Browsing by Subject "ELT classes"
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Item Challenges in managing large ELT classes and coping strategies(Department of English Education, 2023) Ale Magar, Tara BahadurThis thesis entitled Challenges in Managing Large ELT Classes and Coping Strategies has been prepared to find out the challenges in managing large ELT classes in the community schools at secondary level which is an attempt to find out the main challenges of teachers in managing large ELT classes in teaching and learning English as a second language. To meet the objectives of the study 40 (forty) English teachers from 20 (twenty) different secondary level schools were selected by using probability random sampling procedure. The collected data were analyzed by using both close-ended and open-ended questions as a set of questionnaire. In the same way, the collected data were analyzed and interpreted in descriptively with the help of the statistical tools. Finally, after analyzing the data, finding were drawn. From the analysis and interpretation of data, it was found that ELT teachers are facing many problems related to large mixed ability classes with students having different level of knowledge, students age, sitting arrangement, physical infrastructure, lack of modern teaching materials, less use of interactive instructional materials, less focus with the practical learning than theoretical learning, less focus with the student centered methods than teacher centered methods, more use of mother language rather than target language in the classroom and so on. It also found that ELT teachers have been facing several strategies to minimizethe challenges by using teaching instructional materials, using language games, using audio visual aids, like: photo, videos audio clips songs and so on. This thesis consists of five chapters. The first chapter deals with general background of classroom management, objective of the study, research questions, significance of the study and operational definition of the key terms. In the second chapter, deals with review of related literature, review of related empirical literature, implication of the study and conceptual framework. Similarly, the third chapter deals with the design and method of the study, population, sample and sampling strategy, study area/field data collection tools and techniques, data collection procedures and data analysis interpretation procedures. The forth chapter consist of analysis of data and interpretation of the result of the collected data and summary of the findings. Then the last five chapter, here deals with the conclusion and recommendation. It is presented in policy level, practice level and further research. It is followed by references and appendix.Item Challenges in Managing Mixed Ability Students in ELT Classes(Department of English Education, 2018) Lama, SaritaThe present study entitled ‘Challenges in Managing Mixed Ability Students in ELT Classes’is an attempt to identify the challenges of managing mixed ability students in ELT classes faced by secondary level ELT teachers and to explore the ways of managing mixed ability students in ELT classes.The data were collected from the 30 secondary level English language teachers working in private schools of Lalitpur district. The samples were selected using non-random purposive sampling procedure. Questionnaire was used as a tool for data collection in this study.The collected data were analyzed descriptively and statistically. The findings of the study showed that dealing with the weak students and homework;controlling students’ different behaviour; learners’disinterest and discipline problems;correcting dailyassignments;devisingdifferent techniques, tasks and materials for the learners;teachers’ negative attitudes towards learners;students’ different language levels, backgrounds and intelligences were found to be the major challenges faced by the secondary level ELT teachers while managing mixed ability students in ELT classes.Similarly, conducting pair work and group work; giving more focus on weakstudents; teaching through project work and collaboration;providing open-ended exercises to the students;making the classroom interesting; encouraging bright to help the weak in the class were found as the good ways of managing mixed ability students in ELT classes. Likewise,textbook was not found as a best tool to deal with the mixed ability students in ELT classes.In the same way,almost all the teachers took their mixed ability classes as an opportunity. This thesis is organized into five chapters. The first chapter deals with the background of the study, statement of the problem, objectives of the study,research questions, significance of the study, delimitations of the study and operational definition of the key terms. The second chapter includes review of related theoretical and empirical literature, implications of the review for the study and conceptual framework. Similarly,the third chapter includes design and method of the study, population, sample and sampling strategy, study ix area/field, data collection tools and techniques, data collection procedures and data analysis and interpretation procedures. Likewise, the fourth chapter contains the analysis of data and interpretation of results and summary/discussion of findings. Finally, the fifth chapter includes conclusions and policy related, practice related and further research related recommendations.Item Managing Multilevel Diversity in ELT Classes(Department of English Education, 2011) Ghimire, Ramesh PrasadThe present study entitled 'Managing Multilevel Diversity in ELT Classes' was intended to find out the secondary level English teachers' awareness of diversity in ELT classes along with the challenges and opportunities of a diverse ELT class. in Order to fulfil the objectives of the study,40 secondary level English teachers and40 students of the same level were selected from the 20 schools of the Kathmandu valley through purposive non-random sampling procedure. Two sets of questionnaire were the research tools for eliciting the required information for the study. The findings of the