The seamless collaboration between ChatGPT and QuillBot ensured that the ideas generated by ChatGPT were refined and tailored to meet the desired excellence in academic writing. This collaboration produced a thesis that not only reflects my original ideas but also demonstrates a refined and coherent presentation of ideas, demonstrating the complementary nature of these AI tools in writing.
Grammarly provided linguistic precision by correcting grammar, punctuation, and stylistic problems in real time. The tool’s real-time suggestions and in-depth analysis not only saved my time, but also improved my document’s overall language proficiency, resulting in a polished and professional academic work.
As I progressed through the thesis writing process, a critical checkpoint for a plagiarism test held at Tribhuvan University’s Central Library. The researcher meticulously examined the document for any potential instances of plagiarism using the iThenticate software. The software revealed a commendable similarity index of 4%, which is significantly lower than the acceptable threshold of 20%. This success highlighted the prudent use of AI tools in ensuring the research’s originality and authenticity.
Apart from these, various AI- powered tools have emerged recently. These AI assistants ; Jenni (assists to devise precise heading and outlines for your research, Paperpal ( gives real time academic writing feedback and while Brainstorming, creating headings paraphrasing and proofreading ) ChatPDF( supports in literature review by summarizing the content), Research Rabbit (helps to review related literature by visualizing research networks), Zotero( manages references and generates notes) and many others have been widely used to reduce human effort and bring efficacy in writing.
Strengths and Challenges of AI in the 21st Century
AI tools can be used as a good research assistant from brainstorming to writing journal articles. Khalifa and Albadawy (2024) outline nine dimensions of using AI in research. They are: Idea development and research design, content development and structuring, literature review and synthesis, data management and analysis, editing, review and publishing support, communication, outreach, and ethical compliance. It increases creativity via idea generation and vocabulary development which in turn helps to enhance autonomy and fluency in writing process. AI has also been supportive to maintain accuracy in research reports and develop readability and refining language.
However, it is to be noted that AI tools are not fault –free. They occasionally generate inaccurate, biased or irrelevant content. Similarly, over-reliance on AI tools may hinder original thinking. It is risky that the author may skip the processes of analyzing, interpreting and evaluating ideas themselves which eventually curtail the skill of independent judgment. Moreover, relaying on the tools and their prompt results may keep the readers’ way from deep reading, reflecting and synthesizing ideas on their own. Moving forward with the advancement of AI tools there is a big question regarding the issues of ethical consideration around authorship and plagiarism. Khalifa and Albadawy (2024) conclude that a careful balance between utilization of AI and human insight is recommended to ensure that while AI invites efficiency and analytical power, the creativity and critical thinking inherent in human intelligence is not overshadowed. Hence, it is recommended that AI should be viewed as a complement to, rather than a replacement for, human critical thinking or intellectual endeavor. Otherwise it is possible that academic works turns into a mechanical exercise hindering in the development of high order skills like critical thinking, and criticizing.
Conclusion
With the proliferation of various advanced AI tools academic research and writing has been simplified, enhanced, efficient, and less labour- intensive. But too much reliance can stifle originality and critical thought. Challenges lies in balancing the benefits of AI with the need to uphold academic integrity. Therefore, it is imperative that they be used critically and ethically. AI tools should be used as a complement to rather than a substitute to academic rigor.
References
Khalifa, M., & Albadawy, M. (2024). Using artificial intelligence in academic writing and research: An essential productivity tool. Computer Methods and Programs in Biomedicine Update, 100145.
Li X, Xu Y, Li P, Shi Y. Application of artificial intelligence in English teaching content innovation and teaching method optimization. Journal of Computational Methods in Sciences and Engineering. 2025;25(3):2745-2755. doi:10.1177/14727978251321645
Russell, S., & Norvig, P. (2016). Artificial Intelligence: A Modern Approach (3rd ed.). Pearson.
Author’s Bio: Saban Kumar K.C. is a Senior Lecturer at Kathford International College (Affiliated to Tribhuvan University, Nepal), with a focus on Electronics, Communication, and Information Engineering. His research interests include deep learning, blockchain technology, IoT applications, and engineering education. He has published peer-reviewed papers and actively supervises undergraduate research and innovation projects. He is passionate about bridging technology with local development needs and promoting interdisciplinary approaches in engineering.
We are delighted to announce the release of the Third quarterly edition of ELT Choutari (October-December 2024), dedicated as a special issue focusing on “Mother Tongue Based Multilingual Education Policies Practices and Research Nepal.”
Mother Tongue-Based Multilingual Education (MTB-MLE) in Nepal is grounded in the belief that students learn best in their native language, which enhances cognitive development and academic success. Introduced after Nepal’s democratic transition in 1990, MTB-MLE aims to preserve linguistic diversity while improving educational outcomes for children from various ethnic and language backgrounds. Despite strong policy frameworks supporting MTB-MLE, its implementation has faced challenges, including limited resources, teacher training, and community resistance. The policy’s success hinges on developing contextually appropriate teaching models and addressing the complex multilingual needs of Nepal’s classrooms, particularly in rural and marginalized areas.
This edition presents an exclusive interview with two renowned scholars—Professor Dr. Yogendra Prasad Yadava and Professor Dr. Ram Ashish Giri—as they explore the complexities of MTB-MLE (Mother Tongue-Based Multilingual Education) policies, practices, and research in Nepal. Delving into its multifaceted challenges and opportunities, their discussion illuminates the cultural, educational, and sociopolitical dynamics shaping language-in-education reforms in the region.
Professor Yadava highlights Nepal’s policy-practice disconnect in implementing Mother Tongue-Based Multilingual Education (MTB MLE). Despite constitutional guarantees for mother-tongue education, contradictory laws impede implementation. He identifies systemic challenges: underdeveloped policies, scarce resources, and lack of localized materials. Effective execution requires teacher training, community language awareness, and rigorous research to evaluate and refine programs. Yadava stresses collaborative partnerships with academic and civil institutions to align practical strategies with evidence-based research, ensuring policy coherence.
