ELE Praxis

Supervising Dissertations of Struggling Research Scholars: An Autoethnographic Inquiry

Tikaram Paudel — 2024-11-14

In this autoethnographic study, I explore research scholars' emotional and psychological challenges while preparing their dissertations. To gather data, I reflect on my experience supervising three M Phil in English Language Education students at a university in Nepal. These scholars faced difficulties from the initial stages of preparing their dissertation proposals to defend their dissertations and went through a range of experiences, from trauma to satisfaction. To better understand the scholars' perspectives on dissertation writing, I examined McCann and Pearlman's (1990) theory of vicarious trauma, Astin's (1999) theory of person and environment, and Bronfenbrenner's (1979) theory of ecological models of human development. The study revealed that scholars often experience depression and trauma at certain stages of dissertation writing. This study highlights the crucial role of the supervisor, not just in academic matters but also in the mental well-being of scholars. The insights contribute to the discourse on how personal characteristics and environmental factors influence an individual's academic development. It emphasizes the importance of the supervisor's role in understanding scholars' needs and interests to create a suitable research environment for struggling scholars.

Integration of Social Networking Sites in the English Classroom: My Signature Pedagogy

Sunita Suri — 2024-11-14

This paper is based on an English teacher’s reflection; she shares her experience of using Social Networking Sites (SNS) to improve English writing skills in limitedly resourced secondary-level classrooms in Nepal. The narratives were revisited and reviewed based on the conversation history of SNS groups to see the learning dynamism, and they were subsequently analyzed and interpreted under themes and subthemes. The paper shares the major takeaways of the reflection.

Struggles of Women Teachers: A Narrative Inquiry

Devi Bhatta — 2024-11-22

Women teachers struggle to fit into their family responsibilities and the workplace; often, they cannot perform well while trying to balance both. Against this backdrop, this study aims to explore the experiences of women teachers to understand their professional struggles in their workplace. It is a qualitative study, where I purposively selected four women teachers from Far-West (Kailali) as my research participants. They teach in private and public schools. I interviewed them to collect the information required for this study. Simultaneously, I recorded and transcribed the data, then coded, categorized, and thematized them as patterns emerged. The study indicates the gender discrimination in the workplace and home of women teachers and the difficulty for them to balance their work life and responsibilities at home. The findings reveal that most women teachers have left their jobs to look after their families and children, and after a few years of gap, they struggle to find a job. A flexible policy can help women teachers sustain themselves in teaching jobs.

Writing for Specific Audiences: A Comparative Study of Teaching Writing in Nepal and the U.S.

Amar Bahadur Sherma — 2024-11-22

This paper explores the disparities in teaching writing and evaluation between the United States and Nepal, focusing on the crucial concept of writing for a specific audience. In the U.S., there's an increasing emphasis on the need for students to tailor their writing to cater to distinct audiences. However, the educational system in Nepal primarily values rigid rules and standards over audience-oriented writing. I argue that teaching students to write for specific audiences is paramount for effective communication and underscores the concept of "learning transfer," where knowledge gained should be applicable across different contexts. While U.S. education standards advocate audience-oriented writing, standardized tests often fail to assess this essential skill. I contend that incorporating audience-specific writing assessments in standardized tests can significantly improve writing education. Some data were collected from 15 secondary-level English language teachers in Nepal. Findings demonstrate that instructors are not aware of the practice of teaching writing for a specific purpose. Ultimately, the paper calls for a shift in writing instruction to prioritize adaptability, context, and the intended audience. It underscores that writing is fundamentally about communication and that understanding the specific audience's needs is vital for effective expression, irrespective of geographical and educational system differences.

