The role of non-verbal behavour in English classroom plays an important role for teaching content and skills. Based on this assumption, this article attempts to shed light on this hitherto unexplored area of research in the Nepalese context based on the observation by the author at various higher secondary schools in Nepal. The findings show that teachers' non-verbal behaviors play a highly important and essential role on learners' motivation in language classroom. Key words: non-verbal communication, paralanguage, information processing DOI: 10.3126/nelta.v14i1.3096 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 101-110

Developing any new teacher training program for Teachers ' Professional Development (TPD) should start from where the teachers are and what they actually need, which is very essential to bring out innovation and improvement in the field of ELT. The present study represents teachers' voices from Far Western and Mid-Western part of Nepal based on the survey data collected from EFL teachers. The researcher reached to the conclusion that teachers should be trained and given opportunities on how to put the existing knowledge in to practice according to the learning context, needs and available resources creating their own context specific methodology keeping oneself up to date with global practices including the integration of ICT in the field of ELT.

Learner autonomy, which emphasizes learners' engagement in selfdependent learning to enhance their ability to become self-reliant learners, is the key element in the language learning process. Although many studies have been carried out on learner autonomy, very little is known about the students' engagement in autonomous learning in the resource poor areas. This research uses a mixed-method research design and collected both qualitative and quantitative data from students (n=84) and teachers (n=20) from different colleges (n=15) located in Far Western Nepal and explores students' engagement in autonomous learning and discusses the challenges and practices of learner autonomy in an EFL context in difficult circumstances. This research reveals students' over-dependence on their teachers, and teachers seemed to spoon-feed their students during their instructional practices. This research suggests how learner autonomy can be fostered in the actual instructional practices which can be of interest to the teachers, material designers, policymakers, and researchers working in developing the proficiency level of English language learners in remote and resource-poor areas.