Professor Ram Ashish Giri discusses the cognitive, pedagogical, and linguistic challenges of Mother Tongue-Based Multilingual Education (MTB-MLE) in Nepal. He emphasizes the importance of designing policies that reflect the country’s multilingual reality and align with local aspirations, advocating for the inclusion of English alongside native languages. Giri critiques the gaps between policy intentions and practical implementation, citing inadequate resources, teacher training, and community support.
Additionally, the issue includes three scholarly papers by devoted researchers from Australia and Nepal :
Naomi Fillmore’s paper explores the challenges and successes of incorporating Indigenous and minority languages into education systems globally. She examines initiatives in Nepal, Australia, the Philippines, and New Zealand, highlighting the importance of mother tongue-based multilingual education (MTB-MLE). While these countries face similar issues like resource development and teacher training, each context offers unique approaches. Fillmore emphasizes the crucial role of community involvement, policy support, and culturally appropriate educational content.
Dr. Uma Nath Sharma discusses the integration of students’ mother tongues (MT) in English as a Foreign Language (EFL) education in Nepal, highlighting both the theoretical benefits and practical challenges. He emphasizes how MT enhances comprehension, cognitive development, and cultural identity, supported by theories like Cummins’ interdependence hypothesis. Despite these advantages, societal biases, teacher reluctance, and institutional pressures favoring English create obstacles. Sharma advocates for the use of translanguaging as a transformative pedagogical approach, allowing students to use their MT alongside English.
Dr. Bishnu Khadka presents the tension between Mother-Tongue-Based Multilingual Education (MTB-MLE) policies and English Medium Education (EME) practices in Nepal, focusing on equity and inclusion. Analyzing policy documents, reports, and field studies, Khadka identifies challenges such as inadequate resources, insufficient teacher training, and sociocultural biases favoring dominant languages. The study highlights the gap between policy intentions and grassroots realities, which limits marginalized communities’ access to quality education.
For your convenience, here are the hyperlinks to the articles:
We would like to express our sincere gratitude to our co-editor, Dr. Nani Babu Ghimire, along with all our editors and reviewers—Jeevan Karki, Ganesh Kumar Bastola, Mohan Singh Saud, Sagar Poudel, Binod Duwadi, Puskar Chaudhary, Yadu Gnawali, and Dasharath Rai—for their unwavering dedication and invaluable contributions in bringing this issue to the readers.
ELT Choutari is a platform for researchers, scholars, educators, and practitioners to share insights, practices, and narratives from classrooms and communities. We invite you to contribute to our upcoming anniversary issue (January-March 2025) by submitting your articles and blogs to 2elt.choutari@gmail.com.
If you find value in the interviews, articles, and reflective pieces, please share them within your circles and feel free to leave your comments below each piece.
I attended a public secondary school in Dhading, which was five kilometres walking distance away from my home. I had to do all the morning chores, prepare meals, eat and run to school as my parents had to go to work on the farm every day. As the classroom was overcrowded with up to seventy students, it was difficult to get a spot in the front row. I had to adjust with six students on a bench at the back of the class, which would make it hard to listen to my teachers. It was challenging to find a cosy place to read, write and listen to the teacher’s lectures. When I recall now, it was tough to get through all this and complete my school education.
Despite the teachers trying to engage us in learning, most of my classmates were inattentive to the teachers’ instructions. The teachers used to crack jokes or share some new things but the students hardly paid attention to their studies. As a result, the teachers were less motivated to teach us and ignored what my classmates were doing in the classroom.
My classmates were from different ethnic communities: Brahmin, Kshetri, Newar, Gurung, Tamang, Gharti, Dalits etc. As they were from diverse groups, they had different beliefs and ways of doing activities. They were basically from working-class families. Yet, some of them belonged to semi-educated families and they were less interested in their study. Nevertheless, I was very excited about my studies.
On a chilly day
It was a cold winter morning. I was teaching ‘The Ant and Grasshopper’ in class ten. I asked my students to write some new words in their exercise book individually. There was some noise, so I tried to control their side talking by cracking a joke. Some of the students who were sitting on the first and second benches were listening to me passionately, whereas the students who were sitting at the back were busy with their personal talk. Again, I told them not to make noise, but their side-talking was ongoing. I further inquired and knew that they were not listening to me clearly. Again, I advised the other side students to have patience and it took around 15 minutes to make them silent.
Moreover, I just had 30 minutes to go. Hence, I revised the previous lesson and made them ready to participate in my large class. Then, I taught my lesson before the lunch bell rang. When I came out of the classroom and I went to the canteen for lunch, I shared my problem with my close friend, who had also been teaching English at a lower secondary level. He listened to me very carefully and agreed with my problem. When I finished the trouble of the classroom. Interestingly, he narrated a story of his classroom that he was also suffering from a similar kind of trouble in large classes. After school, I went back home in the evening and started thinking about my trouble alone.
I realized large class teaching is a complex task and large classes are pretty challenging for the teachers to conduct effective instruction. In such classes, the student number is very high, more than 50, which causes difficult teaching circumstances (Hess, 2006). It is tough for teachers to focus on every student equally. It is considered that students’ engagement and active participation are diminished in large classes, and the frequency and quality of student-faculty interactions are reduced (Cash (2017). Furthermore, Marshall (2004) considers small classes to be very friendly and easy to handle but large classes are highly risky and challenging. Marshall (2004) further highlighted that the analysis of contexts, institutional change in resource allocation and teaching in multidimensional contexts is very thought-provoking.
