English Language Education

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14540/62

Browse

Now showing 1 - 20 of 2734

Educational Journey of a Female English Language Teacher from Dalit Family of a Remote Village in Mugu District
(2025) B.K, Sangita; Resham Acharya
This study entitled Educational Journey of a Female English Language Teacher from Dalit Family of a Remote Village in Mugu District explored the lived experiences of a Dalit woman from a mountainous, under-resourced rural background in Nepal, navigating personal and academic challenges as an English language learner. Employing auto-ethnography as a research design, the study narrates critical reflection on the journey of learning and teaching English, focusing personal and professional transformation grounded on transformative and sociocultural learning theories. I, as the sole participant, analyzed data through reflective narratives adopting thematic approach. The findings of the study reveal that despite poverty, discrimination, and limited resources, my motivation, inspired by family, teachers, and inner resilience, facilitated my transformation into an English teacher from the learner. The study also shows that the academic grades and rural contexts do not hindertrans formative learning and underscores the role of self-reflection in shaping professiona identity and empowering others. The thesis consists of five chapters. The first chapter consists of introduction, 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 review of theoretical and empirical literature, implication of the study and conceptual framework are included in second chapter. The methods and procedures of the study incorporate research design, study population, sampling procedure, data collection tools, study area, data collection procedure, analysis and interpretation are in third one. Result, summary and discussion, are presented in chapter four. At last, findings, conclusions and recommendations are included in chapter five.
Percelved impact of teacher Professional development on students' Learning Achivement
(2026) Giri, Sumitra; Resham Acharya
This study, entitled “Perceived Impact of Teacher Professional Development on Students’ Learning Achievement”, which aimed to discover the extent of impact of teacher professional development on learning achievement of students in the classroom. The researcher adopted a phenomenological research design to conduct the study. Five secondary-level English teachers from five community schools in Tarakeshwor Municipality, Kathmandu, Nepal, were selected using purposive sampling. Data were collected through semi-structured interviews. The Results shows that professional development is a crucial component to bring about a positive change in instructional strategies, classroom management, lesson planning, reflection, and so on. As a result, the teachers also noted an increase in the level of student participation, engagement, and, consequently, academic learning and performance of the students. The results of this research highlight the importance of ongoing, contextual, and applied professional development to enrich the quality of instruction in community schools. The study highlights the need for teacher professional development to be supported by the institutional setting, teacher mentoring, and collaboration with others to make it possible in the classroom. The information generated from this research is expected to be beneficial in helping policymakers and schools plan effective and sustainable teacher professional development programs.
Personal Pronouns in English and Doteli Language: A Comparative Study
(2025) Awasthi, Ramesh Prasad; Guru Prasad Poudel
This study Personal Pronouns in English and Doteli Language:A Comparative Study aimed to analyze the personal pronouns as they are used in Doteli and English languages. The data were collected from thirty Doteli native-speaking students of Ajayameru Rural Municipality, Dadeldhura, selected through random sampling. Using a survey research design, the study employed questionnaire as the primary tool for data collection. The data were transcribed, tabulated, and analyzed descriptively within the framework of contrastive analysis theory. The findings show that Doteli has a greater number of personal pronouns than English, with the addition of the suffixes -lai and -khi to mark the objective case, a feature absent in English. Furthermore, Doteli distinguishes between honorific and non-honorific forms in the second- and third-person pronouns, whereas English does not have such distinction. Unlike English, which uses distinct pronouns (he and she) for gender differentiation, Doteli employs the same third-person pronoun “U” for both male and female, with gender distinctions instead reflected in accompanying adjectives and verbs. These insights indicate structural and cultural differences in the use of personal pronouns across the two languages. This study is organized into five chapters. The first chapter presents an introduction, including the background of the study, statement of the problem, objectives, research questions, significance of the study, delimitations of the study, and definitions of the key terms. Moreover, the second chapter reviews related literature, outlines the implications of the study, and present the conceptual framework. In the same way, Chapter three describes the research methodology, including sampling procedures, data collection tools, and process of data collection. The fourth chapter focuses on the analysis and interpretation of the collected data. Finally, Chapter five refers to the findings, and recommendations, followed by the references and appendices. .
