Category Archives: under-resourced class

Project Based Learning in Rural English Language Classrooms: A Podcast

Podcasts, Teacher's Experience/anecdotes, under-resourced class, , ,

Click below to listen to the podcast:

Jham Bahadur Thapa

Podcast script

Namaste, I’m Jham Bahadur Thapa, a multilingual English teacher. I have been teaching for 16 years and now I teach in a public secondary school in Tanahun. Today in this podcast, I’m going to share my experiences and reflections on implementing Project Based Learning in Rural English Language Classrooms.

Let’s get started!

The population of students in my school is very diverse, ranging from different linguistic, ethnic, cultural and religious backgrounds. They mostly speak Nepali, Magar, Darai, Kumal and Newari languages. Most of them represent lower middle-class families from farming backgrounds. So, teaching English to a heterogeneous population comes with both opportunities and challenges for me. While I learn about cultures, indigenous knowledge, and languages, I also face challenges to enhance their English language proficiency in under-resourced contexts. Additionally, students’ involvement, dropouts, and irregularity in schools are some of the challenges. Despite these challenges, my students and I have been able to try out some great approaches and activities. In this blog post, I’m going to share my experiences and reflections on implementing project-based language learning with the students in grade eight.

So, The why behind project-based learning

There are various approaches, methods, and techniques in language teaching learning and project-based learning is one of the preferred methods among students and teachers. “Project work is one of the popular student-centred techniques which centres on the completion of a task, and which usually requires an extended amount of independent work either by an individual student or by a group of students” (Ghimire, 2024, p. 432). Confronting heterogeneous and unmotivated students, I was almost hopeless about how to engage them effectively in learning activities. However, I thought of giving the project-based method a try since project-based exercises are provided in each unit of a textbook, but they have never been practised due to limited class time. I found that project-based activities promote collaboration, creation, and cooperation in learning. It also promoted student-centred learning as they learnt by engaging in real-life-based assignments. Moreover, the curriculum has recommended project-based activities in grades six to eight.

Now, let’s talk about The how behind project-based learning

There were several projects in the English textbook, and I selected the project works that they could do in the classroom or beyond. Firstly, I piloted by engaging students in preparing weekly timetables. They accomplished the tasks and presented it in the class. In the second phase, I divided the class into four teams and assigned them the project of observing local festivals, preparing posters and presenting them in class. They divided tasks among themselves, making sure that they each had their group leader. To make learning authentic and contextual, I generally set project works during the festival times. They selected local festivals such as Janai Purnima, Krishna Janmashtami, Teej, Bada Dashain, and Tihar. In the planning phase, they brainstormed and made plans followed by observation of the festivals (whatever was possible). In the poster preparation phase, they engaged in a series of discussions and works. Their conversations were interesting as they discussed in Nepali and translated their ideas into English in developing the posters with some code-switching of cultural words like Janai, Mantra, Bratabanda etc. It shows how multilingual students use their whole linguistic resources in learning the English language, which aligns with the idea of translanguaging. Not only words but also represented the festivals by drawing nice pictures. Before the presentation, they rehearsed in their groups which generated a lot of conversations, negotiation and collaboration. Then, they presented their posters mostly in English also using cultural words in Nepali. Students also served as evaluators assessing their peers’ presentations, eventually offering feedback to the presenters. This practice was a pedagogical shift in sharing the teacher’s authority with students making them active and accountable for their learning.

These projects truly brought together students to collectively engage in knowledge exploration, negotiation, presentation including assessment. It generated a lot of listening, speaking, reading, and writing including visually representing their ideas. Most importantly, students were active in the process of learning. Similarly, they learnt both the English language as well as contents based on the given projects.

Now, let’s talk about My students and my feelings and reflections

Engaging in project-based learning during my teaching sessions contributed significantly to my professional development, resulting in successful teaching experiences. Achieving my objectives of making students more active made the class enjoyable and enhanced the quality of English language teaching (ELT), requiring my role as a facilitator. The classroom dynamics, students’ collaboration and learning and the outcomes of the projects were so rich that I wish I could invite other colleagues and head teachers to witness the possibilities of project-based learning in under-resourced contexts.

