Virtual class uses computer software and internet to deliver instruction to the students. This eliminates needs for teachers and students to share the physical classroom. Virtual learning is an emerging educational paradigm which is transforming the way students learn. However, this virgin field of research has not been studied rigorously in the context of Nepal. Considering this, the research was carried out to identify the perception of the teacher of Bhojpur Multiple Campus towards virtual class during COVID-19 lockdown phase. The research adopted quantitative design which is based on the teachers who were involved in virtual teaching during COVID-19 lockdown phase. The study applied non-random purposive sampling process to select the sample for gathering data. The researcher found out that the teachers had the positive perception towards virtual class as 68% teachers agreed with the statement that virtual class is suitable solution during COVID-19 lockdown phase because it saves time and effort. The study may contribute to the educators and the teachers who are thinking to formulate policy for applying virtual class during luck down phase when pandemic is overwhelmed across the country like COVID-19.

This research aimed at exploring English teachers’ experience of virtual class in the time of COVID-19 lockdown period in Bhojpur, Nepal. Using narrative inquiry as methodological lens, I collected four secondary level English language teachers’ stories during the first lockdown phase. In-depth interview was conducted to enable the participants to reveal their individual experiences of virtual teaching. The fi ndings revealed negative experiences such as technology related anxiety and mental stress being the absent of basic mastery of ICT in English teachers. The narrations further showed unstable electricity and low speed internet issue, low rate of students’ absence, unavailability of ICT devices as the obstacles fronted by English teachers in the district. The result also displayed positive experiences such as the increase of knowledge and skills in ICT use, and students’ autonomous and mobile learning.

This study intended to investigate obstacles of using ICTs in ELT. Census method was adopted to obtain the objectives. Likert-scale survey questionnaire, non-participation observation and unstructured interview were adopted as the tools of data collection. The results of the study exhibits that majority of English teachers have been facing the obstacles such as insufficient infrastructure, expensive cost, lack of experts, unsteady of electric power and internet of using ICTs in ELT.