English Language Education & Assessment

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.

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).