Browsing by Subject "ELT classroom"
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Item Classroom Questioning in English Language Teaching: A Narrative Inquiry(Department of English Education, 2021) Gautam, PushkarThis study entitled Classroom Questioning in English Language Teaching: A Narrative Inquiry is an endeavor for the exploration of secondary level English teachers' understanding and perception on the use of classroom questioning along with its roles and affecting factors in ELT classroom. For the study, four English teachers from four public schools of Sankhuwasabha district were selected using convenience sampling strategy. Similarly, Narrative inquiry was used as a research design in the study. In order to obtain the required data, in-depth interview was used as a major tool and the data were analyzed qualitatively, using thematic approach. The major findings of the study show that all the participants had a good understanding and positive attitude on classroom questioning. They perceived classroom questioning as a powerful teaching technique or strategy that can be utilized in ELT classroom. Similarly, it was explored that classroom questioning plays significant role for helping novice teachers in the initial phase of their teaching career, making interactive classroom, evaluating and diagnosing the students level and learning difficulties, teaching all the language skills interactively, teaching grammar effectively, managing the classroom, the development of critical thinking skills and the creation of democratic classroom environment. Finally, educational background of the students' family, personality style of the students (introvert or extrovert), teacherstudent relationship and English language problem have been identified as the major affecting factors while practicing classroom questioning technique or strategy in ELT classroom. The present study consists of five chapters. The first chapter consists of the introductory parts of the study. The second chapter includes the review of related theoretical, empirical literature and conceptual framework. Similarly, the third chapter includes the methods and procedures of the study. Fourth chapter deals with the analysis and interpretation of the results. Finally, the fifth chapter consists of the findings, conclusion and recommendation. References and appendices are included at the last part of thesis.Item The Current State of ELT Classroom Management and the Challenges for English Teachers(Department of English Education, 2015) Dhakal, Gehendra PrasadThis research entitled "The current state of ELT Classroom Management and the Challenges for English teachers”was carried to find out the classroom management activities and problems of secondary level teachers in ELT classes.The population of my study comprised ten teachers teaching English at secondary level of different ten schools of Kathmandu district. More specifically, 4 classes of one teacher from each school were observed.The schools were selected by using judgmental sampling procedure.The observation checklist and diary were used. The collected data were analyzed and interpreted using mixed method. The overall findings of the study showed that the maximum numbers of classes were congested. Furniture was not sufficient in the class and school as well. There were not well facilitated playgrounds.There were not adequate and comfortable toilets. Every class had a blackboard but they were not in good condition.Teaching materials were not sufficientin the classroom. Apart from some schools, most of them were not found well managed library. This thesis has been divided into five different chapters. The first chapter,'Introduction' includes the background, statement of the problem, objectives, research questions, significance, and delimitations of the study. Similarly, chapter second deals with the theoretical literature, empirical literature and conceptual framework. The third chapter deals with the methodology employed to conduct the study. It gives information about the design of the study, population and sample, sampling procedure, field of the study, data collection tools, data collection procedure and data analysis and interpretation procedure. Collected data were presented, analyzed and interpreted applying language and statistical tools like frequency and percentage in the fourth chapter. Accordingly, the fifth chapter concludes the whole study and put forwards some recommendations of the study at policy level, practice level and further researches. This chapter is followed by references and appendices to make the study reliable, valid and authentic. In nutshell, this whole study is a new light in the field of teaching and learning strategies as well as in SLA.Item Dalit students' participation in ELT classroom: A case of Shahidbhumi rural municipality(Department of English Education, 2023) B.K, BipinThis study entitled Dalit Students' Participation in ELT Classroom: A Case of Shahidbhumi Rural Municipality aimed at finding out the performance of Dalit students and identify the challenges faced by the Dalit students at secondary level. Keeping the objective in consideration, all Dalit students studying in three different secondary level schools of Shahidbhumi as the population, however only 33 Dalit students were included using convenance sampling. The study adopted survey as a design and set of questionnaireswas used as the tool of data collection. After the analysis and interpretation of raw data, it was found that theperformance and access of Dalit students wassatisfactory. This