Education, Science and Technology

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.

This study explores the ongoing debate on the use of Information Communication Technology (ICT) tools in formative and summative English language assessment, as highlighted by Acharya (2015). Focused on secondary school teachers, the research employs narrative inquiry to investigate ICT integration in assessment practices. The study identifies two themes: ICT-integrated formative and summative assessment. Some teachers utilize technology merely for assessment creation, maintaining traditional methods, while others integrate technology directly into English language teaching, aiming to make assessments engaging, environmentally friendly, and motivating. This research sheds light on diverse approaches to ICT use, revealing varied perspectives on the integration of technology in language assessment.

This comprehensive article traces the dynamic evolution of Nepal's school education system, exploring its historical development from the restrictive pre-1951 Rana regime to present challenges. It examines the coexistence of community, institutional, and religious schools, emphasizing gender disparities and issues in English-medium education. The study highlights the ongoing development and policy implications for Nepal's education system.

This paper highlights the issues created in English language testing by the covid-19 pandemic. Highlighting the basic essence of testing in ELT this paper explores the teachers' experiences during the test in the covid-19 pandemic situation. Including the detailed interview/narrative of the teachers who are teaching the English language in different parts of Nepal, this paper thematically analyzed the difficult circumstances faced by the teachers.

This article explores the nuanced debate on classroom correction methodologies, focusing on public correction and personalized feedback. Analyzing the pros and cons of each approach, it advocates for a balanced strategy. Acknowledging student preferences and adapting methods enhance positive teacher-student relationships, fostering an inclusive and effective learning environment.

The article discusses the challenges and initiatives related to inclusive English Language Teaching (ELT) in Nepal, examining the global, national, and grassroots perspectives shaping this endeavor. It emphasizes the importance of accommodating diverse learning modalities, particularly for visually impaired students, in ELT classrooms. The challenges identified include difficulties in addressing various language modalities, limited adaptation to diverse learning styles, overreliance on visual aids, lack of accessible educational materials, and teacher preparedness. Additionally, the article explores specialized techniques, grassroots initiatives, and the role of technology in fostering inclusivity. The authors highlight the critical role of ELT in Nepal's broader commitment to inclusive education, where international commitments, national policies, and grassroots efforts converge to create a more inclusive educational landscape.

Under the new National Education Act (Ministry of Education, Science and Technology, 2019), Nepal's secondary English curriculum has embraced learner-centred approaches to enhance students' communicative competence (Curriculum Development Center, 2020). The curriculum focuses on developing proficiency in listening, speaking, reading, and writing, with English being a compulsory subject at both school and university levels (Curriculum Development Centre, p. 36).