The Potential of Mobile Technologies for (English) Language Learning in Nepal

Shrestha, Prithivi

doi:10.3126/nelta.v16i1-2.6134

Cited by 13 publications

(10 citation statements)

References 10 publications

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“…However, there exist many challenges in implementing e-devices. The problems are related to attitudes in the use; challenges teachers face while going through them in the classes; and the strategies to be chosen for their effective uses (Shrestha, 2011).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Role of ICTs in Promoting Learner Independence and Motivation in English Language Classes

Joshi

Poudel

2019

Interdisc. Res. Educ.

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This article builds up on an action research which was carried out mainly with two major purposes: to investigate learner perceptions and attitudes in the use of ICTs in English language classes; and to examine the role of ICTs in promoting the learner independence and motivation. The population of the study consisted of all the students from the Department of English Education, Central Department of Education, Kirtipur. The area was purposively selected; we have been teaching in the same place for seven years. The participants were 37 students who were also purposively selected. Among them, only 15 students were invited to a focused group discussion (FGD). However, all the students participated in the intervention for the whole semester. The intervention was implemented during the instruction. The major ICT tools adopted for the study were: web sites, e-mails and multimedia. We administered three progress tests to assess their progress in terms of independence and motivation. The findings of this research show that the learners are well motivated and positive in the use of ICTs in language teaching.

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Section: Review Of Related Literaturementioning

confidence: 99%

Role of ICTs in Promoting Learner Independence and Motivation in English Language Classes

Joshi

Poudel

2019

Interdisc. Res. Educ.

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“…Though the issue of mobile assisted language learning is not a new area of the study in the context of Nepal as well, there are a few research studies have been carried out on the spirit of using mobile phones in English as foreign language (EFL) learning. Shrestha (2011) wrote an article on the topic "The Potential of Mobile Technologies for (English) Language Learning in Nepal" indicating the significant role of mobile phones to enhance students' interaction and learning experiences in the English language. Similarly, Parajuli (2016) carried out research entitled "Mobile Learning Practice in Higher Education in Nepal" stating students' positive attitudes on mobile learning.…”

Section: Introductionmentioning

confidence: 99%

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

Tembe

2021

Rupantaran

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This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

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“…Due to such inevitable happenings, the teachers, students, and teacher education institutions have faced numerous new problems, challenges and uncertainties. In the context of developing countries, ICTs are often seen as empowering tools which provide people with access to opportunities and choices that were hitherto not available (Shrestha, 2011). In the present context, there is a huge demand from the general public that there should be integration of ICTs in classroom instruction and the service providing institutions should create an ICTs friendly teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

Information and Communication Technologies and Teacher Educators of English in Nepal

Poudel¹

2018

J NELTA

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Nepal’s teacher education is witnessing a number of hurdles and the case has been deteriorating further. It is imperative to improve the existing situation with no delay. Regarding Information and Communication Technologies (ICTs), I have tried to figure out the present situation of knowledge, practice and expectations of the teacher educators of English working in both public/community and private teacher education institutions of Nepal. A survey was conducted using a questionnaire. A total of twenty-five informants fully responded to the questionnaire. It was found that they were aware of the need for including ICTs in classroom instruction but due to the resource constraints, lack of trainings and lack of readiness in the administrative systems, they have not been able to make use of ICTs in classroom instruction. Journal of NELTA, Vol 20 No. 1-2, December 2015, Page: 27-33

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The Potential of Mobile Technologies for (English) Language Learning in Nepal

Cited by 13 publications

References 10 publications

Role of ICTs in Promoting Learner Independence and Motivation in English Language Classes

Role of ICTs in Promoting Learner Independence and Motivation in English Language Classes

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

Information and Communication Technologies and Teacher Educators of English in Nepal

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