I conceptualized that teaching in large and under-resourced classes is very tough and tedious throughout my teaching career. In the past, I was a student of a large class where physical infrastructure was not adequate, though we had a blackboard inside the classroom covered with dry grass roof of the building. We didn’t have sufficient classrooms. I still remember when I was a class three grader, and our class was divided into two different classes within a single classroom. It was pretty noisy and hard for the teachers as well. I experienced teaching in an under-resourced context is not an easy job.
Furthermore, I equally reconceptualized that large classes need much personal attention and encouragement to make progress. The students in their learning potential vary considerably due to their language and literacy skills. Thus, we say teaching in large classes is very much like teaching in all other situations; however, handling large classes is more complicated, exhausting, and infinitely more demanding, and challenging.
I explored the reality of large classes through the experience of my research participants who have been teaching a class comprising more than 60 students. I investigated challenges for instance, disruptive students, crises of discipline, and unwanted noise and explored strategies like group work, pair work, and collaborative project works to cope with the large classes with an in-depth study.
I realised that no students get a chance to learn new things in crowded classrooms. They lack the opportunity to grow holistically. Consequently, the prior investment of parents, teachers, schools, and students goes in vain. Based on my experiences as an EFL practitioner in a large classroom, I noted that offering group work and pair work was an effective tool in large-class teaching. The ability to handle large classes provided me an insight through which I germinated useful tips for large class teaching. I reconceptualized the concept of post-method pedagogy by Kumaravedivelu (2006) who persistently claimed that a meaningful pedagogy cannot be constructed without a holistic interpretation of particular situations and that cannot be enhanced without an essential improvement of those particular situations as a theoretical foundation to scaffold his ‘parameter of particularity’. Thus, it is noted that post-method pedagogy prioritises much on creativity, patience, teamwork and leadership.
Major Strategies I Employed in My Large Classroom:
A comprehensible teaching-learning process that ensures efficiency and effectiveness involves the design and implementation of creative and innovative teaching strategies, capable of responding to the individual needs of students and ensuring their academic success, (Jucan,2020). Without level-appropriate activities and contextual strategies, the teaching-learning activities are not making success, (Kumaravadivelu, 2003). Learning style, the learner’s preferred mode of dealing with new information, includes a construct known as cognitive style, (Oxford,1990). In my experience, large-class students have various ways of learning strategies, so I have applied various ways to make them learn. Some of them are as follows.
Engaging students in different project work:
Group work is believed to be allowing students to share ideas, perspectives, and skills among their pair and group. Students learn skills of collaboration and team building in which they develop communication, cooperation and the ability to work effectively with others. It also promotes higher-order thinking, creativity, and problem-solving, as students have to analyze, synthesize, and evaluate information collaboratively, (McCormick et al, 2015) So, I designed some activities to attract the student’s attention in his large class every day. I often engage students in different activities. I ask to design a Calander for a group, a Code of Conduct for the classroom for another group and a Wall Magazine for the other groups. Likewise, I instructed them to share their ideas with their friends through their diverse perspectives. Moreover, they started taking feedback from each other. I involved students in some small groups. In doing so, I selected discussion topics that could be of interest to my students. Sometimes I provided them with topics in groups or individually, they searched on the internet and through some reading materials. I knew that all the time group did not work, so to keep every student involved in the group work, sometimes students were provided answers for each of the questions individually first.
Motivating students in pair work:
Working in pairs allows students to give and receive constructive feedback. Pairwork helps in the development of various skills such as teamwork, leadership and interpersonal skills. It is well known that motivation is a force that drives people to work towards a particular outcome (Maslow, 1943). I equally motivated students in pair works where they actively participated and developed a sense of competitiveness in and between other pairs in the classroom. I often motivated them to work on different tasks such as conversation practice, role-playing, problem-solving, debate, collaborative art, etc. Thus, I particularly engaged students in story-writing activities, case study analysis and general problem-solving. Moreover, students would appreciate their tasks in pairs and they learn their commonalities and differences.
Encouraging students to ask questions:
Teaching with questions to my students provided me direct connection with them (Filiz,2009). There is a great role for asking good questions in effective teaching and learning. Hence, I encouraged students to ask questions in my class because this task helps them build critical thinking skills. In this, they asked content-wise questions as it helped them to work together and make sense of the particular subject as mentioned by Kumaravadivelu (2003). Moreover, I motivated my students to raise questions based on their curiosity about the content. Developing questioning abilities indicates students enhance creativity and critical thinking skills. Moreover, questioning habits helped students feel relaxed and learn easily the complex subject matter. It encouraged my students to be active, independent and creative in the large classroom. Besides this, I encouraged my students to speculate on certain incidents, for example, I showed a picture and told them to imagine and connect with the picture. I wrote a sentence, “ If I were in this situation…..”. I let students think, develop their hypotheses, and arrive at a conclusion. This pattern scaffolded students through their positive mindset that they learn interestingly in the large class classroom.
Involving students Think-pair-share procedure:
Think-pair-share (TPS) is a cooperative learning strategy that encourages active participation and engagement among learners. In this think-pair-share technique, students are given a question, and students first think about themselves prior to being instructed to discuss their response with a person sitting near them. Finally, the group shared what they discussed with their colleagues to the whole class and their discourse kept on going (Rowe,1972). Hence, I used the TPS strategy to cope with a large class context. I began my class by asking a specific question about the text. For example; What are the various uses of Artificial Intelligence in education and list them based on your experience. (from one of the chapters of grade 10). Then, my students started thinking about what they knew or had learned about my query. Then, I engaged them to work in pairs with their partner in a small group discussion. Finally, they share what they have collected so far. Thus, the post-method pedagogy entails that students develop coordinating skills, increasing active participation and enhancing their innovative sharing skills.