Similarly, the projects offered them multiple learning opportunities ranging from English language learning, and content learning to life skills development. It boosted their confidence level in being accountable for their learning. They learnt important life skills such as teamwork, collaboration, time management, oral presentation, evaluation and feedback-giving skills. Similarly, they learnt a lot from each other, for instance, the following groups learnt presentation skills from the first group and so on. I also think that project work offered multiple learning experiences catering to students’ multiple intelligences. For example, those students who were not comfortable in writing and speaking were actively participating in drawing and decorating the posters. So, it offered multiple roles and opportunities for them to choose and work on something they were comfortable with.

Now let me talk about some systemic limitations

The project-based learning promotes active learning with fun. I like to design project-based learning opportunities as much as possible in my classrooms. However, the current curricula, textbooks and schedule are challenges to me. A class session of 55 minutes is not conducive to project-based learning activities. Asking them to work in school after my class session is rarely possible as their schedule is tight in school. Working out of school was also not always possible as they lived in different locations. Likewise, giving more class sessions to the project would leave less time for textbook completion. So, I was able to implement only three to four project-based activities in an academic year. As students are assessed based on textbook knowledge, textbook completion is an obligation for me. Additionally, inadequate access to references, resources, and teaching materials complicates the application of project-based learning.

So, now my conclusion

Project-based learning promotes student-centered learning, hence active learning. “Project-based language teaching gives significant attention to learning naturally by taking part in projects” (Joshi & Poudel, 2020, p. 276). It offers opportunities for experiential learning, engaging students in activities that stimulate all five senses, including thinking processes. This method supports direct and active learning, creative, and critical thinking, and collaborative skills and nurtures communication for problem-solving. It also opens up opportunities for planning, information assessing and processing, and life skills such as presentation and feedback-giving skills. Additionally, it empowers students to explore knowledge and express their ideas and perspectives through words, visuals and posters. Project-based activities promote holistic language development by integrating listening, speaking, reading and writing. While the curriculum emphasizes the use of project-based learning, the class time, obligation to textbook completion and lack of resources are some of the challenges to its implementation. Given its benefits to students’ engagement and learning, teachers and students need to find creative ways to engage in project-based learning.

Thanks for listening!

Author: Jham Bahadur Thapa is an M. Phil scholar in English Language Education at the Graduate School of Education TU, Kritipur, Nepal. He is a life member of NELTA and also an executive member of NELTA, Tanahun. He has been teaching English Language from basic to higher level at several schools and institutions for 17 years. His areas of interest are multilingualism, narrative inquiry and teachers’ professional development.

 

References

  1. Ghimire, R. P. (2024). The Handbook of Secondary English Teacher, JB Publication, Kritipur Kathmandu.
  2. Joshi, K. R. & Poudel, G.P. (2020). A Resource Book for the Competitors of Secondary Level English Teachers’ Examination. Inspire Publication Pvt. Ltd. Dillibazar, Kathmandu.

Experiences of Flipped Teaching Through Messenger Group: A Teacher’s Reflection

Teacher's Experience/anecdotes, Teaching Tips, Technology in ELT, under-resourced class, , ,
Baburam Shrestha

I have been teaching English at the basic to secondary level at government schools for more than a decade. With the advancement of technology, I have observed that teachers and parents have perceived that students are less engaged in reading textbooks and books. They think that students are more engaged in playing virtual games or using social media on their phones rather than completing assignments or engaging themselves with educational materials. Both teachers and parents have raised the question whether the ubiquitous presence of mobile phones has been a curse or a boon for students. In my perspective, it is a supporting device for them. In today’s society, it has become a fundamental tool for students to access information, communication, entertainment, and knowledge. However, by only engaging on mobile phones for games and fun can be counterproductive to their study. So, a serious question always hits me: if they like to engage on their devices, why not integrate the devices in their study. So, I created a messenger group with my students to integrate technology in their study. In this blog post, I am going to share my practices and reflect upon them.

