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All Journal Indonesian Journal of English Language Studies (IJELS) IJIET (International Journal of Indonesian Education and Teaching) Journal of Multidisciplinary Research and Development
Rauteda, Khem Raj
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Quantitative Research in Education: Philosophy, Uses and Limitations Rauteda, Khem Raj
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.993

Abstract

Conventionally, the quantitative research approach is believed to be used in natural science to experiment with phenomena and test theories and hypothesis. However, it has been practiced by researchers in social science and education at present. The study aims to critically analyze the philosophical stances of quantitative research and to explore the uses and limitations of quantitative research methods in education. I used document analysis as a research method where I collected previously published books, journal articles, and book chapters in the related field, read them, explored the required information from the materials, analyzed them critically, and made the arguments in different themes. The study revealed that quantitative research is based on the positivist paradigm which believes in objectivity, and experimental reality. It further showed that quantitative research is significant in the field of education to test the methods, and teaching-learning theories, to see the cause-and-effect relationship, and to see the causal relationship between the variables. Moreover, it shows that quantitative research is significant to explore the results that can be generalized in a large population. Additionally, the study explored that quantitative research has several issues such as negligence on educational complexities, sampling bias, issues of validity, and generalizability, and ethical issues related to consent, confidentiality, anonymity, sampling, data collection, interpretation, and reporting. It suggests that researchers in education should incorporate the qualitative method and mixed-method research to address diversity, emotion, experience, and multiple realities.
English Language Teachers' Knowledge, Use, and Perceived Effectiveness of Action Research for Professional Development Rauteda, Khem Raj
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 1 (2025): March 2025
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i1.11514

Abstract

In light of evolving pedagogical frameworks and increasing challenges in English Language Teaching (ELT), effective professional development is essential for teachers striving to enhance their practices. Action research is a pivotal strategy for teachers' professional development, fostering an adaptive learning environment through reflective pedagogy. While teachers have implemented action research, its engagement among secondary-level English language teachers remains underexplored, particularly regarding their knowledge, use, and perceptions of its role in professional growth. The study aimed to identify secondary-level English language teachers’ knowledge, use, and perceived effectiveness of action research as a tool for professional development. The research employed a quantitative survey approach, focusing on English language teachers in private and public schools in Nepal, with a particular emphasis on those in the Sunsari district. A sample of 200 teachers was selected using a simple random sampling strategy, and a structured questionnaire was administered online via Google Forms. The collected data were analyzed using a bivariate analysis approach with SPSS. A chi-square test was conducted to assess the association between the variables, while Phi was employed to determine the significance of these relationships. The study examined the association between independent variables (such as sex, level of teaching, type of school, and academic qualification) and dependent variables (including use of action research, knowledge of action research, and perceived effectiveness of action research). The findings indicated no significant statistical association between the independent and dependent variables. However, the study concluded that the majority of teachers perceived action research as valuable for problem-solving, increasing professional confidence, promoting career advancement, fostering transformative agency, and enhancing teacher collaboration. It suggests that teachers could benefit from more effectively integrating action research into their teaching practices for professional development and transformation.
Translanguaging for Transformation: Identity, Equity, and Pedagogical Resistance in Nepalese ELT Classrooms Rauteda, Khem Raj
Indonesian Journal of English Language Studies (IJELS) Vol 11, No 2 (2025)
Publisher : Magister Kajian Bahasa Inggris (English Language Studies) Universitas Sanata Dharma Yogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijels.v11i2.12202

Abstract

Translanguaging refers to the dynamic, natural, and purposeful mixing of multiple languages in communication. It has become popular among English language teachers in multilingual settings. It promotes learner agency and acknowledges individual identities and experiences. However, some teachers still mistakenly view multilingualism as a barrier rather than an asset in English Language Teaching (ELT). Despite the advantages of translanguaging in ELT, little empirical research has been done on its use in Nepalese ELT classrooms, especially when it comes to the teachers' perspectives. The study aims to investigate the roles of translanguaging in ELT classrooms and to analyze the teachers' experience of using translanguaging in ELT classrooms. Employing the phenomenological research design, the researcher purposively selected three English language teachers teaching in three different public schools in the Sunsari district for in-depth interviews. The interviews were recorded, transcribed, coded, categorized, and analyzed thematically. The study found that teachers affirm students' identities and promote an inclusive learning environment by using translanguaging as a transformative tool. The study additionally shows how teachers challenge the exclusive English and mix multiple languages to create a translingual space that empowers students and fosters equity in the classroom. The study concluded that translanguaging is a flexible approach to ELT that enhances student engagement and understanding of content. It implies that teachers in multilingual contexts adopt a translingual pedagogical approach to embrace diversity, promote social justice, and empower their students.
TEACHERS’ PEDAGOGICAL RESISTANCE OF EMI THROUGH CLASSROOM TRANSLANGUAGING IN NEPALESE SCIENCE CLASSROOMS Rauteda, Khem Raj; Luitel, Bhawana
IJIET (International Journal of Indonesian Education and Teaching) Vol 9, No 2 (2025): July 2025
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v9i2.12043

Abstract

English as a Medium of Instruction (EMI) is an approach used to teach content subjects in English, particularly in regions where English is not the primary language of most of the population. The increasing adoption of EMI in Nepalese public schools has sparked debate among educators, policymakers, and linguists. While local bodies promote EMI, teachers often utilize Nepali and English, allowing students to use their home languages. However, the science teachers’ use of multilingual practices and resistance to exclusive English instruction remain underexplored. This study aimed to analyze how secondary-level EMI science teachers incorporate students' home languages in the classroom. Using phenomenology as a research design, we collected data from two science teachers teaching at English medium public schools in Sunsari through in-depth interviews and analyzed the data thematically. The study found that secondary-level EMI science teachers frequently use Nepali and English and incorporate students' home languages purposefully, a practice known as translanguaging. Additionally, the study found that teachers use translanguaging as a pedagogical tool and a form of resistance in EMI science classrooms to enhance engagement, comprehension, and inclusivity while challenging monolingual policies. It suggests that multilingual strategies like translanguaging can foster change and reform policies through teacher agency at the micro level.
Co-Authors Luitel, Bhawana