Classroom Activities Adopted by Novice English Language Teachers in Teaching Writing Skills
(2025) Makhim, Sanjita Hang; Gopal Prasad Pandey
The present thesis entitled Classroom Activities Adopted by Novice English Language Teachers in Teaching Writing Skills aimed to explore classroom activities adapted by novice English teacher for developing writing skills. To accomplish this study, I adopted qualitative research design. I collected data through classroom observation check list and interviews with the selected participants. I selected five novice English language teachers from different schools of Dhankuta district by using non-random purposive sampling procedure. I analyzed the instructional writing activities of five novice teachers through classroom observations and interviews, using an observation checklist and semi-structured questionnaires as the primary tools for data collection. The major findings were that novice teachers used product and process-oriented writing approach to ensure learners creative power for the writing skills. Novice teachers faced various challenges in teaching writing in the classroom, study also reveals that teachers motivated their students and used materials to insure them in writing. In addition, novice teachers took help from experienced teachers and administration for solving the classroom problems. This chapter was structured into five chapters. Chapter one consists of background of the study, statement of problems, objectives, research questions, and significance of the study, delimitations of the study, and operational definitions of key terms. Chapter two is related to literature review and it includes related literature sub topics. Simply chapter three deals with methods and procedures of the study. Chapter four incorporates the analysis and interpretation of the collected data and the fifth chapter discusses the conclusions and implications of the study.
Strategles Employed by Nepalese EFL students' to Overcome english speaking Anxiety
(2025) Bhattarai, Sushila; Resham Acharya
The study, entitled Strategies Employed by Nepalese EFL Students to Overcome English Speaking Anxiety, was conducted to explore the English-speaking anxiety of Nepalese EFL students and specific strategies they utilized to manage their English speaking anxiety. Employing a qualitative approach and phenomenological research design, the research utilized in-depth interviews with four purposively sampled students from Central Department of English Education, Tribhuvan mUniversity to gather first hand data for the study. Recorded data were analysed through thematic analysis. The findings indicate that Nepalese EFL students experience significant English-speaking anxiety, primarily due to limited exposure to English and they fear to try because they have fear of making mistakes and negatives judgment from peers and teachers. The analysis of the data revealed that the students actively combat this anxiety through various techniques, including self-talk or self-directed practice, various relaxation techniques, and consistent preparation and rehearsal. Additionally, they improve their vocabulary and fluency by listening to English podcasts or interviews and feel confident in a supportive environment. This thesis is organized into five chapters. The first chapter deals with the Introduction of the study including background of the study, statement of the problem, objectives, research questions, significance, delimitations, and operational definitions. The second chapter presents a comprehensive overview of relevant theoretical and empirical literature and their implication for the study, along with a conceptual framework. The third chapter deals with the methods and procedures of the study including research design, sample and sampling strategy, research tools, sources of data, data collection and analysis procedures, and ethical considerations. The fourth chapter focuses on the analysis and interpretation of the data, while the final chapter summarizes the key findings, presents the conclusion, and offers suggestions for policy, practice, and future research.
