English as medium of Instruction (EMI) has been a genuine issue of discussion in today’s pedagogical field among the concerned stakeholders including teachers. In this concern, a mixed method study entitled ‘Attitudes of teachers towards using English as Medium of Instruction (EMI) in Public Secondary Schools of Ilam was attempted to explore the teachers’ attitude towards using EMI in the public schools and challenges faced by them in course of adopting EMI. For this, twenty secondary level English teachers were accessed purposively and data were collected using questionnaire consisting of both close ended and open-ended questions. The results of the study revealed that teachers of public schools were found aware of the basic concept of the notion of English as a medium of instruction. They were found positive in implementing EMI in conducting their daily teaching and learning activities. The study also showed that teachers of secondary level have been facing different challenges in adopting EMI in the classroom like students’ weak exposure to English, mother tongue interference, unresourceful schools and linguistic diversity in the class. The study recommended that there should be conducive and encouraging environment in the public schools for the teachers for adopting EMI in the class. The schools should be made resourceful and well equipped with modern technologies. Moreover, the teachers should be made sound with pedagogically and professionally.
This paper attempts to provide insights on research paradigm as the philosophical foundation for educational research. The main purpose of writing this paper is to provide basic idea and knowledge about research paradigm to the prospective researcher with a claim as it is a philosophy of educational research. Different books and journal articles were consulted, reviewed and discussed to prepare this write up. After accumulating the idea and insights on research paradigms, the paper begins with the overview of research in terms of basic features. Then, it introduces about the research paradigms as the research philosophy and followed by the major components of research paradigms viz. ontology, epistemology, methodology and axiology. The key components of research paradigms are defined and discussed in terms of their basic premises in relation to the educational research contexts. Moreover, the paper also presents a brief discussion on the implications of research paradigms in educational research.
This paper reports the results of a study that unpacked teachers’ experiences and challenges adopting EMI policy in the public schools’ multilingual classrooms. Building on a phenomenological design, we selected two primary level teachers purposively and collected data through in-depth interviews. Drawing upon the thematic analysis and interpretation of the data, the study revealed that teachers perceived EMI as a tool for achieving English language proficiency for the students and a means for the public schools to compete with their private counterparts. Contrarily, EMI in the public school’s multilingual classrooms was found to be practised just as slogan and insufficient for effective students’ participation in classroom learning. Since EMI leads multilingual learners towards monolingual direction, it has posed problems to both the teachers and students due to the low English language proficiency. The study implies that the EMI policy in the lower grades of public schools should be implemented considering the linguistic and cultural milieus of the students.
This paper is an attempt to provide insights on quantitative research in general and the uses and limitations of quantitative research in the field of English language education in particular. The paper aims to present and discuss the uses and limitations of quantitative research in the area of English language education. Building upon the literature related to the topic, the paper begins with the background of research in general. Then, it introduces the quantitative research as an important research approach in social sciences. More importantly, it presents and discusses the major areas of uses and limitations of quantitative research in the field of English education. Finally, the paper is concluded with the idea that quantitative research approach is significantly used to address the issues of English language education along with other research approaches in terms of nature and contexts of the research phenomena.
The metacognitive awareness of reading strategies among higher level learners has been widely acknowledged for successful reading comprehension. However, literature shows a little empirical research in this area in Nepalese context. This paper attempts to measure the metacognitive awareness of reading strategies of higher level learners of Nepal. As a quantitative study, cross-sectional survey design was used to obtain the primary data from 142 higher level learners pursuing MPhil degree from different universities of Nepal through questionnaire. The metacognitvie awareness of reading strategies of the learners was measured in univariate analysis and difference of their awareness in terms of independent variables was assessed in bivariate analysis using t-test. The study revealed that higher level learners had metacognitive awareness of reading strategies at different levels. Among the three groups of strategies, cognitive strategies were found most frequently used by the learners and supportive strategies were found least frequent to them. The independent variables i.e. sex and subject of specialization did not affect in the learners’ metacognitive awareness of reading strategies. The differences were not seen statistically significant. This implies that teacher can use and instruct the learners with similar type of reading strategies irrespective of gender and group of subjects.
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