SkulTech

This research investigates the lack of higher-order thinking (HOT) in English language instruction at the basic level in rural Nepal. Through ethnographic observation, it found that teachers primarily use low-level questioning techniques, hindering students’ development of critical thinking, analysis, and problem-solving skills. This study highlights the need for teachers to reflect on their questioning strategies and for stakeholders to prioritize the development of HOT skills in classroom practices.

Enhancing Writing Skills through Reading: An Integrated Approach in English Language Teaching: This study examines the role of reading in enhancing students’ writing skills, particularly within English Language Teaching (ELT) contexts. Writing, a challenging skill, demands effective language use, organization, and critical thinking. Reading supports writing development by providing vocabulary, grammatical structures, and ideas. Literature indicates that reading aids vocabulary acquisition, strengthens grammar, and enhances critical thinking, which collectively improve writing ability. Through a review of prior research, this study highlights reading as a crucial method for teaching writing, promoting vocabulary enrichment, grammatical awareness, and critical analysis. It concludes that selecting relevant reading materials fosters student engagement, confidence, and skill in writing.

APA style, a standardized format for referencing sources in social sciences and beyond, ensures clarity and proper credit for borrowed ideas. It dictates not only in-text citations (author, year) and reference list formatting, but also the overall presentation of your paper with double-spacing, specific fonts, and headings. Following APA promotes fairness and avoids plagiarism, while also enhancing readability for those familiar with the style. By mastering APA formatting and integrating sources effectively, you can create clear, accurate, and ethical academic work.

The present study based on Language Learning with Shadow Education was carried out to explore the perceptions of English language learners on private tutoring in terms of language teaching technique, content coverage, use of materials (teaching materials and reference materials), and classroom management.  Thirty Bachelor level students were selected following a purposive non-random sampling procedure. To find out the perceptions of the students, I used a questionnaire containing both open-ended and close-ended questions. Data collected from informants were tabulated and analyzed applying simple statistical tools i.e. tables, bar diagrams,s, and pie-chart. By analyzing and interpreting the data, I found that students are positive toward private tutoring in the sense, tutoring helps to secure high marks; it also helps the students who cannot regularly attend the class. Students get individual treatment and student-centered techniques are applied in tutoring classes. But they accepted that tutoring increases students’ dependency on teachers; it demands extra fees and time, so all the students may not be able to afford it. So, it increases social inequality as well.