Factors Affecting Oral Proficiency of Madhesi Students in EFL Learning
(2025) Chaudhary, Satya Narayan; Guru Prasad Poudel
This is a study on Factors Affecting Oral Proficiency of Madhesi Students in EFL Learning. It aimed to identify the factors affecting oral proficiency of grade 10 Madhesi students and to take account of speaking activities used by teachers to engage students in speaking practices. The study was conducted in Kotahimai Rural Municipality, Rupandehi. The sample size of the study comprised fifty students who were selected using simple random sampling procedure. It followed survey research design and mixed method methodology for the analysis and interpretation of the data. The data was collected through survey questionnaire and interview. The findings of the study showed that Madhesi students have been facing significant challenges in learning English because of phonemic, morphological, syntactic and pragmatic differences between students’ mother language and English. A major sociolinguistic barrier was the language gap between students and their mostly non-Madhesi teachers, which made students hesitant to ask questions in their native language. These linguistic difficulties were compounded by classroom anxiety and a lack of self-confidence, creating interconnected obstacles that severely hindered the development of spoken English. The findings indicate the necessity for a holistic approach that could address both the linguistic and psychological aspects of learning English to improve oral proficiency among Madhesi students. This study has been subsumed in five chapters. The first chapter 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 key terms. The second chapter deals with the review of related theoretical literature, review of empirical literature, implications of the study and conceptual framework. The third chapter deals with 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 consists of analysis of data and interpretation of results and the summary of findings. The fifth chapter consists of conclusion and recommendations. Recommendations have been presented in policy related, practice related and further research related. The final part of the study consists of references and appendices.
Teachers’ Perceptions of Continuous Assessment in Enhancing English Speaking Skills of Basic Level
(2025) Ale, Tuku Maya; Resham Acharya
The study entitled Teachers’ Perceptions of Continuous Assessment in Enhancing English Speaking Skills of Basic Level. This study explored how English teachers perceive the role of the Continuous Assessment System (CAS) in improving the speaking skills of basic-level students in Nepal. Despite CAS being introduced to support ongoing and comprehensive evaluation, its real impact on developing English speaking skills has been unclear. The study aimed to understand teachers' views on CAS, how they use different CAS techniques to support speaking skills, and to suggest ways to improve its use in classrooms. A descriptive survey design was used, involving 40 English teachers from 15 public schools in Tanahun district. Data were collected through a set of questionnaires and interview guideline. The results showed that most teachers believe CAS is helpful for students become more confident, motivated, and active in speaking. They used activities like oral presentations, role-plays, peer-assessment, and self-assessment to teach speaking skills. However, challenges such as large class sizes, lack of training, limited resources, and curriculum gaps made CAS difficult to apply effectively. This study comprises five chapters. The first chapter gives an introduction to the study, including background, statement of the problem, objectives, research questions, significance of the study, Delimitations, and definitions of key terms. The second chapter reviews related theories and previous research works and presents a conceptual framework. The third chapter explains the research design, population, sample of the study, data sources, tools, data collection and analysis methods, and ethical considerations. The fourth chapter presents the results and their interpretation. The fifth chapter includes the findings, conclusions, and recommendations for improvement. The final part includes references and appendices.
Analysis of Grade Seven English Textbook from Cultural Perspectives
(2025) Chaudhary, Nanu; Hari Maya Sharma
This study entitled "Analysis of Grade Seven English Textbook from Cultural Perspectives" aimed to analyze the English textbook of grade seven in terms of cultural perspectives including religion, celebration, custom and rituals, caste, food items and dresses. The current basic level English textbook of grade seven was the main source of this research work. The study used multimodal discourse analysis design. The data were collected analyzing texts, images and icons using checklist. The data were collected making six different criteria in a checklist. Then, the data were analyzed and interpreted qualitatively. The study revealed that the textbook authors have tried their best to make the textbook inclusive interms of culture, but the textbook is not satisfactorily inclusive regarding religions, caste, celebrations, customs and rituals, food items, clothes included in the textbook. It was found that minority language/cultural communities such as Tharu, Muslims, Christians, indigenous groups are underrepresented in the textbook. Thus, this study will help the textbook authors include the cultural contents of all students which are missed in the current textbook. It supports subject teachers to adapt the textbook addressing the contextual needs. This thesis has been divided into five chapters. The first chapter consists of introductory part, which deals with the background of the study, statement of the problem, objective of the study, significance of the study, delimitation of the study and operational definitions of the key terms. The second chapter incorporates the review of the theoretical and empirical literature review, implications of the study and conceptual framework. Similarly, the third chapter deals with the design and methods of the study: sources of data, population, sample and sampling procedure, data collection tools, data collection procedures, data analysis and interpretation procedure and ethical considerations. The fourth chapter deals with analysis and interpretation of the data. Likewise, fifth chapter includes findings, conclusions and implications of the study. Finally, references and appendices have been included in the last part of the study.