study showed that Dalit students faced several challenges such as caste-based discrimination, poor family background which psychologically as well as physically affected in their learning English. Because of those challenges they had poor performance in English. It was also found that there was the close relationship between family background and English language learning. This study concludes that extra opportunities for learning and awareness programs should be conducted to enhance Dalit students access and performance. This thesis consists of five chapters. Chapter one is introductory part which includes background of the study, statement of the problem, rational of the study, objectives of the study, research questions, delimitations of the study and operational definition of the key terms. Similarly, chapter two includes the review of the related theoretical literature, review of related empirical literature, conceptual Farmwork, implications of the review for the research. Similarly, chapter three deals with methods and procedures of the study under which design and method of the study, population, sample and sampling strategy, study area, data collection tools and techniques, data collection procedures, analysis, interpretation procedures and ethical consideration. Likewise, chapter four includes analysis and interpretation of results and discussion of research. In the same way, chapter five includes conclusions and implication. Recommendation includes; policy, practice and further research related areas. Finally, the references and appendices are included.Item Exploring Disruptive Behaviours of Students and Their Management in ELT Classroom(Department of English Education, 2016) Rana, RachanaThe present thesis is entitled Exploring Disruptive Behaviours of Students and their Management in ELT Classroom aimed to find out disruptive behaviours of students and management techniques used by ELT teachers. To achieve the objectives a set of questionnaire was a tool used for the collection of data. Thirty secondary and lower secondary English teachers from ten different schools were the sample of the study. A set of questionnaire was distributed to each teacher. The data were collected through non random purposive sampling procedure. Keeping these objectives in consideration, the data were collected from the sample teachers. The data were analysed and interpreted both qualitatively and quantitatively. After the analysis and interpretation of data, most of the teachers found the common distruptive behaviours in ELT class were laughing, teasing, shouting, poking, side talking, throwing papers, asking unnecessary questions, pushing and kicking friends. Teachers' techniques used to handle those problems were personal counsel, case study, speaking politely, keeping record, parents meet and reporting school code and conduct. The researcher found the teachers used different strategies to handle over those problems. This thesis consists of five chapters. Introduction is introductory chapter. This chapter includes background information of the study, statement of problem, objectives of the study, significance of study, delimitations of study, research questions and operational definition of key terms. Chapter two consists of Review of related literature, review of related empirical literature, implications of the review for the study and conceptual framework. Chapter three discusses the design and method of the study, sampling procedure, data collection tools and procedure and Data analysis and interpretation. Chapter four concludes major findings, conclusions and recommendations of the study. The fifth chapter includes conclusions and recommendations along with policy related, practice related and further research related recommendations. Finally the references and appendices have been included.Item Female Participation in Question Answer Sessions(Faculty of English Education, 2012) Pokharel, Bishnu MayaThe present study entitled, "Female participation in question answer session in ELT classroom" aims to find out to what extent female students participate in question answer and difficulties faced by them in doing so. The study is mainly based on the primary data which was collected from the forty students of grade XI and four English language teachers teaching in Higher Secondary level of Tanahun District. The data were collected through structured interview, classroom teaching/learning observation guide and check-list were also used. It was found that learning time, text book, separate facilities to female students, manageable classroom, library have high relation with female participation in question answer and the frequency of participation in raising question is more by male students and frequency of answering is more by female students. The data which was collected by using the observation guide and check list showed that the teacher presented themselves as an authority in the classroom and still used the lecture method. They did not give any priority to female students, to illicit answers. The study consists of four chapters. Chapter one introduces the study in terms of general background, review of the related literature, objectives of the study and significance of the study. Similarly, chapter two deals with the methodology applied to conduct the study. This consists of source of data sample population and sampling procedures, tools for data collection process of data collection and limitation of the study. Likewise, chapter three deals with the analysis and interpretation of the raw data. The