study showed that the secondary level English teachers are aware of diversity in ELT classes. They are aware of the fact that in an ELT classroom,there are students with different language level, cultural background,motivation, personality, etc. However,majority of the teachers do not devise different levels of exercises for addressing the diverse needs and abilities of the students. It was also found that diversity enhances collaborative learning, and helps the teachers grow as teachers. However, in a diverse ELT class, the reremains the danger of student monotony and low participation in classroom activities. This thesis is organized in four chapters.The first chapter presents the general background on diversity in ELT classes including the concept of diversity, and challenges and opportunities of a diverse ELT class. It also includes the strategies for coping with the challenges. The second chapter is concerned with the methodology used in the study,under which sources of data, sampling procedure,tools for data collection, process of data collection and limitations of the study are described. The third chapter provides the comprehensive picture of the analysis and interpretation of the data. The data are analyzed and interpreted under the four main headings. Under each heading, teachers' and students' responses are analyzed separately. The final chapter lists the major findings and recommendations of the study.Item The Practice of Teacher Feedback in Mixed Ability ELT Classes(Department of English Education, 2015) Upadhayaya, Bhisma RajThe present research study entitled "The Practice of Teacher Feedback in Mixed Ability ELT Classes" is an attempt to find out the teachers' practices of feedback in the mixed ability ELT classroom. To state precisely, this research work was concerned with the inquiry of directing oral and written mode of feedback on the students’ outcomes in such classroom situation. The researcher selected thirty secondary level English language teachers from Bajura and Achham district using non-random purposive sampling procedure. He took help of classroom observation checklist and diary records to elicit the primary data observing the classes of respective teachers. The collected data are analyzed and interpreted component wise descriptively with the help of simple statistical tools. The major findings of this study are that the teachers were not providing feedback according to the level and need of the individual students in the mixed ability classes, oral mode of feedback were more frequent than written feedback and all the teachers directed feedback to the whole class than individual. This thesis has been divided into five different chapters. The first chapter deals with general background of the study, statement of the problem, rationale of the study, objectives of the study, significance of the study and operational definitions of the key terms. Similarly, the second chapter consists of the review of the theoretical literature, review of the empirical literature,implication of the review of the study and conceptual framework for the study.The third chapter deals with the methodological aspect under which design of the study population and sample, sampling procedure, tools of data collection and data analysis and interpretation procedure have been included. The fourth chapter focuses on the analysis and interpretation of results. And the fifth chapter of the study consists of conclusion and recommendation,the implication of the study in policy making level, practice level, and further research level. References and appendices are included at the end of the study.Item Pre Service Teachers’ Perceptios on Using critical Pedagogy in Elt Classes(Faculty of Education, 2018) B.K, Bharat RamThe present study entitled“Pre-service teachers perceptions on using criticalpedagogy in ELT classes”is a study aboutapplicability of critical pedagogyin ELT classroom.This study aims toexplore the pre-service teacher'sattitudestowardsusing critical pedagogy in ELT classes. To meet the objectives of thestudy, I adoptedsurvey researchdesign.In order to collect data, I selected 40pre service teachersof M.Ed third and fourth semester fromTribhuvanUniversity Campus, Kirtipur. The sample was selected by using randomsampling procedures for my research study.I used questionnaire for collectingdata. Data were analyzed using qualitative and quantitative approaches. Fromthe analysis of data, it was found that majority of the pre service teachers werefamiliar with critical pedagogy. I also found few of the preservice teachers,who indicated that they lacked in understanding of critical pedagogy, assertedthat they were in favour of its use even-though they could not define theconcept.Therefore,finding showed that, there is a possibility of applyingcritical pedagogy in ELT classes. The thesis consists of five chapters, chapter one presents the introduction. Itconsists of background of the study, statements of the problems, significance ofthe study, objectives of the study, research questions, and delimitation's of thestudy and operational definitions of the key terms. Similarly, chapter twoconsists of the review of related literature and conceptual framework.Similarly, chapter three presents methods and procedures of the study. Thisincludes design of the study, population and sampling procedures, datacollection and data collection procedures. In the same way, chapter fourconsists of results and discussion of the data. Finally, chapter five incorporatessummary, conclusion, and implications. Based on results and discussion, someimportant findings and implications for the policy level, practice level andfurther research have been made.Item Role of nonverbal communication in EFL classrooms(Department of English Education, 2023) Thapa, SamsherThis study entitled Role of Non-verbal Communication in EFL Classrooms aimed at finding out the teachers use of non-verbal communication and role of it in ELT classroom in terms of classroom teaching. The researcher used purposive non-random, sampling method and collected data from 10 teachers, 30 students and 10 direct observation classes of secondary