Messenger group to integrate technology in low-resourced contexts

Schools came to closure during the COVID-19 pandemic, which brought many challenges for my colleagues and students. I was pensive as I was in a dilemma about my teaching profession. As there were no chances of opening schools, schools came up with the idea of opening learning centers across students’ communities. My colleague and I visited learning centers twice a week to assign homework package but that was not sufficient for secondary-level students. We could only accommodate 25 students in one learning center because of health protocols. During our visits, we would grade their homework, provide feedback, teach them challenging contents and assign homework for next week. I explored some of them having mobile phones and internet access at their home though a few did have access to the internet. However, they would manage to go to their peers’ house to access the internet. My observation revealed that most students were already familiar with mobile phones, they only required some ideas about using the devices for their study. Despite some limitations, I proceeded with the messenger group initiative, recognizing its potential to bridge the gap in access to educational resources and take students beyond textbooks to explore knowledge. Then I created a class messenger group and invited them to join. The group was a convenient forum for us to share resources, interact, communicate and learn. I shared study materials and assignments, and they were able to go through

A screenshot of sharing resources through messenger group

them at their own pace and time even though it was impossible to meet in school due to the pandemic. It also helped students to get some ongoing support and resolve questions as I would respond to their questions and concerns.

My approach of engaging students in their study through technology aligns with flipped learning (Flipped Learning Network, 2014) which is one of teaching approaches in classrooms today. In flipped learning, teachers provide concepts to students using either videos, audio, or presentation apps, so that students study the contents and prepare before class (Al- Samarraie et al., 2020). So that in the classroom they can spend their time collaborating with teachers and other friends to advance their knowledge and understanding about the contents, which makes the classroom activities and time more productive. In my case, I did not record and share audio and videos, instead, I used texts and visuals to summarize texts and exercises and assign the tasks to them. I also used PowerPoint slides, text, snipping tools, movies, interesting Ted Talks, Benime apps, and other tools to facilitate teaching-learning. I joined workshops offered by some teachers’ associations to enhance my knowledge and skills in using ICT in my classrooms.

I continued using the messenger group even after the pandemic. I used the forum to share the contents and assignments of the day beforehand so the students would be familiar with the contents and become prepared for the class. Then they would share their ideas too by engaging in different kinds of activities in real class. Gradually, they became

A screenshot assigning homework.

interested and accustomed to studying the shared materials and completing their homework on time. It also helped them to learn independently as they could learn in their own way at time and place. They also used the messenger group as a forum to ask follow-up questions about things they did not understand in class. I would reply and confirm the answer in the group, and they would share ideas and work with me and their peers. 

Benefits of flipped teaching

Flipped classroom vs traditional classroom

Flipped teaching is one of novel approaches where contents are shared before class with tasks assigned. Hariri et al. (2021) have illustrated that flipped learning is one of the recent and effective approaches that increase students’ interactivity and enhance the understanding of content in foreign language classrooms. I also observed some noticeable differences in student engagement and performance between traditional classroom settings and the flipped teaching approach. Unlike traditional classrooms, in flipped classes, students get direct access to knowledge with flexible contents and instructions. It was student-centered, making them active in the learning process and they were interested in studying by using mobile devices, whereas traditional classrooms are more teacher-centered where students would get less chances to interact with their teachers and peers. Similarly, they would get extra time to do their tasks and share their perspectives unlike traditional classes. In the same way, flipped teaching created an equitable opportunity for performing the tasks for students with diverse backgrounds as they would be able to study contents at their own time and pace. I also noticed that students became more independent in doing their assignments.

Benefits for my students

Parents and teachers blamed students for spending too much time on their devices and with our virtual forum, they also used their devices for study purposes. One interesting observation I made was that those who had previously neglected reading began showing interest and followed up for classroom assignments with their friends in the messenger group. Additionally, some of the students shared their work in the group. Similarly, students who had difficulty with exercises were able to comprehend complex questions

Students submitting their works through the messenger group.

and share answers due to conversation and scaffolding in the group. Even absentees shared their assignments in class as the class materials and homework were shared through the group. The class had various student types, including shy ones, who felt comfortable expressing curiosity to teachers and developed a habit of engaging with messages and reading contents. It boosted their confidence, heightened reading awareness, and accelerated learning via social media. 