data were analyzed and interpreted by using simple tools and presented with the help of tables. Finally chapter four deals with the findings and recommendations made on the basis of the analysis and interpretation of the data.Item Implementation of Teacher Training in ELT Classroom for Their Professional Development(Department of English Education, 2018) Bohara, Akbar BahadurThe present study entitled “Implementation of Teacher Training in ELT Class for Teacher Professional Development.” Its aimed to explore an implementation of teacher training in language learning classroom for their professional development. After engaging on teaching profession they need to develop their professional career. Under the methodology of the study I have adopted qualitative method while analysis the data. The primary data will be taking with the help of the tool classroom observation checklist. The English language teachers were the sample of my study. The primary data would be collect with the help of classroom observation diary writing. The follow up conversation as the supportive tool of data collection and it might make more authentic. It was related pure qualitative research therefore data were presented as it is, to draw findings. The research found that the teachers implement teacher training in the classroom teaching for their professional development. Teachers changed their professional behavior because of teacher training that was teachers improve their teaching strategies and adopted innovative students centered method. Teachers were professionally sound when teacher implement skills what learnt in the teacher training. The first chapter consists of background of the study, statement of the problem, objective of the study research questions, significance of the study, delimitations of the study, and operational definitions of the key terms. The second chapter, deals with related literature and conceptual framework. In chapter third, consists of design of the study, population, sample and sampling procedures, research tools, sources of data, data collection procedures, data analysis procedures, and ethical considerations. The fourth chapter consists of the analysis of data and interpretation of the result and discussion of finding. In the fifth chapter showed findings, conclusions and recommendations related to policy, practice and further research. References and appendices included at the last part of this thesis.Item Implementation of Training Skills for Professional Development of Teacher(Department of English Educaion, 2022) Dhungel, BhawaniThis study entitled, "Implementation of Training Skills for the Professional Development of Teachers" aims to explore the implementation of training skills by secondary level English teachers. I have adopted the narrative inquiry as the research design. The study was based on primary and secondary sources of data. The primary sources were the three ELT teachers teaching at three different public schools of Kathmandu valley. I have collected data through interview and observation. The collected data were first viewed historically then analyzed thematically. The research shows that all the teachers under study were well-qualified, long experienced and certified with TPD training. However, they did not reflect the learnt training and techniques in real ELT classroom. When I observed the classes of teachers their classroom behaviour displayed that they could not prove themselves as they were trained teachers. The classroom practice of training was found poor mainly in lesson planning, construction and use of ELT materials. The sampled teachers were found reluctant to implement the learnt skills and knowledge in the ELT classrooms due to lack of sufficient resource materials, unfriendly school environment and weak supervision and monitoring mechanism. This thesis is organized into five 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 definition of key terms. The second chapter contains the review of related literature, implications of the review of the study and conceptual framework. Similarly, the third chapter includes methods and procedures of the study. Likewise, the fourth chapter deals with the results and discussion of the data. Finally, chapter five comprises the conclusion, implications and recommendation in the policy related, practice related and further researches. At the end, the references and appendices are included.Item Learners Motivation in ELT Classroom(Faculty of English Education, 2018) Ghimire, Hari PrasadThe thesis entitled 'Learners Motivation in ELT classroom' is an attempt to find out factors affecting learner motivation and strategies used by teachers for motivating the learners in ELT classroom. The researcher aims to investigate English Language Learner motivation and learning of English and the ways teachers support the students' motivation and learning in ELT classroom setting. There were 40 informants of four schools of Sundarharaincha Municipality and one/one English teacher from each school. Questionnaire and checklist were used as research tools. The six factors that motivate the students in ELT classroom have been identified. They are: to get the job, plus point for further study, for personal development, to carry tasks, to be familiar with the foreign culture, and to have prestige in the society. The thesis comprises five chapters. In the first chapter, there is the description about the introduction, which focuses on the origin and literal meanings of motivation, statement of the problem, research questions, and significance of