SkulTech

This article examines the practices of Teacher Questioning Strategies and the Absence of Higher-Order Thinking English language at the basic level in the rural setting of Nepal. The researcher used the ethnographic study on the issue and used class observation as the main data collection tool. To find out the teachers’ practices, the ethnographic study is thought a better method as the researcher can observe every questioning technique employed by the teacher and address the students’ queries by the teacher. The researcher collected the data from a rigorous observation. The observation found that the teachers are not using any questions to enhance higher-order thinking skills at all. Such activities of teachers are spoiling the opportunity to develop the students’ higher-order thinking skills in rural settings or Nepal. This article reminds teachers to reevaluate and reflect own teaching-learning activities in the classroom. It also makes the stakeholders of teaching and learning to rethink on the classroom practices of the teachers from the perspective of the development of higher-order thinking skills.

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.