Benefits for teacher

I used the virtual group to share some learning materials including content-related videos, PowerPoint slides, books, and podcasts online in advance which helped them to understand assigned materials and get ready for the next class. It also helped them in following home assignments as they could ask follow-up questions, leave their comments, and share their learning. It was also convenient for me to follow them up for their assignment through messenger. Likewise, I reused the materials and resources for other classes, so that I did not have to create another set of materials again. Embracing new technology, I further developed my teaching skills and sparked my interest in using technological tools.

Some challenges of flipped teaching

Although I was able to build a virtual students’ community to support each other in their learning, my students and I faced some challenges. Students, especially from remote parts, faced some difficulties in the internet connection. Students with internet access joined the group, but not everyone did. Those without internet access used mobile data, which proved costly and sometimes caused issues with downloading materials. Consequently, some were initially not involved in the messenger group, while others, despite being in the group, showed little interest. Gradually a few student ambassadors’ word-of-mouth brought more students back to the group and they started engaging in conversation and submitting their assignments through it. Additionally, it was a little challenging for me to make sure that they did not post irrelevant materials and messages to the group. So, the takeaway is to orient students to the dos and don’ts of virtual forums in the classroom. 

Closing thoughts

Flipped classroom teaching through messenger groups is one of the recent teaching approaches that I adopted in my classroom. It can cater to multiple learning styles of students as it opens up both synchronous and asynchronous doors of learning. In my experiences, it has been valuable for both teacher and students as it helped me to share digital resources which are not possible to share in the classroom due to lack of technology. Moreover, I was able to clarify their doubts and confusion through the group chat. Students also had opportunities for collaboration, conversation and acquiring knowledge through shared resources independently. It was helpful in making students independent in their study and confident in expressing their ideas. Additionally, I was able to teach them how they can use their mobile devices beyond communication and entertainment to access knowledge and integrate technology into education. Logistically, teachers need to have some digital literacy, but they do not need to be highly skilled in using technology though having more knowledge and skills is always helpful. I had a general idea of operating computers or mobile devices and creating a messenger group. Similarly, I was comfortable working with slides or word files, designing activities and sharing them in our virtual group. Also, we can also always find useful resources and activities online and use them.

Author: Baburam Shrestha is an MPhil scholar in English language Education at Kathmandu University. He has been teaching English from basic level to bachelor level since 2017. He is a published author in national and international levels. He is a life member of NELTA and an executive member of NELTA, Sindhuli. His areas of interest are literature, multilingualism, autoethnography and narrative inquiry.

References

Al- Samarraie, H., Shamsuddin, A., & Alzahrani, A. l (2020). A Flipped classroom model in higher education: a review of the evidence across discipline Education Technology Research and Development, 68(3), 1017-1051. https://doi.org/10.1007/s11423-019-09718-8

Flipped Learning Network. (2014). The Four Pillars of F-L-I-P™. Flipped Learning Network Hub. https://flippedlearning.org/definition-of-flipped-learning/

Han E. & Klein KC. Pre-class learning methods for flipped classroom. Am J Pharm Educ 83: 6922, 2019. doi:10.5688/ajpe6922.

Haririe Asl. Mafton, P. & Marandi, S (2021). Collaborative Flip Learning Through Call. A Recipe for Realizing Social Presence in Virtual Learning Environment. 

Reidsema, C., Kavanagh, L., Hadgraft, R. & Smith, N (2017). The Flipped Classroom. Practice and practices in higher Education. Springer.

Engaging Students in Large Class: An Experience of an English Teacher

Critical Pedagogy, post-method pedagogy, reflection, Reflections, Teacher's Experience/anecdotes, under-resourced class, , , ,
Binod Dawadi
Binod Duwadi

Setting the Context

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.

Kumaravadivelu, B. (2005). TESOL methods: Changing tracks, challenging trends. TESOL Quarterly, 40(1), 59-81.

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.