Perceptions of Bachelor Level Students on ChatGPT for Developing English Writing Skills
(2025) Shyada, Pratik; Resham Acharya
Developing English writing skills at Bachelor level is a challenging task for students, particularly in academic settings where they struggle with coherence, grammatical accuracy, free writing, and idea organization. With the rise of artificial intelligence, tools like ChatGPT have emerged as potential aids for improving students' writing proficiency. This study explores the perceptions of Bachelor-level students regarding the usefulness of ChatGPT in developing their English writing skills, focusing on its opportunities and challenges. To carry out this study, a survey method was employed, involving 60 students from three colleges. Quantitative data were collected through the survey responses. The collected data were analyzed descriptively to explore students' perceptions, highlighting key trends and insights. The findings reveal that students perceive ChatGPT as a valuable tool for enhancing writing skills, particularly for generating ideas, improving grammar, providing instant feedback, enhancing vocabulary, and refining sentence structures. However, the study also highlights certain challenges and ethical concerns, such as ChatGPT reducing independent thinking, critical analysis, creativity, and imagination. Additionally, students expressed concerns about misinformation, academic dishonesty, and plagiarism. The results suggest that ChatGPT can be an effective supplementary tool in writing instruction; therefore, students should use it strategically to encourage active learning and critical thinking. This research is structured into five chapters. The initial chapter, known as the introduction, encompasses 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 definitions of the key terms. The subsequent chapter focuses on reviewing theoretical and empirical literature, as well as discussing its implications. Additionally, it presents the conceptual framework. The third chapter is dedicated to the methodology, covering the study's design, population, sample and sampling procedure, research tools, sources of data, data collection and analysis procedures, and ethical considerations. The fourth chapter involves the analysis and interpretation of data. Lastly, the fifth chapter presents the findings, conclusions, and implications derived from this study. It is followed by references and appendices.
Teacher Training in ELT Context: Secondary Level Teachers’ Perceptions
(2025) Koirala, Binita; Gopal Prasad Pandey
This study entitled Teacher Training in ELT Context: Secondary Level Teachers’ Perceptions was conducted to explore secondary level English teachers’perceptions of teacher training in ELT context and find out challenges of teacher training in Nepali context. Narrative inquiry research design was used to carry out this study. The participants of the study were three secondary level English language teachers from two different schools of Kathmandu valley. The English teachers of the selected schools who has received training and has been teaching at secondary level in Kirtipur municipality were used as the sample using purposive sampling procedure. The study used qualitative data gathered through semi-structured interviews and collected data were analyzed and presented thematically. The findings of the study revealed that teacher training programs greatly improved teaching skills, confidence, and teamwork among teachers. These programs were also found to be important to boost student learning through better classroom practices and modern teaching methods. Yet, the teachers shared that there are some challenges in teacher training, for example, time constraints, lack of institutional support for resources, generic content, and insufficient impactful evaluation. The present study consists of five chapters. First chapter one is an introductory chapter which includes background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitation of the study and operational definition of the key terms. The second part deals with the review of related theoretical literature, review of the related empirical literature, implications of the review of the study and conceptual framework. The third chapter deals with the methods and procedures of the study. It includes design of the study, population, sample and sampling strategy, research tools, sources of the data, data collection procedures, data analysis procedure and ethical considerations. The fourth chapter is about the analysis and interpretation of the data and the final chapter consists of findings, conclusions and recommendations. The last section of the research includes the references and appendices.
