Information and Communication Technologies and Teacher Educators of English in Nepal

Poudel, Prem Prasad

doi:10.3126/nelta.v20i1-2.19774

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…This platform also allows the students to see the questions and all possible answers on their own devices shuffled for each student to keep focusing on doing their own work (Basuki & Hidayati, 2019). Many studies have identified this feature as a positive reinforcement to students and entertaining them during the teaching and learning process (Mohamad et al, 2020;Poudel, 2015;Yanmei et al, 2018)).…”

Section: Quizizzmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.

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Section: Quizizzmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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“…Integration of ICT in education is not only the focus of policy-related documents but also of the general public and all the stakeholders of education in Nepal. In line with this, Poudel (2015) mentions that there is a huge demand from the general public to integrate ICT in classroom instruction in the present context. For the integration, service-providing institutions should create ICT-friendly teaching and learning.…”

Section: Introductionmentioning

confidence: 62%

Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context

Bhattarai

2021

Utamax

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This phenomenological study explores how English language teachers become information and communication technology (ICT) literate and why they make use of ICT in English language class and find out challenges in integrating ICT in English language teaching (ELT). For this purpose, two secondary-level English teachers were selected purposively, and in-depth interviews were conducted to collect data. The collected data were analyzed using the thematic analysis technique. The findings drawn from the lived experience of the teachers reveal that teachers become ICT literate and updated by taking formal classes, training, and teaching their students; they make use of ICT in ELT for students' language development, motivation, and autonomy. The challenge of keeping the students on the right track is the major challenge English language teachers encounter while integrating ICT in ELT. Though there are challenges, every English language teacher should try to teach the English language integrating ICT.

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“…The popular digital tools used in EFL teaching were student response system (SRS) such as Google Form, Socrative, Kahoot!, Quizizz, and Quizlet (Rofiah & Waluyo, 2020). Various empirical research on digital technologies, whether on computer-assisted language learning (CALL) or mobile-assisted language learning (MALL), has been put forth and reported for their potential in the teaching and learning of English (Mahmud, 2018;Poudel, 2015;Purcell et al, 2013;Waluyo, 2020). EFL learners enjoyed using technological tools and indicated that digital technologies had become an important skill to bring them closer to the rich environment of the target language (Cripps, 2020: Panmei & Waluyo, 2023.…”

Section: Digital Technologies In Efl Classroomsmentioning

confidence: 99%

Autonomous learning and the use of digital technologies in online English classrooms in higher education

Pratiwi¹,

Waluyo

2023

CONT ED TECHNOLOGY

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This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including Google Form, Quizizz, Quizlet, Kahoot!, and Socrative, and the efficacy of these tools in online English classrooms. Utilizing a quasi-experimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre- and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating Google Form, Quizizz, Quizlet, Kahoot!, and Socrative were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students’ learning outcomes.

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Information and Communication Technologies and Teacher Educators of English in Nepal

Cited by 6 publications

References 2 publications

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Purposes and Challenges of Integrating ICT in English Language Teaching in Nepalese Context

Autonomous learning and the use of digital technologies in online English classrooms in higher education

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