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All Journal Indonesian Journal of Integrated English Language Teaching Vision: Journal for Language and Foreign Language Learning Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JETLi Tamaddun Journal of English Teaching and Linguistics Studies
Tiwari, Hari Prasad
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Learning English Across Borders: Nepali Students’ Experiences in Nepal and Australia Tiwari, Hari Prasad
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i2.9348

Abstract

The students’ experiences, perceptions, and outcomes of learning English may be affected by the different methods and practices of English Language Teaching (ELT). Methods and strategies used in ELT may differ from one country to another due to various factors. This qualitative study employed an interpretive framework and narrative inquiry approach to explore the way Nepali students learned English in Nepali and Australian contexts. The participants involved five Nepali students who studied an advanced-level English for Academic Preparation (EAP) course at Melbourne City College Australia (MCCA). The researcher employed snowball sampling to select the subjects. The technique used in data collection was a semi-structured interview. All the interviews were audio recorded and transcribed verbatim. The data was coded and categorized using thematic analysis to find common themes and patterns. The findings revealed significant differences in the teaching methods, vocabulary instruction, feedback practices, and technology use. The study emphasized the importance of using pedagogical strategies that foster communication skills, contextual vocabulary learning, constructive feedback, and technology integration for effective ELT.
Artificial Intelligence in the Classroom: Revolutionizing English Language Teaching Tiwari, Hari Prasad
Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v6i1.9757

Abstract

This qualitative study investigates the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) within university settings, with a specific focus on the viewpoints and experiences of university-level English teachers in Nepal. The research was conducted in Lumbini Province, Nepal, where 14 university-level English teachers were purposively selected from seven constituent campuses. Through unstructured smartphone interviews, participants shared insights on AI integration in ELT. The findings reveal a diverse range of expectations and concerns among university-level English teachers regarding AI’s role in language instruction. While participants expressed optimism about AI’s potential to revolutionize language learning through personalized experiences and immediate feedback, they also voiced apprehensions. These concerns encompassed job displacement, potential erosion of human interaction, and ethical implications related to AI usage. To address these challenges, participants employed various strategies. They navigated ethical considerations by raising awareness, engaging in reflection, and advocating for ethical guidelines. The study emphasizes the importance of a balanced approach to AI integration-one that harnesses its promises while addressing potential pitfalls. Responsible and inclusive AI usage in language education necessitates thoughtful consideration of both benefits and challenges.
Artificial Intelligence in the Classroom: Revolutionizing English Language Teaching Tiwari, Hari Prasad
Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v6i1.9757

Abstract

This qualitative study investigates the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) within university settings, with a specific focus on the viewpoints and experiences of university-level English teachers in Nepal. The research was conducted in Lumbini Province, Nepal, where 14 university-level English teachers were purposively selected from seven constituent campuses. Through unstructured smartphone interviews, participants shared insights on AI integration in ELT. The findings reveal a diverse range of expectations and concerns among university-level English teachers regarding AI’s role in language instruction. While participants expressed optimism about AI’s potential to revolutionize language learning through personalized experiences and immediate feedback, they also voiced apprehensions. These concerns encompassed job displacement, potential erosion of human interaction, and ethical implications related to AI usage. To address these challenges, participants employed various strategies. They navigated ethical considerations by raising awareness, engaging in reflection, and advocating for ethical guidelines. The study emphasizes the importance of a balanced approach to AI integration-one that harnesses its promises while addressing potential pitfalls. Responsible and inclusive AI usage in language education necessitates thoughtful consideration of both benefits and challenges.
English Proficiency Aspirations among Nepalese EFL Students Tiwari, Hari Prasad
Tamaddun Life Vol 22 No 2 (2023): December
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i2.577

Abstract

English is regarded as a key to different opportunities and a language of high status in Nepal. Whether by desire or compulsion, English fascination of a large number of students in Nepal is increasing. This study investigated the factors that motivated Nepalese learners of English as a Foreign Language (EFL) to attain a higher level of English proficiency. The participants consisted of 24 master’s level EFL students from four constituent campuses of Tribhuvan University. The researcher used purposive sampling to select the participants. The study employed interview as data collection technique. The data was analyzed using thematic approach of qualitative data analysis. The study revealed that Nepalese EFL students aspired to achieve English proficiency for five reasons, such as to meet their educational expectations access, to pursue better career opportunities and global competitiveness, to improve their economic and social status and to access technology and innovation. The study contributes to the understanding of the evolving dynamics of language proficiency in a globalized world, urging educators and policymakers to consider the diverse factors that influence language acquisition for a holistic approach to language education.
English Language Teachers’ Awareness and Practice of Digital Teaching Tiwari, Hari Prasad
Tamaddun Life Vol 23 No 1 (2024): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v23i1.718