Teachers' Perceptions Towards Using Authentic Materials in English Classrooms
(2025) Thebe, Bhumika; Gopal Prasad Pandey
This thesis entitled "Teachers’ Perceptions Towards Using Authentic Materials in the English Classrooms" aimed to explore the perceptions of teachers towards the use of authentic materials and the challenges of using authentic materials in classrooms. I used a phenomenology research design under qualitative research approach. Unstructured interviews were used as tools for data collection. To achieve the research objectives, three English language teachers from two community schools of Kirtipur Municipality were selected using a purposive non-random sampling procedure. The data were analyzed and interpreted descriptively by identifying themes. The findings of the study revealed that teachers showed a positive perception towards using authentic materials in English class at Secondary level. It was found that the use of authentic materials contributes significantly to the development of students' vocabularies. These materials help enhance students' understanding of content knowledge and support their vocabulary acquisition. Authentic materials help learners' critical thinking by exposing them to real-world language use and contexts.Teachers used authentic materials in the class in many ways. Despite benefits,teachers found some challenges in using authentic materials, such as a lack of students' capability to understand vocabulary. Teachers faced difficulties in accessing suitable authentic materials due to limited availability of reliable sources, a lot of time-consuming nature of preparing and using such authentic materials effectively in the classroom. This study contains 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 consists of a review of the theoretical and empirical literature, implications of the study and conceptual framework. Likewise, the third chapter consists of design and method of the study, population, sample and sampling strategies, research tools and techniques, data collection procedures, data analysis and interpretation procedures and ethical considerations. The fourth Chapter includes analysis of data and interpretation of the results. Then, the fifth chapter focuses on findings, conclusions and recommendations of the study. Finally, the references and appendices have been included in the last part of the study.
Local curriculum development and implementation process in community school
(2025) Adhikari, Sapana; Narayan Aryal
Available in fulltext
Developing critical awareness through dialogic engagement for social justice in EFL classrooms
(2025) Rijal, Deependra; Tara Datta Bhatta
In the context of Nepal, English is not only a compulsory subject but also the primary medium of instruction in the majority of private and public educational institutions. Despite this, a significant disparity persists in students' English language proficiency, largely due to unequal access of resources and opportunities to participate in the educational activities. This gap is particularly pronounced among learners from marginalized communities. As Canagarajah (1999) argues, the global dominance of English often reinforces the marginalization of learners' cultural identities and contributes to the reproduction of inequalities within educational systems. This study, Developing Critical Awareness Through Dialogic Engagement in EFL Classrooms for Social Justice, examines how social inequalities manifest in Nepalese EFL classrooms and explores the potential of dialogic pedagogy to foster critical awareness among learners. The prevailing culture of silence, fear, and power imbalance especially affects disadvantaged and poor students, so the research aims to promote both speaking proficiency in English and social justice. The findings highlight dialogic engagement as a transformative approach for creating more inclusive and equitable language learning environments The researcher adopted a Critical Participatory Action Research (CPAR) methodology, emphasizing collaborative and reflective practices designed to empower students. The study was conducted in a public school in Nepal, involved forty-one ninth-grade students from diverse cultural, linguistic, and socio-economic backgrounds. Data collection methods included informal discussions, field notes from classroom observations, participants' reflections, focus group discussions, and written responses. The study also examined evidence of social injustices through multimodal writings, surveys, and observations. Data were recorded via mobile devices and field notes, then analyzed using a thematic approach to identify key patterns in the dialogue, texts, and reflections related to the English language, critical awareness, and social justice. A triangulated analysis of data from observations, recordings, interviews, and written reflections was conducted to ensure comprehensive findings. The findings of the study were organized into five primary themes: (1) manifestations of social inequalities in EFL classrooms, (2) transformative practices for student engagement, (3) dialogic engagement for promoting social justice and English proficiency, (4) addressing diversity to ensure social justice, and (5) fostering critical awareness to uphold social justice in classrooms. The study underscores the importance of addressing social inequalities through inclusive pedagogical practices, which not only enhance language proficiency but also promote equitable participation and empower learners. The study highlights the importance of transformative activities such as "Logic of the Day," Fishbowl Discussions, opinion and reason generators, Socratic Seminars, and problem-posing—in promoting critical awareness through dialogic engagement. It establishes that critical engagement fosters critical thinking, which in turn supports the development of critical awareness. Achieving justice in the classroom requires embracing diversity, valuing student voices, offering scaffolding, and fostering a culture that questions injustice. True classroom justice is realized when students' identities, knowledge, and abilities are acknowledged and respected. Meaningful dialogic opportunities not only improve English proficiency but also empower students to become advocates for social justice.