level schools in Ramechhap district Likewise the researcher used questionnaire and classroom observation checklist to collect the data for this study. Furthermore, qualitative data were analyzed using thematic categorization followed by descriptive tools. The major findings of the research study showed that the majority of teachers used gestures such as nodding head, eye contact, movement, wrinkling, smile, pointing, touching, patting in the classroom teaching and teachers' nonverbal behaviours such as smile, eye contact and nodding head encouraged the students towards learning. This thesis contains five chapters. The first chapter deals with background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitation of the study and operational definitions of key terms. The second chapter comprises review of the related theoretical and empirical studies, implications of the studies and conceptual framework. Likewise, third chapter consists design of the study and method of the study, population, sample and sampling strategies, research tools, sources of data, data collection tools and techniques, data collection procedure, data analysis and interpretation procedures and ethical consideration. The fourth chapter includes analysis of data and interpretation of results. Similarly, the fifth chapter focuses findings, conclusions and recommendations based on analysis and interpretation of the study. The references and appendices have been included in the last part of the thesis.Item Teachers' Perceptions towards the use of Strategies for Developing Students’Critical Thinking Abilities(Department of English Education, 2017) Sah, Surya DevThis research work entitledTeachers' Perceptions towards the Use of Strategies for Developing Students’Critical ThinkingAbilitieswascarriedout to find outthe strategies used by the teachers for developing criticalthinking abilities of the studentsandtheir perceptions on the role of criticalthinking strategies in language learning.The primary datafor the studywascollected from the thirty secondarylevel English teachers fromJanakpur area.The sample wasselected by usingnon–random purposive sampling strategy.The datawasobtained from the respondents through theuse ofquestionnaire.The collected data from the questionnaire wereanalyzed and interpreted byusing simple statistical tools and descriptive techniques. The results of thestudy showedthatmajority of the teachersused Pair-Reading and Pair-Summarizing, Know/Want to know/ Learn, Direct Reading Activity, Think-Pair-Share, Semantic Map, Cooperative Learning, Value Line and CriticalThinking Mindset strategiesin their classrooms.Almost all of the teachersbelieved thatCritical thinking is playing very important role in Englishlanguage learning. It is boosting the students thinking and make the able tounderstand the things more broadly. This thesis comprises offive chapters. Chapter one deals with thebackgroundof the study, statement of the problem, objectives of the study, researchquestions,significance of the study, delimitations of the studyand operationaldefinitions of the key terms. Similarly, chapter two deals with the review ofrelated literature and conceptual framework. It includesreview of the relatedtheoretical literature, review of the empirical literature, implicationsof thereview for the study and conceptual framework. Chapter three consists ofdesign and method of the study,population, sample and sampling strategy, datacollection tools and techniques, sources of data, data collection procedures,data analysis procedures and ethical considerations.Chapter four consists ofthe analysis and interpretation of the data. Finally, chapter five deals with themajor findings ofthe study, conclusion and recommendations on the basis ofthe analysis and interpretation of the collected data.Item Teachers’ Perceptions and Practice of Punishment in ELT Classes(Department of English Education, 2023) Khatri, PradipAvailable with full textItem Use of Mobile Phones among M.Ed Level Students in ELT Classes(Department of English Education, 2018) Rai, Hem KumariThis thesis entitled Use of Mobile Phones among Advanced Level Students in ELT Classes aims to analyze the use of mobile phones to English language learning in M.Ed. level. Mainly it focuses on whether or not mobile phones are beneficial to M.Ed. level students for English language learning purposes.This research also examined on how the students use mobile phones for enhancing their language learning.The sample for this study comprised thirty five students who were studying in M.Ed. level in different T.U afflicted campuses in Kathmandu.To meet the objectives of the research the informants were selected using non random sampling procedure from M.Ed. fourth semester,TU Kirtipur.A set of questionnaire consisting of both close ended and open ended questions was used as a data collection tool.A survey was administered to the respondents whereby result indicated that the adoption of mobile for learning English language was perceived well.Moreover respondents also were quite skeptical about future of mobile learning should be implemented for their learning purposes. The research concludes with emerging concerns of mobile use, specifically on whether or not mobile phone can be effective to adopt as teaching learning tool in ELT classes. The present study consists of five main chapters. The first chapter deals with the introduction of the study along with the background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational key terms. The second chapter contains the review of related literature, implications of the review for the study, and conceptual framework. Similarly, the third chapter includes methods and procedures of the study. It includes design and method of the study,population, sample and sample strategies,and research tools, sources of data,data collection procedures and ethical considerations. Likewise the fourth chapter deals with the analysis and interpretation of the data. Finally, chapter five comprises the findings, conclusions and recommendation in policy related and further researches. At the end, the references and appendices are included.