Use of ICT/Web Tools in ELT in Nepal

Acharya, Chandra Prasad

doi:10.3126/nelta.v19i1-2.12076

Cited by 14 publications

(18 citation statements)

References 5 publications

(1 reference statement)

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“…As these studies show, little research has been done on the digital literacy skills of the EFL teachers in the world. Although a few studies have focused on using ICT with teaching language in Nepal (Acharya, 2014;Thapaliya, 2014;Rana et al, 2018), there has been no research on school-level EFL teachers' digital literacy in Nepal. In this context, the current study sheds new light compared to existing studies, especially in Nepal.…”

Section: Literature Reviewmentioning

confidence: 99%

Nepalese EFL Teachers’ Digital Literacy for Online Teaching

Saud

2021

REiLA Journal

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The face-to-face mode of delivery had significantly been affected by the COVID-19 pandemic. Due to its spread, the government had suspended the traditional classroom teaching system, requiring its alternative online teaching instead. Accordingly, English teachers needed to be prepared with the necessary digital literacy skills for effective online teaching. Considering this situation, this study sought to survey the digital literacy skills of secondary school level English teachers of Nepal to check their preparedness for online delivery. A questionnaire was prepared through Google Docs and circulated to English teachers through emails and Messenger. Data was collected using the snowball-sampling method. Altogether, 426 English teachers across the country participated in this study. This study found that secondary school-level English teachers possess the necessary digital literacy skills like word processing, the use of the Internet, downloading, online presentations, and hence, are prepared for an online teaching mode.

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Section: Literature Reviewmentioning

confidence: 99%

Nepalese EFL Teachers’ Digital Literacy for Online Teaching

Saud

2021

REiLA Journal

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“…Regarding the previous studies on ICT, they have shown the need of ICT integration in ELT. Acharya's (2013) study in Nepal indicated that ICT in ELT classrooms supports learner autonomy, more effective and efficient classroom activities. Similarly, studies in ICT in Nepal also explored that use of ICT motivates students towards lesson; makes them more creative, analytical, and constructive (Thapaliya, 2014& Jha, 2017.…”

Section: Ict Integration In Teaching and Learning Englishmentioning

confidence: 99%

“…The above description clearly indicated that ICT devices helped them maximize learners' engagement for correct pronunciation, learning new meanings and listening practice in which they are unfamiliar. They can learn many things and share to each other collaboratively as ICT provides them access and support to teacher professional development (Acharya, 2013).…”

Section: Teacher Professional Development (Tpd) Supportmentioning

confidence: 99%

English Teachers’ Perceptions And Practices of Integrating ICT in ELT

Bhandari¹

2020

Butwal Campus J.

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This study explores the English language teachers’ perceptions and practices of information and communications technology (ICT) in ELT incorporating key skills. Furthermore, it investigates the benefits and challenges of integrating ICT. The study was carried out within the theoretical framework of constructivism theory. The study adopted the interpretive research paradigm to bring lived experiences of the participants. To achieve the purpose of the study, four teachers were purposively selected as the participants. In-depth interview was used as major technique for collecting information. The study reveals that the English language teachers have good and positive perception of integrating ICT skills as they involve students in cognitive engagement through ICT tools and devices. The study contributes to enhance students’ creativity and better language proficiency in English. Moreover, lack of sufficient ICT knowledge and skills of teachers, limited resources and infrastructure in schools, lack of ICT trainings have been realized as challenges for effective integration of ICT in English.

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“…A lack of useful means of communication in the community schools was one of the barriers to access the schools. The very real digital divide between community schools and private schools (Acharya, 2015) means that any researchers would face numerous difficulties similar to mine in accessing rural schools. This situation compelled me to travel directly to the DEOs, NGOs and local schools in different districts to find the right sample schools.…”

Section: Planning and Setting Outmentioning

confidence: 99%

Challenges in accessing fieldwork in rural Himalayas: An emerging researcher's experiences

Rana

Greenwood

Fox-Turnbull

et al. 2019

WJE

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This article is the reflection of an emerging researcher who has experienced different nudges from the beginning of accessing the research field to the final stage of collating data in rural Nepal. My experiences and reflections may provide provocations to researchers to consider before they undertake field research. Areas that researchers should be aware of before entering the field include strategies of approaching the resources, socio-cultural and language diversities, topography and travel complication. The article offers those considering field research in remote areas, such as rural Nepal, an opportunity for rethinking a case study research approach, choosing appropriate methodological tools, sampling strategies and accessing resources.

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Use of ICT/Web Tools in ELT in Nepal

Cited by 14 publications

References 5 publications

Nepalese EFL Teachers’ Digital Literacy for Online Teaching

Nepalese EFL Teachers’ Digital Literacy for Online Teaching

English Teachers’ Perceptions And Practices of Integrating ICT in ELT

Challenges in accessing fieldwork in rural Himalayas: An emerging researcher's experiences

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