Practices of Listening Activities at Grade X: Effectiveness and Practicality
(2025) Rajbanshi , Shrijana Singh; Resham Acharya
The study entitled Practices of Listening Activities at Grade X: Effectiveness and Practicality was conducted to identify the current practices of listening activities at grade ten and to explore the teachers’ view towards the quality of listening activities in terms of its effectiveness and practicality. For this, I used a qualitative research design and adopted descriptive method to carry out this research work. To carry out this study, five secondary level English language teachers of community schools from Kavrepalanchok district were chosen as sample of study using purposive non-random sampling strategy. The data collected through semistructured interview were analysed using thematic approach. The findings of the study showed that school administration did not much focus in managing materials for teaching listening. Yet, teachers tried to engage the students in listening activities based on whatever materials they could manage themselves.They used activities such as listen and respond, listen and draw, and listen and answer the question given. However, teachers wanted training and materials to engage them in listening activities. This thesis consists of five chapters. The first chapter deals with the introduction of the study 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. Similarly, the second chapter is about the review of theoretical as well as empirical literature and its implication for the study. Moreover, it also includes the conceptual framework. Likewise, the third chapter deals with the methods and procedures of the study which covers design and method of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedures, and ethical considerations. In the same way, the fourth chapter includes the analysis and interpretation of the data. Finally, the fifth chapter incorporates the findings and conclusion of the study followed by some policy, practice, and further research related recommendation based on the study.
Corrective Feedback in Learning Writing: Students’ Preferences
(2025) Shrestha, Darshan; Gopal Prasad Pandey
This is the research entitled “Corrective Feedback in Learning Writing: Students‟ Preferences”aims to identify the learners‟ preferences regarding the corrective feedback in improving writing skill. It further explores the practices of corrective feedback in improving writing skill among EFL learners. The study was conducted at Nilkantha Multiple Campus of Dhading district using semi-structured interviews as data collection tools adopting a basic qualitative study design. The methodically collected data were analyzed descriptively and thematically. The collected data were analysed using thematic approach consisting of various themes. From the analysis and interpretation of the data, it was found that learners prefer direct written feedback from the teachers to indirect feedback. They expect continuous positive feedback to improve their writing with some sample text. As they had problem in developing sequence and order in writing, sample texts could provide ideas on sequence and order. This thesis consists of five chapters. The first chapter presents introduction including the background of the study, statements of the problem, objectives of the study, research questions, relevance of the study, delimitation of the study, and operational definition of the key terms respectively. The second chapter presents literature review, its implications and conceptual framework. The third chapter presents methodology such as research design, method of the study, population, sampling strategy, and research tools, source of data, and data collection procedure as well as ethical considerations. Similarly, the fourth chapter deals with the analysis and interpretation of the data, findings, and results. Finally, the fifth chapter incorporates a conclusion and recommendations based on the study which is related to policy, practice, and further research. Likewise, the references and appendices are also included for the validation of the research at the end of the study.
