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All Journal REiLA: Journal of Research and Innovation in Language UTAMAX : Journal of Ultimate Research and Trends in Education
Bhattarai, Prakash
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Education Languange, Linguistic, Communication & Media Social Sciences

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English Language Teachers' Perceptions and Practices on Learner Autonomy in Nepalese Context Bhattarai, Prakash
REiLA : Journal of Research and Innovation in Language Vol. 3 No. 1 (2021): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v3i1.6064

Abstract

Learner autonomy is the ability and responsibility of learners to take control of their learning. Motivation, the chance to work independently and/ or collaboratively, access to the internet and library, and challenging tasks promote learner autonomy. This study explores English language teachers' perceptions and practices on learner autonomy and finds the difference in the perceptions and practices by their sex, level, qualification, and type of school they teach. One hundred thirty-three (133) teachers teaching at Tulsipur Sub-metropolitan Dang, Nepal, were selected using the fishbowl technique. Data drawn with the questionnaire's help were analysed via univariate (frequency, percentage, and median) and bivariate (t-test and Cohen's d) analysis. From the analyses, it was found that English language teachers teaching at different levels are aware of the what, why, and how of learner autonomy, and they promote learner autonomy by engaging and encouraging students to be involved in the tasks which promote learner autonomy. Perceptions on learner autonomy do not differ by their sex, level, qualification, and type of school they teach. Likewise, practices on learner autonomy also do not differ by the sex and level of the teachers, but their practices differ by the type of school where they teach and their qualification.
Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context Bhattarai, Prakash
Utamax : Journal of Ultimate Research and Trends in Education Vol. 3 No. 3 (2021): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v3i3.7780

Abstract

This phenomenological study explores how English language teachers become information and communication technology (ICT) literate and why they make use of ICT in English language class and find out challenges in integrating ICT in English language teaching (ELT). For this purpose, two secondary-level English teachers were selected purposively, and in-depth interviews were conducted to collect data. The collected data were analyzed using the thematic analysis technique. The findings drawn from the lived experience of the teachers reveal that teachers become ICT literate and updated by taking formal classes, training, and teaching their students; they make use of ICT in ELT for students' language development, motivation, and autonomy. The challenge of keeping the students on the right track is the major challenge English language teachers encounter while integrating ICT in ELT. Though there are challenges, every English language teacher should try to teach the English language integrating ICT.
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