Abstract

Raising English language teachers' awareness and practice of digital teaching is essential for creating interactive, engaging, and effective learning environments that cater to the diverse needs and interests of students. This study aims to explore the digital teaching awareness of secondary level English teachers and the technology-driven activities implemented in their classrooms. Employing a qualitative approach within the narrative inquiry framework, data was gathered from 12 secondary level English teachers through semi-structured interviews, direct observations, and document analysis. The results reveal that secondary level English teachers in Nepal develop their digital teaching skills and knowledge by engaging in professional development programs, including workshops, seminars, and conferences, as well as through self-directed learning from online platforms like YouTube. Additionally, they enhance their digital teaching strategies by utilizing social media platforms such as Facebook, WhatsApp, and Instagram, along with web-based tools. These findings provide valuable insights and resources for English teachers, which can be applied in the classroom to promote interactive, technology-enhanced learning and teaching activities. Furthermore, the results can inform policymakers at educational institutions to ensure the efficacy of digital language learning practices.
Challenges in Teaching Pronunciation: Secondary Level English Teachers’ Perspectives Tiwari, Hari Prasad
Indonesian Journal of Integrated English Language Teaching Vol 10, No 1 (2024): IJIELT: VOLUME 10, NUMBER 1, 2024
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v10i1.26092

Abstract

Correct pronunciation is a fundamental aspect of effective communication. It significantly enhances students’ overall speaking abilities. Nevertheless, teaching of pronunciation in the context of English as a Second / Foreign Language (EFL/ ESL) remains on the fringes and is marginalized within the academic syllabus and classroom dynamics, particularly in the secondary level schools of Nepal. This qualitative study aims at exploring the challenges faced by secondary level English teachers in teaching pronunciation. The research is based on the perspectives of six experienced secondary level English teachers who are engaged in teaching English at the secondary level. The researcher employed purposive sampling to select the participants. The study utilized semi-structured interview as the primary data collection technique. Each of the interviews was audio recorded and subsequently transcribed for meticulous analysis. The data was analysed employing thematic approach of qualitative data analysis The study highlighted nine different challenges which include priority issue, weak foundation at basic level, ignoring mispronunciations, time limit, teachers’ insufficient knowledge, copying peers, lack of instructional resources, lack of students’ reading habit, lack of exposure. The study suggests emphasizing pronunciation, increasing practice, enriching resources, promoting reading, and enabling real-world exposure to address the challenges.
Challenges of Writing Research Articles in English for University-Level EFL Teachers Tiwari, Hari Prasad
Vision: Journal for Language and Foreign Language Learning Vol. 12 No. 2 (2023)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i118591

Abstract

Writing research articles in English is a challenging task for non-native speakers of English, as it requires linguistic competence, rhetorical awareness, disciplinary knowledge, and familiarity with the research writing conventions. The qualitative study explores English non-native speakers' challenges while writing research articles (RAs) in English. The participants were 12 university-level English as a Foreign Language (EFL) teachers selected using snowball sampling. The data was collected using semi-structured interviews and analyzed using a thematic approach. The findings revealed four challenges: linguistic, rhetorical, disciplinary, and cultural. Linguistic challenges affect the clarity and credibility of the writing. In contrast, rhetorical challenges involve following the conventions, arguments, and citations of RAs in English. Disciplinary challenges require adapting to the norms and practices of different fields of study, and cultural challenges reflect the preferences for directness, formality, and objectivity in writing. The study shows the complexity and interrelatedness of these challenges and suggests a flexible and nuanced approach to overcome them.
Use of First Language in English Language Teaching: EFL Teachers’ Perspectives Tiwari, Hari Prasad
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 1 (2024)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i1.11357

Abstract

First language (L1) is seen as a tool that aids in teaching the second language (L2). However, an over-reliance on L1 can slow down the learning process and prevent the achievement of true L2 fluency. This qualitative study aims to investigate the role of the L1 in L2 instruction, particularly its potential to both aid and hinder the learning process. The study employs an interpretive approach, focusing on the perspectives of 14 college-level English as a Foreign Language (EFL) teachers. These participants were selected using judgmental sampling. Data was collected through semi-structured interviews and subsequently analyzed using a thematic approach. The findings indicate that teachers utilize L1 in various ways, including enhancing comprehension, assisting lower-level students, saving time, recapturing students’ attention, and introducing new vocabulary. The study concludes that while L1 can serve as a valuable tool in L2 instruction, its use should be strategic to optimize learning outcomes. It highlights how L1 can act as a bridge to aid L2 learning, indicating the need for a balanced usage.
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