Understanding effective english teacher; Students' perceptions on Roles and characteristcs
(2025) Adhikari, Sushila; Gopal Prasad Pandey
The study titled ‘Understanding Effective English Teachers: Students’ Perceptions on Roles and Characteristics’ explores how English teachers influence students’ academic development and learning experiences. Using a survey research design, data were collected from 40 bachelor-level students at two Tribhuvan University campuses through closed-ended questionnaires and semi-structured interviews with 12 gender-balanced participants. It identifies teachers' roles as facilitators of learning, planners of instruction, motivators, classroom managers, and adaptors of teaching strategies. The study places particular emphasis on the characteristics students associates with effective teachers, including strong communication skills, deep subject knowledge, patience, empathy, enthusiasm, adaptability, a supportive attitude, inclusiveness, and the ability to integrate technology. The mixed-method analysis revealed that students highly value characteristics such as approachability, clarity in instruction, flexibility in teaching, and the ability to create an engaging and respectful classroom environment. While classroom discipline was considered less critical, the findings stress the importance of motivational and student-centered qualities in effective English teaching. The study calls for increased professional development opportunities to strengthen teachers’ pedagogical skills, inclusive practices, and integration of technology in the classroom. This thesis comprises five chapters. The first chapter introduces the study which contains 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, Similarly, the second chapter includes the review of theoretical as well as empirical literature and its implication of the study. Additionally, it also consists of conceptual framework. Likewise, the third chapter contains the methods and procedures of the study which covers the design and method of the study, population, sample and sampling strategy, research tools, sources of data, data collection procedures, data analysis procedures, and ethical consideration. In the same way, the fourth chapter deals with the analysis and interpretation of the data. Eventually, the fifth one presents the findings and conclusion of the study along with the policy, practice, and further research related recommendations based on the study.
Challenges faced by Lungkhim Rai students in learning english
(2025) Rai, Anu; Gopal Parsad Pandey
This thesis entitled Challenges Faced by Lungkhim Rai Students in Learning English intended to identify the challenges faced by Lungkhim Rai students in learning English and discuss some possible solutions to overcome those challenges. The study followed survey research design. Forty Lungkhim Rai students and four secondary level English language teachers from four community schools of Ilam, district were selected as a sample. I used two different sets of questionnaires consisting of both the open-ended and close-ended items. The study revealed that Lungkhim Rai students faced several challenges, including difficulties with grammar, hesitation to participate in class, limited communication skills, and pronunciation issues influenced by their mother tongue. The key challenges identified were linguistic difficulties, shyness, and reluctance to speak in their classroom. The thesis consists of five chapters. The first chapter consists of background of the study, statement of the problem, objective of the study, research question, significance of the study, delimitation of the study and operational definition of the key terms. The second chapter deals with the review of theoretical and empirical literature, implications of the review for the study and conceptual framework of the study. Likewise, the third chapter deals with the methodology adopted for the study while including design of the study, population sample and sampling strategy, research tools, sources of data, data collection procedures and data analysis and interpretation procedure. Likewise, chapter four includes analysis and interpretation of results and summary of findings. In the same way, the fifth chapter includes conclusions and recommendations, Recommendation includes practice and further research related areas. Finally, the references and appendices are included.
Enhancing motivation in speaking at Basic level
(2025) Mukhiya, Dev Kumari; Gopal Prasad Pandey
The research entitled "Enhancing Motivation Speaking Skills Used by Basic Level English Teachers" aimed to explore the different strategies that the basic Level teachers use in teaching speaking skill. I used survey research design under quantitative research approach where open-ended and close-ended questionnaires were used as the primary data collection tools. Forty respondents from the elevencommunity schools were selected using random sampling procedures. The data collected were analysed and interpreted thematically. The finding revealed that teachers employed a range of strategies to develop students’ speaking abilities. Among them, role play was the most frequently used technique. Other strategies included dramatization, simulations, communicative activities, dialogues, and group work. These results suggest that teachers adopt diverse and interactive methods to actively engage students and enhance their speaking skills. Therefore, the study highlights the effectiveness of techniques such as role plays, dramatization and strengthening speaking proficiency. The thesis consists of 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 and delimitation. The second chapter deals with the review of related theoretical literature, review of related literature and conceptual framework. The third chapter deals with research design, sources of data, population and sample, sampling procedure, data collection tools, data collection procedure and method of analysis of data. Chapter four deals with results and discussions. The fifth chapter deal with conclusion and implication of the research.
