The COVID-19 pandemic has produced havoc in the world and Nepal is no exception. A transition from an in-person classroom to online classroom has been daunting for the students and teachers motivation level. The impact of teacher morale is often neglected by policymakers and all the stakeholders themselves, which may lead to teachers’ lack of motivation or "demotivation". Teachers’ demotivation is an emotional, cognitive, socio-cultural and psychological state that leads to exhaustion, depersonalization, burnout, decreased teacher achievement and self-worth stress. This study aimed to investigate the factors that supported and hindered Nepalese EFL teachers' motivation levels in their classrooms. A qualitative case study was employed as a research design. Four EFL secondary level teachers teaching at private schools in Kathmandu Valley were selected for this study. The teacher participants were chosen via a systematic random sampling procedure. The data was analyzed and interpreted using a thematic approach, employing survey questionnaires, teachers' interviews, and classroom observation as data collection instruments. The results of this study revealed that EFL teachers in private schools are intrinsically and extrinsically demotivated. The factors that demotivate these teachers include low wages, lack of continuing professional development, students' disruptive behaviors, job insecurity, and fewer holidays.

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Second language learners have various learning attitudes in different settings. Beliefs are essential elements in any field that deals with human performance and learning. Beliefs assist individuals in defining and understanding the world and themselves; they help define tasks and play an essential role in determining action (White, 1999). Recently, researchers have recognized the significance of language beliefs in the second language learning process; they have also been demonstrated interest in students' perspectives on language learning and their effects on learners' motivation, foreign language anxiety, and efficacy. This review summarized students' beliefs on learning a second language by combining key elements from previous research on this topic. This paper has analyzed five previous published articles (Mori,1999; Ellis, 2008; Tanaka & Ellis, 2008; Horwitz1987) and discussed findings on learner beliefs, potential changes in learner beliefs, and factors influencing learner beliefs changes.

Since the Novel Coronavirus (COVID-19) outbreak compelled many teachers and students globally to shift online, several unexpected circumstances have emerged. This research contextualized a current scenario with teachers and parents working together towards achieving meaningful learning in Nepal. A qualitative case study was employed as a research design to explore how to maintain collaboration and engagement in English as a Foreign Language (EFL) learning. Two English language teachers were interviewed to ascertain their perceptions about virtual classrooms. Similarly, two parents were interviewed separately. Parents Teacher Association (PTA) meeting was observed to triangulate the data. This study sought to gain insights into the perceptions of the participants and discovered that students' reactions to online classrooms were mixed; some were more motivated, while others demonstrated unsatisfactory concerns. However, good communication and collaboration with students using visual aids, music, and interesting topic talk related to lessons outside the textbook as supplementary teaching material helped teachers engage their students. Also observed was that teachers with digital literacy built better collaboration than the teachers struggling with digital competency.

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