Browsing by Subject "ELT classrooms"
Now showing 1 - 8 of 8
Results Per Page
Sort Options
Item Post method strategies in English language teaching(Department of English Education, 2023) Acharya, Bhim PrasadThis study entitled Post Method Strategies in English Language Teaching aimed to find out the strategies of post method used by teachers in ELT classroom and to explore the experiences of the teachers in teaching through the principles of postmethod. Descriptive research design was adopted. Five English teachers teaching in community schools of Lalitpur district were chosen using purposive sampling to gather information. Interview guidelines and observation checklists were used as tools for data collection. The data was analyzed and interpreted using descriptive approach. The findings of the study showed that all the participants were not involving students to talk on topic, using indigenous knowledge, providing materials, treating learners as cultural informants for negotiation and fostering language awareness and cultural consciousness to the students. All students were not seen with own ideas and opinion and working in pair and group. It is also explored that the tendency to PMP was good but their views indicated poor in application. However, they seemed quite eager to apply in their classes too but they forwarded various problems and challenges for adoption. Teachers were habituated on predetermined methods so they did not like to shift toward PMP. This paper contains five chapters. First chapter includes background of the study, statement of the problem, objectives, research questions, significance, delimitations, and operational definition of the key terms. Likewise, second chapter incorporates theoretical and empirical review of related literature, implications of the review for the study and conceptual framework. Similarly, third chapter covers research design and method, population, sample sampling strategy, sources of data, data collection tools, data collection procedure, data analysis and interpretation procedure and ethical considerations. Similarly, forth chapter includes analysis and interpretation of the result. Finally, fifth chapter contains conclusions and implications of the study. At last, references and appendices are also included.Item Role of motivation for enhancing speaking skills in ELT classrooms(Department of English Education, 2023) Yadav, Vijay KumarThe study is entitled Role of Motivation for Enhancing Speaking skills in ELT classrooms. The aims of this study were to find out the role of motivation for enhancing speaking skills in ELT classroom. I adopted mixed method research design by using both primary and secondary sources of data. The required data were collected by using class observation, semi-structured interview and a set of questionnaire. The participants of five secondary level English teachers and forty students of different schools of Lalitpur district were selected through non-random sampling method. The data collected through semi-structured interview, classroom observation and questionnaire were analyzed and interpreted thematically and descriptively. It was found that the role of motivation is really significant for enhancing students’ speaking skill. Moreover, the use of motivation in ELT classrooms has promoted students for various purposes such as to acculturate in target communities, to get good job in foreign countries, to develop their personality, to develop their understanding capacity and expanding the horizon of knowledge of other subjects. Similarly, it was found that teachers used various speaking strategies like simulation, picture elicitation, language games, project work, drill methods and presentation to motivate and develop speaking skills. Additionally, most of the learners feel difficult to express themselves. Finally, it was concluded that motivation can boost up the proficiency of students’ speaking skills. This thesis consists of five chapters. The first chapter deals with the introduction of the topic which consists of background of the study, statements of the problem, objectives of the study, research questions, significance of the study, delimitation of the study and the operational definition of the key terms are included. The second chapter includes both theoretical and empirical literature, along with implications of the review for the study. It also includes conceptual framework. The third chapter deals with the methods and procedures of the study. It includes research design of the study, population, sample, sampling strategies, data collection tools, data collection procedures, data interpretations procedures and ethical considerations. The fourth chapter includes analysis and interpretation of the data. Similarly, the fifth chapter presents findings and conclusion of the study, and recommendations. Moreover, it also suggests some pedagogical implications based on policy related, practice related and further research related. This chapter is followed by references and appendices used for the study.Item Students’ Beliefson the Role of Teachers’ Oral Feedback in ELT Classrooms(Department of English Education, 2023) Shrestha, GitaAvailable with full textItem Teacher talk time and student talk time in ELT classrooms(Department of English Education, 2016) Mahato, Manog KumarThis research work entitled “Teacher Talk Time and Student Talk Time in ELT Classrooms” is an attempt to find out lower secondary level English teachers’ awareness on the importance of students talk time over teacher talk time to develop their communicative competence of language learning and to promote students’ autonomy. In order to carry out this study, the researcher followed the survey design. The data were collected by utilizing the primary source. Thirty English teachers from lower secondary level public schools were selected by using purposive non-random sampling procedure to carry out the study. Interview and questionnaire were the tools for collecting data. The researcher analysed and interpreted the data presenting in graphs and tables with description. From the study, he found that a majority of teachers were unaware of teacher talk time and student talk time in ELT classroom. This thesis consists of five chapters. The first chapter deals with the introduction of the topic in which background /context of the study, statement of the problems, objectives of the study, research questions, significance of the study, delimitations of the study and operational definition of the key terms are included. The second chapter covers the review of the related theoretical literature, reviews of related empirical literature, implications of the review for the study and conceptual framework of the study. The third chapter deals with the design and method of the study, population, sample and sampling strategy, study area/field, data