Abstract:The purpose of this qualitative study was to examine the conceptualization of communicative language teaching (CLT) by the English as Second Language (ESL) teachers in Chukha district in Bhutan. Four ESL teachers were selected as the participants for the semistructured interview through purposive sampling technique. A set of 15 predetermined openended questions on CLT were framed and asked based on Savignon's (1983) Foreign Language Attitude Survey Test (FLAST). The content validity of interview questions was ensured by consulting three experts and computing Item Object Congruence (IOC) in accordance with Lynn's (1986) item acceptability criteria. The data were analyzed using content analysis technique. The results revealed teachers' conceptualization under two categories; in compliance with and deviance from CLT principles. Under first category, the results showed that the participants believed CLT as a language teaching approach that focuses on developing communicative competence, teaching language for real life, child-centered teaching, and teaching culture in the second language classroom. Under the second category, the results indicated that the participants believed CLT as not using mother tongue in teaching English and only teaching listening and speaking skills. In addition, the study also uncovered the fact that ESL teachers are not aware of CLT approach. The article concludes with the discussion on the areas of training particularly relevant to this group of Bhutanese ESL teachers and recommendations for future studies.

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Aims: To examine why professional teachers leave teaching and what measures the stakeholders could adopt to retain them. Study Design: A qualitative research design. Place and Duration of Study: It was conducted in Bhutan, and it took one year. Methodology: Data were collected from 15 former teachers through semi-structured interviews and written responses to open-ended questionnaires. Qualitative data were analyzed using directed content analysis technique. Findings: Analyses of the data revealed four findings. They are human, social, structural, and psychological capitals. However, as structural and psychological capitals were either the cause or the result of human and social capitals, the findings were subsumed into human and social capitals. Conclusions: This study examined reasons for teacher attrition from the perspective of former teachers. Based on the analyses of the data, two measures are suggested for teacher retention. These measures are renovating or building new physical structures and revamping leadership selection procedures.

On the lighter note, Gonzalez, Gasco and Llopis (2016) give a mixed reaction about FB usage and academic performance of students. The researchers point out the majority of respondents "highlight the advantages of Facebook as a space for collaboration, joint work and interaction" (p. 65) but negative aspects such as "multi-tasking which results in distraction" (p. 65) does arise thereby hampering academic performance. On the same front, a study steered by Hashi, Wasuage and Abrahum in 2018 with 77 university students of Somalia gives a similar mixed reaction. Although some participants share their ideas of FB usage positively, most of the students reveal to have used FB for "chatting" (p. 7828) thus wasting their time. Therefore the researchers declare "Facebook usage has weak negative relation with students' academic performance" (p. 7823) and recommends students to be careful when they use FB.In stark contrast to the previous studies, Ogedebe, Emmanuel and Musa (2012) disclose a negative correlation between the amount of time spent on FB and low academic performance. Without any ambiguity, the researchers conclude "the use of Facebook does not have an adverse effect on the academic performance of students in the Nigerian Universities" (p. 796).Rather more interesting study titled "Students' perceptions of Facebook for academic purposes" was conducted by Sanchez, Cortijo and Javed in 2013 with a sample of 214 undergraduate students at the University of Huelva in Spain. The study concludes the respondents are enthusiastic about using FB to interact and "communicate with their classmates and professors" (p. 146) which finally leads to better academic performance.Similarly, a study titled "Relationship between Facebook Practice and Academic Performance of University Students" was conducted by Negussie and Ketema in 2014. The cross-sectional survey conducted from March 2012 to March 2013 in Jimma University involving 490 postgraduate students specify "there is no relationship between time spent on Facebook and student academic performance" (p. 35). The researchers conclude blocking of FB is not a solution but colleges "should foster students to use Facebook for educational purpose by providing proper arrangements and training" (p. 35). In the same year, Ifeanyi-obi, Olatunji and Akpala conducted a study with selected 80 agricultural students in University of Port Harcourt to assess the perceived effects of FB on academic activities. The overall rating of the study shows "Facebook affect the academic activities of agriculture students positively (67%)" (p. 12). The researchers mention the "positive usage of FB like collaborative research and study should be encouraged" (p. 16). Mahmood and Farooq (2014) do share similar result from their study conducted with 150 students which concludes "there is negative relationship" (p. 54) between FB usage and academic performance. The same negative correlation between FB usage and low academic performance was proven right by Junco (2014) in his survey titled "Student class standi...

This paper reports the findings from an action research on effect of teaching how to find research topic to the undergraduate students’ interest and motivation in learning research. The action research employing mixed methods approach was conducted on 95 first year Bachelor of Bhutan and Himalayan Studies (BHS) students taking research methods course at the College of Language and Culture Studies, Royal University of Bhutan. Baseline data were collected using self-developed questionnaire (N=95), focus group interview (N=6) and four experts’ rating on students’ research topics. Intervention strategies to find research topic were adapted from Bui [1] and Lester and Lester Jr.’s [2] framework and implemented to enable students to speculate, frame and evaluate their research topic. After three weeks of intervention, a post-intervention data were collected employing same procedures and tools as the pre-survey data were collected. Further, to validate the findings, researcher added field notes from the observation during implementing the intervention. Findings showed that intervention strategies have made an impact on students’ ability to find research topic, which in turn indicated that students interest and motivation towards research learning augmented. Recommendations to fortify students’ research learning experience and need for future research are also provided.