the study, delimitation of the study and operational definition of the key terms. Second chapter deals with review of theoretical literature, types of motivation, Maslow’s hierarchy of needs, implication of the review and conceptual framework. In the third chapter, there is the description of methods and procedures of the study. It is an attempt to find out different factors motivating the learners, teacher' view on learners motivation and different strategies used by the teachers for motivating the learners. This chapter focuses on population, sample and sampling strategy and study area. Data were taken from primary and secondary sources. In the fourth chapter, there is the analysis and interpretation of results. It is about analysis of data, and summary of findings .The fifth chapter is about the conclusion and recommendations of the research. Recommendation has been further divided into three categories, policy related; practice related and further research related recommendations. Besides main chapter, the supportive materials such as references, list of table, lists of charts, abbreviation and appendices have been incorporated.Item Managing ELT classrooms at secondary level in community schools in difficult circumstances(Department of English Education, 2023) Pokhrel, Bijaya PrakashThis research study entitled “Managing ELT Classrooms at Secondary Level in Community Schools in Difficult Circumstances” is an attempt to find out difficult circumstances faced by the secondary level ELT teachers in teaching English in community school of Gauradaha Municipality and Gaurigunj Rural Municipality in terms of content delivery and activity conduction. It also aims at exploring the strategies used by ELT teachers to manage those challenges. All the English teachers teaching English of secondary level of Gauradaha Municipality and Gaurigunj Municipality, Jhapa were population of this study, among them 30 teachers were selected as the sample for the study. Purposive sampling procedure was followed to select the sample. The data were collected using both open and close ended questionnaires. The collected data were tabulated and interpreted using percentage. The study found that the teachers teaching at secondary level in community schools faced difficulties in managing classrooms due to various challenges such as, use of mother tongue by students in different activities, lack of physical infrastructures and materials, students’ inadequate knowledge of vocabulary and their use and problem in using tense. The teachers also faced difficulties in implementing activity-based approach due to lack of materials and their insufficient knowledge of employing them. Similarly, despite of these challenges, the teachers could manage the classroom using various strategies such as, seating arrangements, use of ICT, using classroom presentation, role-play, group work and project work. This thesis consists of five chapters. The first chapter consists of the background of the study, statement of the problem, objectives of the study, significance of the study, delimitations of the study, and operational definitions of the key terms. Similarly, the second chapter deals with the review of related theoretical literature, review of the empirical literature, implications of the review on the study, and conceptual framework. The third chapter includes the design and methods of the study, research tool sample population, and sources of data, data collection procedures, data analysis procedures, and ethical considerations. The fourth chapter deals with the result and discussion of data. Finally, fifth chapter consists of conclusion and implications. This research is concluded with references and appendices.Item Novice Teachers' practices in ELT Classroom(Department of English Education, 2016) Adhikari, Om PrakashThis research entitled Novice Teachers' Practices in ELT Classroom is an attempt to find out the classroom practices of novice teachers to teach English skill. This study followed survey design. Five teachers of secondary level school and thirty students of the same level were sampled by purposive non random sampling procedure. I used both questionnaire and classroom observation checklist as tools to collect the data. Most of the novice teachers were found to be satisfactory in terms of entering behavior and evaluative behavior. However, they were not found to be satisfactory in terms of instructional behavior. Moreover, the students viewed that their teachers used lesson plan in the classroom but they rarely used teaching material in the classroom. This thesis consists of five chapters. The first chapter deals with the introduction of the topic which includes background of the study, statement of the problem, objectives of the study, research question, significance of the study, delimitations of the study, and operational definition of the key terms. The second chapter covers review of the theoretical literature, review of empirical literature, implications of the review for the study and conceptual framework. The third chapter deals with the methods and procedure of the study, which includes design of the study, study area, population, sample and sampling strategies, data collection tools and techniques, data collection procedures and data analysis and interpretation procedures. Likewise, the fourth chapter presents analysis and interpretation of the results and summary of findings. Fifth chapter deals with conclusions and recommendations followed by references and appendices.Item Participation in Question Answer