collection tools, data collection procedures and data analysis and interpretation procedure. Likewise, the fourth chapter presents the analysis and interpretation of the data and summary of the findings. The fifth chapter deals with conclusions and recommendations followed by references and appendices.Item Teachers' experiences on continuous assessment system in ELT classrooms(Department of English Education, 2023) Ghimire, Krishna PrasadThis thesis entitled Teachers' Experiences on Continuous Assessment System in ELT Classrooms was an attempt to find out the experiences of the teachers on the existing practices of continuous assessment system and to explore the strategies practiced by the teachers in order to make CAS effective in the ELT classroom. Six basic levelEnglish teacher of government schools basic level English teachers from Ramechhap district were selected through purposive non-random sampling procedure as the sample of the study. The data were collected with the help of indepth interview. The finding showed that the implementation of CAS helps the students to share their experiences, ideas and knowledge while solving tasks. CAS avoids the fear of different terminal examinations. Similarly, it helps the teacher to evaluate students while teaching and learning. Moreover, it also helps to increase the sense of inclusiveness among the students and it also exploits a lot of teaching materials which leads out teaching learning process towards effective and standards. In the same way, different strategies such as pair work, group work, field visit, visualization, co-operative learning, role play and self-evaluation were used to make the effective use of CAS in the ELT classrooms. This thesis consists of five chapters. The first chapter deals with the introduction of the topic in which background of the study, statement of the problem, objective of the study, research questions, significance of the study, delimitation of the study and operational definition for the key terms are included. The second chapter consists of the review of related theoretical literature, review of empirical literature, implication of the study and conceptual framework. In the same way, chapter three includes design of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedures and ethical considerations. The fourth chapter is about analysis of data and interpretations of result. And the five chapter deals with findings, conclusion and recommendations which are summed up from the analysis and interpretations of the collected data for the purpose of research. The references and appendices have been included in the last section of the study.Item Teachers' perceived roles and challenges in the use of post-method instruction in English classes(Department of English Education, 2023) Adhikari, IndukaAvailable with full textItem Teachers’ Beliefs towards their Roles in ELT Classrooms(Department of English Education, 2012) Thapa, AratiThe present study is entitled“Teachers’ Beliefs Towards their Roles in ELT Classrooms”. The aim of this study is to find out the role of teachers in ELT classroom. The study is mainly based on the primary sources of data, which was collected from the ten English language teachers teaching in secondary level of Tanahun district. The total samples were ten English teachers from ten schools. The required data was collected through unstructured interview. It was found that teachers were the important part of teaching learning activities and teachers’ role is very important in ELT classroom. The collected data showed that teachers are the important part of teaching learning activities and without teacher teaching process is incomplete. This study consists of four chapters. Chapter one introduces the study in terms of general background, review of related literature, objectives of the study and significance of the study. Chapter two deals with the methodology applied to conduct the study. It consists of sources of data, sampling procedures, tools for data collections, process of data collection and limitations of the study.Likewise, chapter three deals with analysis and interpretation of the raw data.The data was analyzed and interpreted by using simple tools. Finally,chapter four deals with the findings and recommendations made on the basis of the analysis and interpretation of the data. This chapter is followed by references and appendices.Item Teachers’ Percentions on the Use of Formative Assessmesnt at Secondary Level(2017) Khanal, ShovaThe thesis entitled "Teachers’ Perceptions on the Use of Formative Assessment at Secondary Level” is an attempt to find out teachers’ perceptions on the use of formative assessment ELT classrooms. I collected the data by administrating the questionnaire to 30 teachers of different secondary schools of Arghakhanchi district. Two types of questionnaire (close-ended and open-ended) were employed to elicit data. The sample of the study was selected through purposive non-random sampling procedures. The data were analyzed and interpreted in order to find out their perceptions of using formative assessment in ELT classroom. I conduct survey research to achieve the objectives of the study. The major findings of the study show that formative assessments were used for teaching for providing the feedback to the students, to improve the teaching learning process. Most of the teachers used the formative assessment in the form of role play, pair work, group work, individual work, terminal examination and discussion in classroom at secondary level. Moreover, it was perceived that use of formative assessment is beneficial to the students as well as teachers at secondary level in ELT classrooms; but it was also found that lack of the trained teachers in ELT classroom may hinder learning of the students. It is recommended that teachers are required to get training regarding appropriate and judicious use of formative assessment in ELT classrooms. This thesis consists of five chapters. The first chapter is introduction which consists of 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 includes review of related literature and conceptual framework that consists of review of theoretical literature, review of empirical literature, implications of the review of the study and conceptual framework. Similarly, the third chapter deals with methods and procedures of the study which covers design and method of the study, population, sample and sampling strategy, research tools and techniques, x sources of data, data collection procedures, data analysis procedures and ethical considerations. Likewise, the fourth chapter includes the analysis and interpretation of the data. Furthermore, fifth chapter includes findings, conclusion and recommendations. Finally, the references and the appendices, which are necessary for the validation of the research, have also been presented.