Integrating technology into language teaching and learning is getting popularity in Nepal. Many educational institutions claim that they are adapting to technology in their curricular activities. This study aims to find out the secondary students’ and teachers’ perspectives on the integration of technology in English language teaching (ELT). As a qualitative research, it employs the semi-structured interview to investigate the participants’ experiences of technology integrated language teaching in English as a Foreign Language (EFL) classroom. The findings of the study reported that technology integrated teaching promotes teachers’ and students’ performances, enriches student-centred teaching strategies, develops learning opportunities and brings pedagogical changes. Technology also supports both teachers and students to be productive in language teaching. Technology integrated language teaching and learning advances coordination, cooperation, and collaboration among teachers and students. Various Information and Communication Technology (ICT) tools support both teachers and students to search and use different online materials relevant to their text. However, insufficient ICT infrastructures, poor bandwidth of internet and limited skill of ICT among teachers and students have become the obstacles to incorporate technology in the Nepali education system. To develop students’ and teachers’ skill of adapting to ICT in their language classroom, the concerned authority needs to provide a minimum ICT infrastructure to achieve the educational goals in Nepal.

Microteaching is one of the most recent innovations in teacher training programme. It is used as a professional developmental tool for pre-service or in-service teacher training courses. Microteaching seems a good technique to train trainee teachers, when he/she has to perform his/her teaching either in practice or real life. The objective of this research was to explore perspective of trainee teachers towards microteaching. The sample size of the study consisted of 40 trainee teachers of B.Ed. from Prithvi Narayan campus, Pokhara. The informants were selected purposively. By taking their consent, I visited the school and distributed the questionnaire, where the student-teachers were practising in practice teaching. A set of close-ended questionnaire was used as the data collection tool. The data were presented in percentage and analyzed and interpreted descriptively. The results reveal that microteaching plays a vital role to improve the trainee teachers’ pedagogical skills, competencies, build self-confidence, make positive attitudes towards teaching life by limited sources and within minimum available facilities, provide valuable teaching experiences, and make them aware of the benefits. Further, microteaching deals with the emerging challenges that will happen in the real teaching career of the trainee teachers. All the respondents put their positive perspectives on microteaching although microteaching is not seriously taken by the practitioners. This study implies that microteaching is necessary for trainee teachers to prepare themselves in a better way for upcoming teaching career.

Letter writing is one of the most important aspect of teaching and learning activities. When the students become competent in letter writing, they can communicate with different firms and institutions. This study proves that the task of letter writing for basic school students in English is a challenging task. The study employed descriptive survey research design. It explores how basic school students perform their level of proficiency in writing letter of apology studying in four schools of Pokhara valley. This study found out that the students of basic school are not instructed well to follow the standard pattern of letters writing during teaching and learning process. The average mark of the sampled schools’ students was 10.48 which showed that the proficiency level of the basic school students’ was not found better. The majority of the students scored below average marks in this study which reveals that both students and teachers need to be trained well to develop the letter writing proficiency of basic school students.