Writing is a form of an art and integral part of language learning. The present study concerns with development of writing skills through peer and teacher correction technique. As an action research in nature, the research aimed to test the progress of the students while writing an essay. After the analysis of data collected through test items, it was seen improvement in students writing in post test than in pre-test. The students (Ss1-Ss10) were found using the words in an increased order and grammatically correct sentences in their writing in each test made and committed less grammatical errors in post test than in pre and progress test. Regarding mechanics of writing, their writing was found systematic in case of punctuation, proper use of paragraphs, in coherence and cohesion in writing. The peer correction and teacher correction technique was found productive in teaching writing through action research as a whole. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 70-82 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8094

Learning management system has been an innovative practice in Nepalese higher education to foster interaction and keep track of day-to-day teaching-learning activities. This article explores using technology applications: Moodle and closed Facebook group in face-to-face class for promoting participation in an interdisciplinary reading course and to find out students’ perception in blending Moodle in face-to-face class. The research study was mainly based on collaborative action research. The primary sources of data were collected from the use of Moodle as learning management system. The students of four intact classes (consists 120 students) were selected purposively under department of English Education, University Campus, Kirtipur. The systematically collected narratives and observation have been analyzed and interpreted descriptively. This study found that the basic tutorials in using technology is prerequisite for the students in using the basics of moodle, email log and the ways to interact on reading text in Moodle platform as a part of pre-instructional activity. Many students felt that they come from remote area, have studied in the technology outreached area, cannot explore the resources, and feel hesitation in exploring the technological tools. In addition, the use of resources in the Moodle and blend of closed Facebook group was found to be highly motivating and resourceful for both the low- level learners and high-level readers in assisting resources.

The wider uses of digital online tools have been explicitly practised in the educational spheres including access and use of technology in Nepal during the pandemic situation, like COVID 19. This article focuses on the use of six different digital online tools which could be effectively blended in face-to-face and distance classroom teaching by teacher educators to reshape the way they teach. It links the idea of tech integration along technological, pedagogical and content knowledge (TPACK) model in the use of technology. The data elicited from the narratives of ten experienced teacher educators relate the grassroots challenges in the use of tech tools to foster the professional identity of teachers. It further discusses the effective use of digital online tools even in the difficult circumstances minimizing the challenges and digital divide.