Major Takeaways:
We teachers struggle in our large classes due to a lack of level-appropriate instructional tools. We often think of managing a large classroom since it needs tactfulness and a lot of experience. Teachers’ ability to explore and develop approaches to observe, analyze and evaluate their teaching for the purpose of accomplishing desired changes. It is an eye-opener and a gateway to make teachers, who are reluctant to bring innovations to their teaching, change their minds and redirect their teaching toward a more contextualized implementation of the strategies suggested to assist them in enhancing their teaching and their students’ learning. Engaging students in various project work, motivating students in group and pair work, encouraging students to ask questions, making level-appropriate fun as well as engagement, and evolving them into TPS strategies are major roadways to creating a learning environment in large classes.
References:
Cash, C. B., Letarago, J, Graether, S. P., & Jacobs, S. R. (2017). An analysis of the perceptions and resources of large classes university. Life Sciences Education, 16(2).
Cash & Marshall, (2007). Between deep and surface: Procedural approaches to learning in
engineering education contexts. Studies in Higher Education,29:5, 605-615, DOI: 10.
1080/0307507042000261571
Gibbs G. (1996). Using assessment to support student learning. The University of East Anglia.
Filiz, S. (2009). Questions and answer method to ask questions and technical information on the effects of teacher education. Social Sciences Journal of Caucasus University.2.
Jucan, D.A., (2020). Efficient didactic strategies used in students’ teaching practice. Social and Behavioural Sciences.
Kumaravadivelu, B. (2003). Beyond methods: Macro strategies for language teaching. Sage.
Hess, N. (2006). Teaching large multilevel classes. Cambridge University Press.
Hess, N. (2007). Teaching large multilevel classes. Cambridge University Press.
McCormick, N. J. and et al, (2015). Engaging Students in Critical Thinking and Problem Solving: A Brief Review of the Literature. Journal of Studies in Education. 5(4).
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Newbury House/Harper &Row.
Rowe, M. (1972). Wait time and rewards as instructional variables: their influence on language, logic and fate control. ERIC No Edo61103.
About Author: Binod Duwadi has earned an MPhil in English language education from Kathmandu University, School of Education. Mr. Buwadi has been a faculty of English at KUSOM and KUSOED. His research interests include ELT in under-resourced contexts, ELT with ICT integration and Multiliteracy pedagogy.
I faced challenges in managing an effective, interactive classroom and creating learning atmosphere in my early teaching career as an assistant lecturer of English at Hetauda School of Management and Social Sciences, Nepal. Due to my overconfidence, I used to think that knowing contents of teaching was enough for effective teaching. Therefore, I prepared for the classes by focusing very well on the content of the prescribed English textbooks and allied materials. I mostly used to adopt lecture methods for teaching; therefore, students would receive very little time to interact in the class. On the other hand, students’ seating arrangement, two rows of fixed desks and benches, was designed in a way to facilitate teacher-centered and lecture-based instruction. There was a projector for displaying slides, videos, and other related digital materials in the classroom. There would be an average of fifty undergraduate students in the classroom with proper uniforms. However, the environment of the classroom until the middle of the academic session became chaotic and messy. Therefore, I had to spend a long time systematizing the classroom before beginning the lecture, and time and again I had to stop because of an unpleasant classroom environment. Despite the various attempts to manage the classroom, it remained messy and chaotic. In this narrative , I reflect on how I effectively managed such a noisy and chaotic classroom in the middle of the academic year.
Introduction
In contrast to behaviour management, classroom management is a broader concept that focuses on the management of all the students in the classroom (Stevenson et al., 2020). Classroom management incorporates all the actions of the teachers in constructing the classroom environment to promote students’ academic growth and social behaviour (Velásquez et al., 2023). In addition, effective classroom management encourages the students to obtain maximum benefits from classroom activities and controls the unwanted behaviour of the students in the classroom (Bozkuş, 2021). Therefore, a well-managed classroom has wider implications as it aims to organize an orderly teaching and learning environment to enhance the learning outcomes of classroom activities and promote students’ social relations (Brophy, 1983; Marzano & Marzano, 2003; Shank et al., 2022; Wubbels, 2011). Moreover, some studies reported that managing the classroom at the beginning of the academic session made it easier for teachers to handle the class successfully during an academic session (Emmer et al., 1980; Lopez-Pelcastre, 2023). However, from the beginning of the academic session, I encountered various obstacles in managing a well-organized classroom environment. I found that the students were almost not concentrating in my class. They began making noises in the classroom including personal talks with their friends, which didn’t contribute to the learning vibes in the classroom. Some of the students developed unique ways to disturb the class, such as tapping their shoes on the floor, making a sudden unusual sound etc. Others would zone out, which indicated that they did not have motivation to attend my class.
This situation had been going on for a few months, which made me almost frustrated with the teaching profession. I also did not have personal satisfaction, and even I could not sleep very well at night. Sometimes, these noisy students would bother me even in my dreams. To get rid of this, I read several books about managing the classroom and realized that teaching profession requires numerous qualities to be successful, and having only knowledge about the content of teaching would not be adequate. Then I began pondering how to effectively manage the classroom. And I argue that noisy and chaotic classrooms can be effectively managed by understanding the students properly, reviewing our teaching methods and classroom activities, and receiving feedback from the students even in the middle of the academic session.
Why behind what
Gradually, I began exploring the reasons behind such chaotic and disturbing classrooms through formal and informal communication with the students. Some reported that they were feeling bored because of long lectures, and due to lack of classroom activities, etc. Based on what they shared and my experiences, the following were some of the possible reasons for my classroom mismanagement:
The lecture method to deliver the textbook contents made the class monotonous and didn’t give them space to share their ideas in the classroom. They received limited opportunities for questioning and arguments in the classroom.
Lack of activities to engage students was another reason as they did not receive an opportunity to construct knowledge by interacting among them. They were limited with my lectures, handouts, and prescribed textbooks.