Sessions(2012) Pokharel, Bishnu MayaThe present study entitled, "Female participation in question answer session in ELT classroom" aims to find out to what extent female students participate in question answer and difficulties faced by them in doing so. The study is mainly based on the primary data which was collected from the forty students of grade XI and four English language teachers teaching in Higher Secondary level of Tanahun District. The data were collected through structured interview, classroom teaching/learning observation guide and check-list were also used. It was found that learning time, text book, separate facilities to female students, manageable classroom, library have high relation with female participation in question answer and the frequency of participation in raising question is more by male students and frequency of answering is more by female students. The data which was collected by using the observation guide and check list showed that the teacher presented themselves as an authority in the classroom and still used the lecture method. They did not give any priority to female students, to illicit answers. The study consists of four chapters. Chapter one introduces the study in terms of general background, review of the related literature, objectives of the study and significance of the study. Similarly, chapter two deals with the methodology applied to conduct the study. This consists of source of data sample population and sampling procedures, tools for data collection process of data collection and limitation of the study. Likewise, chapter three deals with the analysis and interpretation of the raw data. The data were analyzed and interpreted by using simple tools and presented with the help of tables. Finally chapter four deals with the findings and recommendations made on the basis of the analysis and interpretation of the data.Item Perception of Teachers on Application of Teacher Training in the ELT Classroom(Department of English Education, 2017) Paudel, SmriteeThis research entitled “Perception of Teachers on Application of Teacher Training in the ELT Classroom” was carried out to find out the perception of teachers on application of teacher training in the ELT classroom and find out if the training is transferred by teachers or not. This research also makes an effort to find out the perception of teachers the training skills and knowledge is applicable inside the classroom or not. The skills and knowledge are really helpful for improving the teaching learning process of teachers and students or not which they acquired from the training. The present study was based on survey research design. To meet the objectives of the research, thirty informants were selected using non-random purposive sampling strategy. A set of questionnaire consisting of both close-ended and open-ended questions was used as the tool for collecting the data. The collected data were analyzed and described statistically and descriptively. After analyzing and interpreting the data, it was found that all the teachers are trained but the skills and knowledge obtained from the training are not applicable due to the lack of proper management of the classroom and sufficient teaching and learning materials. This thesis 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 definition of the key terms. The second chapter contains the review of related literature, implications of the review of the study and conceptual framework. Similarly, the third chapter includes methods and procedures of the study. Likewise, the fourth chapter deals the analysis and interpretation of the data. Finally, chapter five comprises the findings, conclusion and recommendation in policy related, practice related and further researches. At the end, the references and appendices are included.Item Status of Dalit students in ELT classroom in Kalikot district(Department of English Education, 2017) Shahi, NarjungThis thesis entitled “Status of Dalit Students in ELT Classroom in Kalikot District” aimed at finding out Status of Dalit students in ELT classroom. The survey research design was used. The tool which the researcher adopted was the questionnaire. The data were collected from thirty Dalit students, and three secondary schools of Kalikot district which were selected by using purposive non random sampling procedure. The Status of Dalit students in ELT classroom in Kalikot district is of good level and it is improving. This thesis consists of five chapters. The first chapter deals with introduction. Under introduction, it deals with background of the study, statement of the study, objectives of the study, research questions, significance of the study, delimitations of the study, and operational definitions of key terms. The second chapter discusses about review of related literature and conceptual framework. Under it, review of related theoretical literature, review of empirical literature, implications of the review for the study, and conceptual framework are discussed. The third chapter deals with the methods and procedures of the study to carry out research. It deals with the design and methods of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedures, and ethical considerations. The chapter four presents the analysis and interpretation of data and results. The last chapter deals with the findings, conclusion, and recommendations made on the basis of analysis and interpretation data and followed by references and appendices.Item Students' Perception and Practice of ELT Classroom Interaction(Department of English Education, 2015) Nepal, MaheshThis