Education

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.

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.