The inability to understand and address students’ interests and passion and merely emphasizing the textbooks.
Lack of adopting student-centred teaching methods and adopting teacher-centred approaches. Students had fewer opportunities to interact with each other and had to participate in the classwork on the basis of what I instructed them. They received less opportunities for creative and constructive activities in the classroom; instead, they became passive listeners.
Ways Forward
By exploring the actual reasons behind classroom mismanagement, I transformed the ways of teaching, focusing on student-centred teaching approaches. The following were the ways forward to overcome the problems of mismanagement in my classroom:
Establishing Friendly Relationships with Students
I established friendly relationships with the students by properly understanding them and respecting their ideas. I spent adequate time listening to their responses about their various issues within the classroom and outside the classroom, such as in the interval time, in the canteen, library, etc. Gradually, I realized that establishing better relationships with students supported my ability to receive feedback from the students and ultimately assisted in transforming the classroom into a more interactive learning space. In addition, such relationships helped the students develop a positive attitude toward each other and provided enough room for understanding. As a result, I found greater participation of students in classroom activities and a change in their attitude toward being more positive, supportive, and collaborative inside and outside the classroom. Consequently, the previous noisy and chaotic classroom disappeared instead; a more interactive, collaborative, and learning classroom appeared with the positive vibration of exploring insightful information both in me and the students. In addition, I found that such friendly relationships with the students established a solid foundation of academic excellence and transformed the students into more responsible individuals for their work. However, I found that very few of the students attempted to misuse such friendly relations by involving themselves in the debate out of context in the classroom and making various excuses about their classroom activities and home assignments.
Teaching with Fun
I transformed my ways of teaching by focusing on various approaches such as discussion, interaction, collaboration, presentation, argumentation, and so forth. I minimized my long, monotonous lecture method and focused on mini-lectures if they were required. As a result, students began participating in learning activities as I promoted group discussion, sharing, interaction, and collaboration in the classroom. I formed some groups in the classroom to have discussions on various issues related to solving the problems. From the few days’ practice, the majority of the students learned to be engaged in classroom activities and developed their power of patience by waiting their turn and respecting each other’s ideas. In addition, I blended some sort of humour into the classroom by cracking jokes and sharing some real and imaginative stories if I realized students were feeling bored. Moreover, I began to display English videos associated with ongoing classroom discussions that assisted me in creating an interesting learning environment in the classroom by boosting their English language power and providing fun for them. Teaching with fun with the support of various videos and sharing jokes and stories in the classroom helped me energize the students for learning by involving them in various classroom activities instead of making unnecessary noises. These findings, to some extent, aligned with the study of MacSuga-Gage et al. (2012), who claimed that effective teaching helped manage the classroom.
Individual Care for the Students in the Classroom
I found various kinds of students in the classroom with unique manners and ways of learning. I began to think about them, particularly focusing on how to motivate them in classroom activities. I started individually supporting the students, mainly selecting those who rarely participated in classroom activities. Instead of staying in the same place in the classroom, I visited individual students, particularly during classroom activities, which helped me understand the real problems of the students. During such visits, students asked even simple problems that they could not ask in the mass (perhaps they feared that their friends would laugh at them). Such practices assisted me in developing personal relationships with the students, which ultimately contributed to managing the classroom. As I began supporting them, they also became supportive in the classroom. They started listening to my instructions and following the procedures of the activities without disturbing the entire learning environment in the classroom. In addition, I prepared their individual portfolios, which helped me understand the students better and helped them in the classroom. Ultimately, such individual care in the classroom assisted the students to be more proactive and interactive in classroom activities, which gradually supported me in transforming the previously chaotic and noisy classroom into a more innovative and interactive space.
Conclusion
Establishing friendly relationships with students and teaching with fun and individual care for the students in the classroom, as discussed above helped me in creating an effective learning environment in my classroom. Pondering over the mismanagement of the classroom, receiving feedback from the students, and transforming the classroom teaching and learning process accordingly contributed to solving the problems of mismanagement in the classroom. As a result, my noisy, chaotic classroom gradually turned into innovative, interactive, collaborative classroom.
References
Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to 2019. International Electronic Journal of Elementary Education, 13(4). https://doi.org/10.26822/iejee.2021.202
Brophy, J. E. (1983). Classroom organization and management. The elementary school journal, 83(4), 265-285.
Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80(5), 219-231.
Lopez-Pelcastre, A. (2023). The influence of classroom management on student learning and behavior in the classroom.
MacSuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices: Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 14-22. https://doi.org/org/10.1177/107429561202200104
Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behaviour management skills. Education Treatment of Children, 43(4), 393-404. https://doi.org/org/10.1007/s43494-020-00031-1
Velásquez, A. M., Mendoza, D. F., & Nanwani, S. K. (2023). Becoming a competent classroom manager: A case study of a preservice teacher education course. Teaching Education, 34(2), 147-169. https://doi.org/org/10.1080/10476210.2022.2048646
Wubbels, T. (2011). An international perspective on classroom management: What should prospective teachers learn? Teaching Education, 22(2), 113-131. https://doi.org/org/10.1080/10476210.2011.567838
About the Author: Surendra Prasad Ghimire is an MPhil Scholar at Nepal Open University, Nepal, and a Lecturer of English at a QAA-certified college, Hetauda School of Management and Social Sciences, Makwanpur, Nepal.
“I like a teacher who gives you something to take home to think about besides homework.’’ ~ Lily Tomlin
As a teacher, every day I enter the class, I feel like it is my first day in my teaching career. I have been teaching for more than 13 years. My greatest inspiration is my father who served at the same private school in India for 25 years. I sense that I have inherited strong qualities from him for instance, to motivate the students, listen to them and help them with some suggestions. Back in my childhood days, I used to hear lots of stories about students’ lives and problems shared through my father and how he supported them throughout. Back then I didn’t really focus on those stories much, but now as a teacher, I am experiencing the need for motivation in my students. Along with being a great motivator for his students, my father was also strict in his principles. As time changes, the way of teaching method also changes. However, the role of a teacher as a motivator for students always remains the same. Students’ life is not only limited to their academic achievements, they are to be prepared for their lives.