thesis entitled Students' Perception and Practice of ELT Classroom Interaction was carried out to find out some of the basic features of classroom interaction. The main objective of the study was to find out the existing situation of classroom interaction at secondary level English classes and the students' perception regarding this. The research study was mainly based on the primary sources of data which was collected from five different government aided secondary schools of Morang district. The schools were selected by using purposive sampling procedure. From purposive non- random sampling procedure was adapted to select the students and teachers for the research. To find out the practice of the classroom interaction the classroom checklist was made. The data was collected with the help of classroom observation checklist and questionnaire. The systematically collected data have been analyzed and interpreted descriptively and analytically. After analyzing the data, it was found that the most of the interactions between teachers and students were based on course content, authoritative formulaic and rote learning but not creative. Asthe result the students' perception regarding the interaction was not good enough. This study found that the teaching materials were not used for interactive activities and there was a gap between teachers' theoretical knowledge and classroom practices. English language teachers considered listening and speaking as essential skills but much attention was given in reading and writing in the classroom, so students are found not much interested in interactive activities. This thesis consists of five chapters: The first chapter is introductory in nature.It introduces the research in general. The objectives, limitations, significance ofthe study etc have been mentioned. In second chapter some research works have also been critically reviewed. The classroom interaction, its aspects, leveland some interactive activities have been further described in the following headings. The third chapter deals with the methodology adopted during the study. Sampling procedure was purposive and random. The researcher used classroom observation checklist and questionnaire for teacher and students as atool for data collection. Similarly, the forth chapter deals with the analysis and interpretation of data collected in the classroom observation checklist and questionnaire. The findings of the research are also mentioned. The last chapter deals with conclusion of the study according to the analysis and interpretation; and some pedagogical suggestions made on the basis of the findings. In the final part of the thesis references and appendices have been included systematically.Item Students' perspectives on the use of their L1 in ELT classes(Department of English Education, 2016) Joshi, Jiwan KumarThe present research study entitled “Students’ Perspectives on the Use of Their L1 in ELT Classes” aimed to explore secondary level students’ opinions and reasons regarding their use of L1 when they are in an English classroom and to explore their practices of using L1. To meet the objectives of this research study, I selected 40 secondary level students from 5 secondary level schools of Kanchanpur district using purposive non-random sampling. From each school, eight students were selected as a sample. I observed one class of each school in order to find out their practices of using L1 in English classroom. Classroom observation checklist and questionnaire were used to collect the data for this study. And then, data were analysed and interpreted using simple statistical tools like tabulation and description. The findings of this study showed that students were not competent enough to communicate teaching learning content in English only. Similarly to explain in a clear way, to get the meaning of new words and to talk about the personal things with classmates, they used their first language. Regarding students opinion, majority of the students strongly agreed that in English classroom it is best to have a teacher who could understand their first language. Likewise, most of the students agreed that English classroom should have only English policy. It was found that 67.5% students sometimes used L1 in English class, 15% always, 10% usually and 7.5% never to chat with their classmates about the topics that may not be connected to the class. In the same way, 42.5% students sometimes used L1 in English class,25% usually and always and 7.5% never because they could not think of the correct word in English when talking to their classmates. 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 literature, review of related empirical literature, implication of the review for the study and conceptual framework. Similarly, the third chapter includes design and method of the study, population, sample and sampling strategies, study area/field, data collection tools and techniques, data collection procedure and data analysis and interpretation procedure. Likewise, the fourth chapter presents the analysis and interpretation of results and the fifth chapter included conclusions and recommendations at three different areas (policy related, practice related and further research related) followed by references and appendices.Item Teacher's Beliefs and Practices on the Use of Questioning Strategy in ELT Classroom(Department of English Education, 2019) Dangi, ArjunThe present research study entitled Teachers' Beliefs and Practices on the Use of Questioning Strategy in ELT Classrooms aimed to identify the beliefs of