Job satisfaction in english language teaching; Teachers' experiences
(2025) Shrestha, Sushila; Resham Acharya
This research entitled Job Satisfaction in English Language Teaching: Teachers’ Experiences explored the motivating and demotivating factors affecting Job satisfaction of English language teachers. A narrative research design was employed to achieve the objectives of the study. The sample consisted of three secondary-level English language teachers from Ilam District who were selected through purposive non-random sampling method. Data were collected through indepth interviews and analyzed qualitatively using thematic analysis approach. The findings indicated that teachers are influenced by both intrinsic and extrinsic motivational factors. Teachers with intrinsic motivation often sustain their enthusiasm through a personal passion for learning, respect and prestige and financial stability. Conversely, those who bear the responsibility of supporting their families tend to feel demotivated. While some teachers' express satisfaction with government-provided facilities, many remain dissatisfied with broader aspects of their professional environment. The reason of their dissatisfaction include limited government support for professional development, inadequate student engagement, and challenges related to school staff behavior and administrative practices. These factors contribute to a general sense of dissatisfaction among educators, despite the availability of certain infrastructural resources. This thesis comprises five chapters, each divided into specific sections and subsections. The first chapter includes the background of the study, problem statement, research objectives, research questions, significance of the study, delimitations, and operational definition of key terms. The second chapter presents relevant theoretical and empirical literature, their implications for the study, and the conceptual framework. The third chapter outlines the research methods and procedures carrying this study. The fourth chapter consists of analysis and of data. The fifth chapter summarizes the findings, conclusions, and recommendations. The thesis concludes with references and appendices.
Exploration of grade 10 students perception and use of AI Tools in english language learning
(2025) Ghimire, Aayoush; Padam Lal Bharati
This study explores the awareness, usage, and perceptions of AI tools, specifically generative AI like Chat GPT, among 101 school students from five community schools in Bharatpur Metropolitan City, Chitwan, Nepal. The research objectives focused on exploring students' awareness and frequency of AI tool usage, identifying the specific purposes for which these tools are employed, and recommending strategies to support effective integration into English language education. A quantitative survey research design was employed, utilizing a structured questionnaire for data collection. Convenience sampling with random selection method was used for choosing respondents. Descriptive statistics were used to analyze the responses, providing a comprehensive overview of students’ engagement with AI in their educational context. The findings reveal a high awareness of AI tools among students, with a majority utilizing them primarily for assignments and writing skill enhancement. Challenges such as limited access, technical difficulties, and lack of teacher support were significant barriers to effective usage. Despite these obstacles, students expressed strong interest in classroom integration of AI tools, recognizing their potential to aid in English language learning. The study concludes that AI tools hold valuable potential for English language education if supported by adequate resources and structured training. Recommendations include policy-level investment in infrastructure, comprehensive teacher training, and integration of AI into the national curriculum to support equitable access and effective use in language learning. The research report is organized into five chapters. The first chapter introduces the research background, objectives, and significance of the study. The second chapter reviews relevant literature and theoretical frameworks related to AI in education. The third chapter explains the research methodology, including the design, population, sampling, and data collection methods. The fourth chapter presents the findings and interprets the data in line with the research objectives. Finally, the fifth chapter concludes the study, summarizing key findings, discussing implications, and providing recommendations for future research and practice.

Browse

Recent Submissions