Learners’ Perspectives and Experiences on the Factors Influencing Speaking: A Systematic Review

Sabiha Sumbul — 2024-11-22

This article reviews recent publications (n=23) on learners’ perspectives and experiences on the factors influencing speaking. We downloaded articles using keywords such as “improving speaking skills,” “learners’ experiences on improving speaking,” “factors influencing speaking,” and “learners' perception of the factors influencing speaking” from different databases like Google Scholar and ERIC. Employing the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, we extracted findings from articles on learners’ perceptions and experiences on factors influencing speaking and methodological trends applied in the selected studies. First, we categorized factors affecting speaking performance into sociocultural, pedagogical, linguistic, and psychological as per the perspectives and experiences of the learners. Then, we conducted the methodological review. The review result showed that the selected articles employed qualitative approaches, questionnaires, and interviews for data collection and thematic analysis to interpret the data. The review indicated that few studies are conducted in the Nepali context focusing on the learners’ perspectives and experiences on the factors influencing speaking. The underrepresentation of these issues needs to be addressed to enable learners and instructors to develop effective strategies for enhancing speaking skills.

A Critical Analysis of the English Textbook of Class Eight in Bangladesh

Shakila Akter Barsha — 2024-11-22

This critical analysis evaluates the English for Today (Class Eight) textbook used in Bangladesh, focusing on its effectiveness in enhancing language skills for eighth-grade students. The textbook, designed to improve reading, writing, listening, and speaking abilities, combines language study with practical use. While it emphasises collaborative learning and integrates historical insights, offering a comprehensive approach, the analysis identifies areas for improvement. The text praises the book's innovative tasks, such as dialogues and recipes, promoting conversational skills and real-life applications. However, it highlights the need for more advanced vocabulary and challenging exercises to enhance analytical and critical thinking skills. The review recommends enriching vocabulary, diversifying exercises, and upgrading content with the exam patterns to better prepare students for higher grades. The analysis anticipates the challenges of the upcoming textbook revision, emphasising the importance of addressing current shortcomings to enhance English language education in Bangladesh and aligning it with international standards. The study concludes by recognising students' eagerness to learn English, underscoring the vital role of curriculum improvements in preparing them for a globally competitive future

An Evaluation of Master of Education in English Language Teaching (M.Ed. in ELT) of Kathmandu University, School of Education Using CIPP Model

Narayan Shrestha — 2024-11-24

This paper evaluates the M.Ed. program in English Language Teaching offered by Kathmandu University, School of Education, using the program evaluation model of CIPP developed by Daniel Stuffelbeam in the 1960s. The study was carried out using the qualitative research design. The information was collected via several interviews with four participants who were selected using the purposive sampling method at the researcher's and the participant's convenience. Out of four, two were faculty members teaching any courses in the program, and two were students who had already completed the program. The questions were asked on the context, input, process, and product, the four elements of the CIPP model. The study found that the program has successfully addressed the needs of the stakeholders, the curriculum and contents are directly connected to the predetermined objectives, and the emphasis on student-centered teaching and learning methodologies with an excessive amalgamation of ITCs are the major findings.

English Language Teachers’ Perceptions and Understanding of Content and Language Integrated Learning

Ganga Ram Paudel — 2024-11-24

Content and Language Integrated Learning (CLIL) focuses on content and language objectives in teaching and learning activities. The study has explored the English language teachers’ perceptions of the Content and Language Integrated Learning (CLIL) approach in the context of English language classrooms conducted in urban secondary schools in Kaski, Nepal. The study utilizes the narrative inquiry research design, remaining under the interpretive paradigm of the research. Four English teachers from different schools participated in this exploration, providing valuable insights that followed a systematic process to collect and analyze data. In-depth interviews using open-ended questions allowed for a comprehensive exploration of their perceptions. The study uncovered a multifaceted picture of English language teachers' perceptions of implementing CLIL. Teachers expressed varying awareness of the CLIL approach, highlighting the importance of training and continuing support for professional development. Challenges identified include a lack of training, insufficient CLIL materials, and low English language proficiency among students, hindering effective CLIL instruction. The study suggests that strengthening teacher training, resource allocation, and classroom management strategies can create a more conducive learning environment, fostering the successful integration of the CLIL approach in English language classes. The findings suggest the active involvement of educational authorities in addressing these challenges and promoting the effective use of CLIL for improved language instruction and classroom engagement.

Journal of English Language Education Praxis

KUSOED — 2024-11-05