teachers on the use of questioning strategy and to find out the practices of questioning strategy in ELT classrooms. I used qualitative research design under narrative inquiry including three English language teachers; one frombasic and two from secondary level of Dang district as the sample population of the study. The teachers were selected through purposive sampling procedure. Interview and observation were used as the tools to collect the data for this study. The study contains qualitative data only. Data were described and analyzed descriptively.The belief of teachers was that they focus on open-ended questions because these types of questions develop creativity in the learners.Teachers belief regarding the importance of asking questions was to motivate the students, to evaluate the students whether they understood the lesson or not and to make students active. They have belief that they modify the questions if the students do not understand the questions.While observing the classes, the study revealed that teachers rarely asked open ended questions.Regarding time to ask question, most of the questions were asked while teaching the lesson.In observation, it was found that most of the questions they asked were for the purpose of evaluating the students' understanding, motivating them and actively participate in the classroom.It was also found that they modified questions when the students did not answer. The study revealed that the beliefs of teachers regarding type of questions did not match while observing their classes in the classroom. Their beliefs regarding importance of asking questions and modification of questions matched while observing their classes. This thesis is organized into five chapters. The first chapter deals with the background of the topic, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study, operational definition of the key terms. The second chapter includes review of related theoretical literature, review of related empirical literature, implications of the review for the study and conceptual framework. The third chapter covers all the areas of methodology such as design and method of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis and interpretations and ethical considerations. Likewise, the fourth chapter presents the analysis and interpretation of results. The fifth chapter includes findings, conclusions and recommendations followed by references and appendices.Item Teachers’ Perceptions on the Reflective Practices in ELT Classroom(Department of English Education, 2016) Chaudhary, Sundar LalThis research work entitled Teachers’ Perceptions on the Reflective Practices in ELT Classroom is an attempt to find out the secondary level English teachers’ perceptions on the reflective practices in ELT classroom in terms of subject, teachers’ behaviour and modes of reflective practices. I purposively selected 30 secondary level English teachers from 30 secondary schools of Saptary district as sample for this study. One secondary level English teacher was selected from each sample school. Non-random judgemental sampling procedure was used to select the sample. Questionnaire was used to collect the data for this study. The findings of the study showed that secondary level English teachers had positive perceptions on reflective practices of teaching as 73.33 % teachers got self-satisfaction and developed self-esteem after reflective practices of teaching. Similarly, it was found that 70 % teachers reflected on their teaching for deeper understanding of their own teaching profession, to improve their teaching activities and strategies, to be critical thinkers and confident on their subject matter and as it makes teaching interesting and lively. This thesis is organized into five chapters. The first chapter deals with the background of the topic, 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 literature, review of related 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 areas/field, data collection tools and techniques, data collection procedure and data analysis and interpretation procedure. Likewise, the fourth chapter presents the analysis and interpretation of results and the fifth chapter included conclusions and recommendations at three different areas (policy related, practice related and further research related) followed by references and appendices.Item Teaching English through Communicative Methods in Grade Eight(Department of English Education, 2021) Singh, Sangita KumariThe present study entitled "Teaching English Through Communicative Method in Grade Eight" is an attempt to identify the perception of communicative method, communicative activities used in classroom, some problems related to communicative method, explore the role of students’ activities and to suggest participatory method in ELT classroom as learner-centered techniques used in classroom activities used by English language teachers of grade eight. It is a mixed research with both quantitative research and qualitative research. In order to collect the data, the primary and secondary sources were used. Five English teachers and one hundred students of grade eight from five different schools were taken as informants. The main tools for data collection were observation check-list and questionnaires. The raw data obtained from them were analyzed and interpreted descriptively and by using simple statistical method like percentile and presented in tabulated form. After analysis and interpretation of the data, it was found that perception of teachers towards communicative method is acceptably