Prospects and Challenges Faced by Secondary Teachers while Integrating ICT in Nepalese ESL Classrooms

Abstract

Teaching and learning in the 21st century has been embedded with technology. Use of Information and Communication Technology (ICT) plays a crucial role in ameliorating knowledge acquisition in general and enhancing English Language mastering in particular. The government of Nepal has made provision of integrating ICTs in school education to enhance quality education and make both teachers and learners confident and competitive in the present global world. The teachers are the real implementers of the policy into practice. In this context, this research intends to investigate secondary level English teachers’ skill and motivation in using ICTs while teaching the English language. This is a qualitative study that uses a phenomenological approach to obtain information according to Denzin (2019) in which the participants in the study included eight schools and 16 teachers at different schools in Nepal. They were selected purposefully since selecting the best participant ensures the intended information (Creswell & Creswell, 2017). The telephonic interview was conducted and open-ended questions were administered electronically and all necessary directions were provided to them so that they could respond to those questions. The findings imply that teachers should be given opportunities for training on ICT use for building up their skill, motivation, knowledge and confidence.

Teachers’ Perceived Value of Integrating ICT in Transposing English Language Teaching in Nepal

“…A study in Nepal by Rana and Rana (2020) revealed that teachers were experiencing various challenges such as proper trainings and ICT infrastructures to integrate ICT in classroom They also reported that teachers had strong will power to develop their ICT skills to imply in their teaching and learning activities. In a similar study, Khadka (2021) concluded that despite sufficient skills and knowledge to use ICT tools and application, teachers' high motivation guided them to gradual shift for integration of ICT in English language teaching. Moreover, a study by Rana et al (2018) reported that the incorporation of inclusive digital tools into teaching and learning activities has partially transformed the role of teachers in the classroom, fostering a conducive learning environment and improving the overall classroom dynamics.…”

he Effect of Learning Facilities on Student Achievement During the Covid-19 Pandemic

“…benefits in helping to provide access to learning for everyone, thereby removing physical barriers as a factor for learning in the classroom (Pei & Wu, 2019), even it is seen as something that is effective to implement However, according to (Pilkington, 2018) it is undeniable that not all learning can be transferred to an online learning environment. The obstacles faced in online learning are the lack of adequate supporting facilities and infrastructure (Khuluqo et al, 2021); (Suherman, 2021); (Karalis, 2020), lack of mastery of technology skills by teachers (Khadka, 2021); (Maphalala et al, 2021); (Pandey et al, 2021), limited internet network (Simamora, 2020); (Bariham et al, 2021). One of the subjects affected by the Covid-19 pandemic is Physical Education, Sports, and Health.…”