One of the most significant aspects of a student’s educational experience is their academic performance, which is determined by a variety of psychological factors that might create an impact on their cognitive, emotional, and behavioural functioning. Among those psychological factors, motivation is one of the most important psychological variables that might affect student performance.
Motivation is what pushes them to participate in learning activities, finish their assignment and be prepared for their future. It is one of the psychological factors that affect students’ performance. Firstly, most of the students’ lives are full of chaos since the widespread pandemic has left many negative effects on their lives. Secondly, they are unable to set up a fixed goal for themselves and they are easily distracted by common factors. Lastly, their attention span and patience level are very low and they are hardly able to possess a determined mindset.
A real-life example of this is one of my students who had been affected in her academic performance due to a lack of motivation. Before the pandemic, she was one of the top ten students in her class. She was not only good at academics but was extremely creative. We were very satisfied and impressed with her creativity. She was a happy and lively child. During the lockdown, we weren’t able to meet physically and we were obligated to conduct the online classes. It seemed everything was going well during the online classes. However, when the physical classes resumed, I noticed a drastic change in her behaviour. I felt that it was because of the gap in which we were not able to keep in touch with students’ activities during online classes.
Last year, she was in grade 8. I was her English teacher. The charm on her face, her lively and radiant personality and her curiosity to learn new things were no longer visible on her face. I noticed but waited until the result of the first terminal examination. When I saw the result, I was stunned to see that her performance was not as good as before. The next day, I decided to have a conversation with her parents. Unfortunately, they didn’t come to school to meet me. After two days, I called her in my leisure period and had a talk with her. At first, she was reluctant to share her feelings with me. She gave me a fake smile and told me that she would try her level best in the upcoming examinations. I knew that she was hiding something from me and felt uncomfortable to share it. I reminded her about the days when she was very cheerful, ready to take part in all extracurricular activities and make us happy with her creative work on various occasions. Her eyes were filled with tears. And she wept in front of me. My intention wasn’t to hurt her but to help her. She revealed her family issues, which demotivated her to do anything related to her studies and all. Her family environment wasn’t favourable enough for her to concentrate on her studies well. Her family issues started during the pandemic. She loved to come to school every day, meet her friends and teachers. However, she wasn’t able to concentrate on her studies. I talked to her for around 30 minutes that day and asked her to go to class.
I discussed her issue with my colleagues and came up with many solutions to motivate her and to recover her own position on academics from that day on. In my class, I encouraged my students in various ways for at least five minutes before I start teaching. Furthermore, I managed to engage her in creative activities during the leisure time. She is interested in painting, journaling and crafting. I encouraged her to present some decorative articles for classroom decorations. I felt that other students might also be going through similar situations. I tried to build a strong rapport with everybody, sometimes communicated with them casually about their problems and made them feel comfortable to start conversations with me. I became a friendly figure for my students and they were comfortable sharing their concerns. Besides studies, I came to know that students’ achievement was affected by various psychological factors which provoked me to adoption of different ways to motivate my students and assist them to solve their problems for at least five minutes during my class.
After 2 months, I noticed that the previous charm and the similar curiosity that she possessed before had thread recovered. From that time to time, I talked to her and made her feel at ease and motivated her. Sometimes, I spent my classes just listening to them. I felt that being a teacher, my responsibility won’t be complete if I am unable to motivate my students and help them to overcome various obstacles in life. The girl came to her original position and she was very happy with the small efforts that I made for her. She started to show her good performance in studies and other aspects. I was very happy and felt like my small efforts helped my student to recognize her talent and to regain her academic success.
Now the girl is in Grade 9 and luckily, I am her class teacher. She is very happy to be in my section. On that day, I learnt a great lesson that a teacher’s responsibility is not just limited to teaching a class. The greatest achievement in a teacher’s life is when they are able to make a difference in their lives. I have learnt to motivate the learners from my father and am always determined to prepare for a better future. This is one of my best experiences that I will never forget in my life. Various students are often impacted by many psychological factors that affect them academically. As the teaching-learning process is a continuous process, I should continue to explore the problems of my students and the ways to help them overcome their difficulties which keeps them to achieve their best performance in academic achievement.
To conclude, I experienced myself as a motivator besides an English language teacher in my teaching career by understanding the psychological problems of my students which were invisible to me that caused deterioration in academic performance. My father’s experiences assisted me to play the role of an effective motivator. To elevate the academic performance of my students, I played the role of a motivator. To motivate my students, I analyzed the problems of my students, heard their past stories, communicated with the parents and teachers and created a favourable learning space for the students. I strongly suggest all the parents and teachers make a healthy environment for them to share their problems, hear their past stories, and always encourage and inspire them to do better in their academics. As a teacher, let’s give students something more to think about at home than just burdening them with homework.
About the Author: Sangeeta Basnet is an English Language Teacher. She has been teaching English for more than 10 years. Currently. She is serving in one of the renowned private schools in Birtamode. She holds a Master’s degree from Manipur University, India. She is a life member of NELTA and STFT. Her professional interests include teaching strategies used in ELT classes.
The article entitled ‘English Teachers’ Experiences on Learner-Centered Teaching Pedagogy’ attempts to explore the narratives of English language teachers on learner-centred teaching pedagogy. The information for this study was gathered through interviews with three English teachers teaching at the secondary level in a public school. The findings revealed that English language teachers have shifted their teaching pedagogy from the grammar-translation method to task-based language teaching pedagogy and teachers have effectively focused on the child-centered method with the use of Information Communication Technology (ICT) tools.