good. They faced different problems during classroom activities while using communicative method. They were using learner-centered techniques like pair work, group work, role play and discussions with motivating students for active participation resulted in positive results for students in ELT classroom. This thesis has been divided into five different chapters. The first chapter, 'Introduction' deals with general background, statement of the problem, objectives of the study, research questions, significance of the study, limitation of the study and operational definitions of key terms. Similarly chapter two deals with the review of related theoretical literature, empirical literature, implication of the review of the study and conceptual framework. The third chapter consists of methodology of the study. It gives information about the method and design of the study, population and sample, sampling procedure, data collecting tools and data collection procedure. The fourth chapter includes the analysis and interpretation of the data obtained from the field which is presented in tabulated form and analyzed with simple statistical tools and descriptive method. It also includes summary of the findings. Accordingly the last, fifth chapter includes the conclusion and recommendations for policy related, practice related and further related. This chapter is followed by references and appendices.Item Use of critical incidents analysis as a strategy of teacher professional development(Department of English Education, 2023) Sah, Saroj KumarThis study is on Use of Critical Incident Analysis as a Strategy of Teacher Professional Development. The purpose of this study was to explore the perception and practice of Critical Incident Analysis in ELT classroom. I used non-random purposive sampling procedure to select 30 secondary level English teachers from community and institutional schools in Dhanusha and Mahottari district. I used questionnaire as a tool to collect the data. The collected data have been presented and interpreted qualitatively. The major findings of the research showed that about 83 percent of the selected teachers were aware of CIA and its procedure whereas less than 50 percent of the teachers practiced CIA for their professional development. However, most of the teachers had positive attitude to CIA and they perceived that CIA had significant role in TPD. This thesis has been divided into 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, delimitations of the study and operational definitions of the key terms. The second chapter incorporates the review of related theoretical and empirical literature, implication of the review of the study and conceptual framework. The third chapter deals with the methods and procedures of this study. Similarly, the fourth chapter encompasses analysis and interpretation of the data. Fifth chapter deals with findings, summary, conclusion and recommendations of the study. And in the final section, references and appendices are included.Item Use of ICT in English Language Teaching: A Case of Jumla District(Department of English Educaion, 2023) Acharya, ShantiThe present study entitledUse of ICT in English Language Teaching: ACase of Jumla District. The main objectives of this study were to investigate the useif ICT tools for teaching English and identify the problem faced by English teachers while using them in the classroom. To accomplish this study, I used qualitative descriptive research design. Eight teachers from Jumla district were observed toobtain the required information. This study followed observation diary and semi-structured interviews as the tools of primary data collection and some related documents were also reviewed. After data collection, they were transcribed coded the matically and analysed descriptively. The findings of the study showed thatschools were practicing ICT based education and English teachers were interested inthe use of ICT tools in English language teaching and learning class. It was also foundthat they were using ICT tools such as laptop, Audio, Video, digital picture, E-mail,Internet based services like Google, YouTube, Email, Mobile phone, UsingMultimedia Projector for the classroom to make the classroom more effective. On theother hand, teachers were facing various problems related to time allotment, lack oftraining, technical support, confidence of teacher, attitude for the use of ICT tools inthe classroom. But regarding the implementation of ICT, the findings showed that most of the government schools lacked sufficient ICT tools in the schools. Similarly,teachers rarely used ICT in the classroom. This thesis has been divided into five different chapters. Chapter one is an introduction part. This chapterincludes background of the study, statement of theproblem, objectives of the study, research questions, significance of the study,delimitations of the study and operational definitions of the key terms. Chapter twoconsists of review of the related theoretical literature, review of empirical literature,implications of the review for the study and conceptual framework. Likewise, thechapter three is methodology. It includes design of the study, population sample andsampling strategy, research tools, sources of data, data collection procedures, dataanalysis, and interpretation procedures and ethical considerations; similarly, chapterfour incorporates analysis of data and interpretation of results. Finally, chapter fivedeals with findings, conclusion and recommendations. The overall discussion isfollowed by references and appendices.