A thesis is the most important write up in a researcher's life. Writing the research document in the form of a thesis is considered as the most challenging among the students. Keeping this view in mind, the present study was conducted to investigate the major challenges facing by the students of Masters of Education (M. Ed.) in English under Tribhuvan University (T.U.) while writing thesis. Fifteen students who have submitted the final draft of thesis in the Department of English Education of their respective campuses in partial fulfillment of M.Ed. in English and waiting for viva-voce were selected employing non-random purposive sampling procedure. The researcher used interview as a tool to collect the data which included open ended questions only. Interviews were audio recorded and they were transcribed, thematized and presented in narrative form. The findings were presented employing descriptive technique of qualitative data analysis. The findings of the study revealed that unsupportive behavior of the supervisors and difficulties of selecting the appropriate field or area of the study are major challenges while writing the thesis in English Education.

The substantial increase in technological innovation over the past few decades has had a significant impact in the field of English Language Teaching (ELT). Governments throughout the world are investing a lot of resources to keep up with this technological innovation as a result. Considering this, many local levels of Nepal recently committed to implement e-learning to teach English and other subjects in schools and colleges. Keeping this in mind, the present descriptive phenomenological study tries to explore English Language (EL) teachers’ and students’ perceptions regarding the role of E-learning in studying English.  A total of 24 participants including eight EL teachers and 16 students studying English Education at master’s level participated in the study. I employed convenience technique to collect the study area and purposive sampling technique to select the sample. Similarly, I employed the Single Focused Group Disunion (SFGD) technique to collect the data. As per the choice of the participants, the discussions were conducted in the Nepali language in face-to-face mode. FGDs were audio recorded, transcribed and thematized. The findings of the study were presented and discussed in terms of themes using descriptive methods for analyzing qualitative data. The findings are presented and explored in four themes. They are promoting fundamental learning skills, independence, adaptability, and interaction.

Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.

Interactive speaking is a crucial component of speaking skill. It is essential for effective and successful communication. Assessment of students’ interactive speaking helps teachers to enhance students’ overall speaking proficiency in a second or foreign language. Several techniques can be used to evaluate interactive speaking and the application of techniques may vary according to the forms of speaking. The present article focuses on exploring the techniques used by college level English language teachers to assess the interactive speaking of the students who study major English at the bachelor's level. The study was conducted using qualitative approach and descriptive phenomenology design. The sample population included 13 English language teachers who taught English at affiliated colleges in the Banke district. I used convenience sampling to select the colleges and simple random sampling to select the sample population. The only technique used for collecting data was structured interview. Each of the interviews was recorded using an audio recorder and transcribed verbatim. The data was analyzed using thematic approach to qualitative data analysis. The study revealed that oral question and answer, formal and informal debates, interviews, role plays, and discussion are the most commonly used techniques to assess interactive speaking skill at the college level. The study concluded that the techniques used in assessing interactive speaking may slightly vary depending on the level of the students but the teachers can use these techniques to the students of all levels.

The present study aims to investigate secondary level English Language (EL) teachers' lived experiences regarding the role of Classroom Questioning (CQ) strategy in English Language Teaching (ELT). The participants of this narrative inquiry consisted of four EL teachers who have been teaching at four different secondary level community schools in Banke district. I employed convenience sampling to select the schools and purposive sampling to select the participants. The data was collected employing unstructured interview and each of the interviews were audio recorded using an audio recorder. The collected data were transcribed and the findings of the study were presented and analyzed employing the thematic technique of qualitative data analysis. The study's key findings showed that CQ is important for assisting new teachers in the initial stages of their teaching profession with creating interactive classrooms, evaluating students' level of proficiency, determining students’ language learning difficulties, directing the classroom, promoting critical thinking and fostering a democratic environment in the classroom. Based on the results, it is concluded that CQ is an undeniable aspect of classroom interaction and functions as a fundamental and effective for teaching EL.