I remember the days when I was a student at the secondary level. My English teacher used to teach us to translate the text from English to Nepali and used to make us memorize the text as they were. I, along with my colleagues, used to have a hard time memorizing the text and, in some contexts, we had a hard time understating the texts even though they were translated into Nepali and mother tongue. Despite the hardships in learning and understanding the text, with the same practice, I overcame the iron gate, School Leaving Certificate (SLC) with good marks. I was expecting a shift in the teaching methodology in higher education. However, my expectations were ruined as the tradition of translation was reiterated there as well. It seemed that English was never understood without translation. English was never taught in English and the same traditional method was introduced, practised, and internalized. Later as a teacher, I applied the same method for a long. I made the students memorize the text, translate it into the mother language, and so on. Due to that reason, I still feel reluctant and anxious while speaking with others in the English language. In the very beginning of teaching language, the grammar-translation method was applied rigorously but was criticized due to its limitations (Richards & Rodgers, 2010).
But, from the very day of the beginning of my classes at M.Phil., I realized the differences in the teaching-learning environment. I found out how learning is to be transferred and how teaching is to be placed. I witnessed a drastically different role from the Professors. Every time readiness of the Professor, the use of ICT in the classroom, the use of different teaching and learning materials, and the appropriate teaching approach and methods such as Communicative Language Teaching, Cooperative Language Learning, and Task-Based Language Teaching approach fascinated me to engage more in the classroom practices and transfer the skills to my classes. Henceforth, in this scenario, I feel that this is a pertinent issue to explore how do English teachers narrate their teaching approach now and then? I decided to carry out a mini-research by incorporating the narration of teachers on how language teaching pedagogy has changed from the past to the present.
In the context of the changing pedagogy, the roles of the teachers also change. English language teachers need to play various roles to dig out students’ hidden knowledge and the overall development of the students. They are supposed to play the role of facilitator, mentor, role model, information provider, resource developer, planner, assessor, etc. (Sapkota, 2017). The teachers’ roles depend on teaching pedagogy, which plays a crucial role to impact on the learning outcomes of students.
Methodology
Teachers’ stories themselves can be better resources for language teaching pedagogy. Verifying this, Richards (2002) advocates that teachers’ pedagogical knowledge can be enhanced through teachers’ stories themselves. Similarly, Anam et al. (2020) claimed that teachers are different in their actions, reactions, strategies, and decisions because they have different values, beliefs, cultures, and experiences. Therefore, they are stores of knowledge and skill. With this fact, I carried out this research and tried to dig out their stories.
This research is a small-scale study of the English teacher’s experiences with learner-centred teaching pedagogy. This is qualitative research, comprising the narrative inquiry method. Qualitative research is to get a subjective response from participants; hence, semi-structured open-ended questions were employed for the interview. Purposively, I selected three English teachers of secondary level from a public school in Pokhara, who have more than 10 years of teaching experience. Then, I took consent from each participant before conducting the research. Finally, I explored the stories of the teachers and developed themes based on their narratives.
Data Analysis
I took interviews and recorded the participants’ voices on the device. The teachers namely, Mr. Light, Mrs. Ray, and Mr. Shree (pseudo names) participated in the interview. Finally, based on the information collected from the teachers, I drew themes and findings of the study.
Findings
This section presents the discussion and results of the study under three broad themes.
Teaching Learning Pedagogy
The participants had a great memory of the grammar-translation method in their student’s life. The grammar translation method is based on learning grammar rules and vocabulary. Grammar is taught with explanation in the native language and is only later applied in the production of sentences through translation from one language to another (Rahman, 2012). In response to the question, how did you learn English, and which method did your English teacher apply in your class? Mr Shree shared,
The teacher used to teach us English, translate text from English to Nepali, and write rules and structure of grammar on the blackboard, like; s+v+obj… um, and we students would rote the rule of tenses, articles, prepositions etc., and apply it for making a sentence.
As a learning experience, Mr. Shree learned English through the GT method and grammar was the major factor in learning English. However, the participants indicated the change that they have been experiencing regarding teaching-learning pedagogy.
The participants mentioned various innovative ideas including task-based language teaching Task-based language teaching is an approach to language teaching that provides opportunities for students to engage in the authentic use of the target language through tasks. As the principal component in Task-based Language Teaching (TBLT), the task provides the main context and focus for learning, and it encourages language use similar to the way language is used outside of the classroom (Kim & Douglas, 2014). Mr. Light curiously revealed his experience,
I am using student centre activities which are very important for students because they get involved and try to give their ideas. Most often the time, I like engaging them in project work, puzzles, and information collection on related topics. They enjoy a lot with their work. Umm, I still remember that one day, I gave them writing a biography of a renowned person in the world, in that case, they searched name list of popular singers, dancers, poets, and players and wrote about them interestingly. They made me surprised because I had never heard about renowned people from different backgrounds.
As an expression, Mr. Light keeps students at the centre of learning and plays the role of advisor, mentor, and facilitator of students’ tasks. The finding re-verifies the research finding by Bhandari (2020) and also highlights that today’s teacher role has tremendously undergone various changes.
Role of ICT in Language Teaching Pedagogy
The use of contemporary technology in teaching languages has been intensely growing over the past decades worldwide (Warner 2004 as in cited Khatiwada, 2018). It has brought significant change in the teaching and learning styles of teachers and students. Every sector of our life is influenced by ICT. In the same way, English language teaching is also affected by rapid growth in the use of ICT in Nepal. The use of ICT in the classroom has changed the roles of students and teachers. In this scenario, Mr. Light eagerly offered his experience and said,
My students easily can learn the vocabulary from online sources and the exact pronunciation of words. By using Google, they create poems, write essays on different topics, and make project works from different reading materials.
The story of Mr Light revealed that the use of ICT has been found to assist students in assessing digital information efficiently and effectively since it is used by students to discover learning topics. In the same line, Moubtassime (2021) claimed that the use of ICT help them avoid the problem of pronunciation and grammar issue.
Similarly, Mrs. Ray said, “I use YouTube for teaching listening and speaking skills by relating with topic based on the syllabus”.
It means there are various online platforms where students can practice and learn the language. Lee (2000) focuses on the importance of claiming it as a key factor in enhancing the learners’ motivation for language development and linguistic proficiency. In conclusion, it is believed that the internet facilitates teachers to find new ideas, new techniques, and ways of teaching that assist in their teaching profession. Internet is helping them for creating a child-centred classroom. Hence, the use of ICT in the language classroom seemed to be very beneficial to both students and teachers.
Language Proficiency
Learning is the process of acquiring and understanding new knowledge, behaviour, skills, and values but language learning is defined as developing the ability to communicate in a second and foreign language. My participants narrated their experience in response to the question- how do you compare your students’ learning achievement and your own? Mr Light explored his experience of the past, “In our school age, learning was content-based, so we were able to say exact answers according to the expectation of the teacher.” In the same line, Izadinia (2009) asserts that years ago teachers were considered unquestioned authorities who were responsible for delivering knowledge to students, and students, in turn, were doomed to listening (p.7). But, on the other hand, in recent periods, teachers have had different experiences than their own students’ life, so, Mrs Ray shared
Students nowadays are more fast and smart than teachers, sometimes in connection with the internet, they already get information and knowledge before getting formal classes.
From the above-mentioned explanation learning achievement is relatively different when compared to past and present. The curriculum is also designed differently based on communicative skills thus students of the past seemed good at content whereas students of the present have good proficiency in the English language and they have good knowledge of ICT as well. Moreover, they can also use this tool for searching relevant learning materials.
Discussion
The study has traced the major trends in English language pedagogy from the past to the present. The grammar translation method was the dominant teaching approach in the Nepalese context. Teachers utilized only textbooks as the best learning resource. They did not have access to ICT even though it could stimulate learning motivation through collaborative learning and also improve learning efficiency. The use of ICT in language teaching promotes students’ motivation and learning interest in the English language (Ghimire, 2019). Due to this reason and the demand of the situation, teachers have gradually changed their teaching pedagogy and have applied different teaching approaches for the betterment of students. The stories of participants revealed that they have applied a task-based language teaching approach which promotes students’ engagement in the classroom. It has created a comfortable language learning environment and students love to use the English language with their friends and teachers (Bhandari, 2020).
Moreover, ICT is playing a crucial role in English language teaching where the internet is the most available, flexible, practical way and a treasure of vast knowledge, teachers are utilizing it for the purpose of meaningful classrooms and developing good communication skills. Thus, in this changing pedagogy of teaching, teachers are providing a great number of learning activities as mentioned above, and opportunities for students to communicate in the target language. The internet facilitates teachers to find new ideas, new techniques, and ways of teaching that assist in their teaching profession. With this, they can create a child-centred classroom.
Conclusion
The study revealed that the grammar-translation method used in language teaching and learning has been shifted. It has been replaced by the task-based language teaching approach where teachers want their students to use the ICT tools and engage themselves while learning. Student-centered learning is more focused these days where they learn in their self-paced learning environment. Teachers have also been transformed from dictators to facilitators where learning is placed at the center rather than the subject matters.
References
Alfadley, A., Aladani, A., & Alnwaiem, A. (2020). The qualities of effective teachers in elementary government schools from the perspective of EFL elementary teachers. International Journal of English Language Teaching, ECRTD, UK. 1, 49-64.
Bhandari, L.P. (2020). A task-based language teaching approach: A current EFL approach. Australian International Academic Centre.
Ghimire, N. B. (2019). Five facets for effective English language teaching. Journal of NELTA Gandaki.
Izadinia, M. (2009). Critical pedagogy: An introduction. In P. Wachob (Ed.), Power in the classroom: critical pedagogy in the Middle East. Cambridge Scholars Publication, 7-16.
Khatiwada, K. P. (2018). Online engagement for developing writing in English: perception of teachers and learners. Kathmandu University.
Kim, M., & Douglas, S. R. (2014). Task-Based Language Teaching and English for Academic Purposes: An Investigation into Instructor Practice in Canadian Context. TESL, Canada.
Lee, K. W. (2000). Energizing the ESL/EFL Classroom through Internet activities.
Moubtssime, H. H. M. (2021). The use of ICT in learning English: A study of students in Moroccan University. SAR Journal, 4(1), 19-28
Rahman, M. (2012). Grammar translation method: An effective and feasible method in Bangladesh context. Department of English and Humanities. BRAC University, Dhaka, Bangladesh.
Richards, J.C. (2002). Teachers’ narrative inquiry as professional development. Cambridge University Press.
Richards, J. C. & Rodgers, T. S. (2010). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Sapkota, K. P. (2017). EFL teachers’ readiness in the secondary classroom: A narrative inquiry. Kathmandu University.
About the Author: Ms Tripti Chaudhary is pursuing an M.Phil. in English language education at Kathmandu University. She has been working as a Program Coordinator in an International Non-Government Organization in Finland Nepal. She has been working in different INGOs for a decade to contribute her knowledge and skills in the education field. The areas of my interest include teacher professional development, parental education, and research in different areas.
translator in the field of Nepali literature and translation. In addition to teaching English, he is also actively involved as an executive member of the Nepal Translators’ Society. His poems, essays, translations, and articles have been published in various literary and online magazines. His deep love for literature and passion for travel have shaped a profound philosophical perspective in his creations. Recently, his English translation of the anthology of poetry Premko Aadim Geet has been published, further establishing his contribution to the field of literary translation.
