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

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.

The Implementation of Communicative Language Teaching Approach in Selected Secondary School: Nepalese Teachers' Perspective

Throughout the history of second/foreign language teaching, several methods and approaches have been developed. Among them, Communicative Language Teaching (CLT) has been a popularly practiced method in the modern context as there are a large number of teachers around the world who claim that they are using CLT. However, previous studies revealed that there is a discrepancy between their claim and their performance in real practice. Therefore, this research aims at exploring the perceptions of Secondary-level English teachers towards the CLT method along with the activities they use and the challenges they encounter. Using a qualitative descriptive inquiry, a close-ended questionnaire was sent via e-mail to the four purposively selected teachers teaching in public Secondary-schools in Kanchanpur, Nepal. In addition, an interview protocol was used with Four of the teachers. The findings of the study revealed that the teachers had positive perceptions towards the CLT method. However, the present study also highlighted that the teachers did not involve many communicative activities which are essentially needed for the successful implementation of the method. This study further exposed that the participants seem encountered several challenges while implementing the CLT method which is quite similar to the challenges faced by the teachers in the region. These results emphasized that the teachers should try to contextualize and maximize communicative activities amidst the challenges.

Experiential and Interpersonal Meanings in Women Leader’s Discourses on Covid-19: A Case on Jacinda Ardern and Tsai Ing-wen

This article aimed to study Experiential and Interpersonal Meaning which was found in the discourses of the New Zealand Prime Minister. Jacinda Ardern on March, 23rd 2020, and President of Taiwan, Tsai Ing-wen on January, 30th 2020 related to covid-19. The objective of this study is to discover Experiential and Interpersonal Meaning in the discourse analysis context. This present study tried to highlight the best method to adopt for this investigation by employing the four steps proposed by Miles, Huberman, and Sadana's qualitative research method (2014), i.e., data collection, data condensation, data display, and conclusion drawing and verification. The results of the study showed that the Material process was prominent in the Experiential Meaning in discourses by 67.23%, The elements of participant's material process in participants were dominant by 54.61%, and location (27.435) was prominent in circumstances elements. Meanwhile, Subject was prominent in the Interpersonal Meaning in Mood Types by 52.47%, and Predicator (52.01%) was dominant in Residue Types. These highlighted how we can learn from these two female leaders in delivering suggestions, reminders, and persuading society during this Covid 19 pandemic.

Investigating the Impact of COVID-19 toward Depression Rate of Indonesian Senior High Schools Teachers

The COVID -19 pandemic, which has been ongoing for over a year, has become a burden to the world, causing anxiety and depression. The purpose of this study is to investigate the depression and stress levels of senior high school teachers in Indonesia during the COVID-19 outbreak since they have experienced substantial teaching situations change as a result of it. In particular, the changes in their professional, as well as personal lives, pose challenges during the pandemic. This quantitative study distributing questionnaires to 50 high school teachers in Indonesia. The findings indicate that social support is the most significant factor (0,46%) needed to prevent depression and stress among the teachers. Meanwhile, workload and role conflict cover 0,74% and 0,84% respectively of variables that teachers can change with the assumption that both variables exist even before a pandemic arises. This study also reveals that teachers continue to receive less attention and support, especially in terms of their stress and depression coverage. It is because the prevailing perception is that teachers should be the ones giving attention, not the ones receiving it. The study is that to withstand the Pandemic's uncertainty where high school teacher able to minimize and overcome their depressions.

Impact of Disaster on Underprivileged Children in Covid-19 Pandemic: Policy Response for Emergency Education

It is necessary to recognize and address the differential impact of disasters on society. It is quite possible that a significant number of children to become victims of the COVID-19 caused social disaster. As a result, there would be an increase in the number of school dropouts and child labor, which indicates a substantial number of children will be deprived of their right to education. Any alternative response during school closure, like internet-based remote teaching learning, might not compensate the loss of learning as nearly half of the world is without access to the internet. "Emergency situations" are considered any situation either man-made or natural disasters suddenly disrupt the normal course of life, empathy and educational opportunities of children. The present study intended to find out the nature of social disaster caused by COVID-19 and how it impacted the learning loss and socio-emotional immunity of the under privileged school going children. A narrative review technique was used for this research study to explore the policy advocacies adopted in emergency basis in mitigating the impacts of the ongoing pandemic on such underprivileged children. The data were derived from published articles and reports available in national and international data repositories. The findings reveal that the closure of schools raise the vulnerability of underprivileged children as they are being deprived of their right to education and socio-emotional security. Present pandemic has led adverse situation, therefore disrupted delay or deny the right to education. It is time to rethink to adopt a new policy and mechanism to continue their education and to provide socio-emotional immunity in the time of emergency to address the gravity of crisis.

A Study of High School Students’ English Learning Enjoyment (ELE) in China

English Learning Enjoyment (ELE) potentially sustains students’ motivation of English learning, especially under China’s fresh context where National English Curriculum Standards for Senior High Schools issued in 2017 has directed teachers to cultivate students’ core competencies of English as a subject. Its theoretical framework was established by Dewaele and MacIntyre (2014) on Foreign Language Enjoyment (FLE) and then subcategorized by Li Chengchen et al. (2018) into ELE-Private, ELE-Teacher, and ELE-Atmosphere. The three dimensions have thus made it possible for the following quantitative research, where an enormous space remains on senior high school students in China, despite exhaustive studies beforehand with either overseas background or distinctive educational contexts. This quantitative study will concentrate on the general levels of ELE, both overall and for each dimension. Thus with Li Chengchen et al.’s (2018) ELE Scale came the investigations of 351 senior high school students of all grades with diverse academic levels, whose data were analyzed through SPSS in terms of general levels (both mean values and standard differentiations). The results have looked at an intermediate and converging level of Overall ELE with a more prominent level of ELE-Teacher than ELE-Private and ELE-Atmosphere. Inspired by the results comes a disclosure of students’ positivity in English learning under the guise of their inclination to teachers’ efforts instead of automatic drive or constructive environment for authentic language development. Thus an integrated approach is recommended by dint of an elaborate picture of ELE-Private and ELE-Atmosphere to reclaim the lost authentic “self” of senior high school students.

Technology Exposure: Its Relationship to the Study Habits and Academic Performance of Students

The 21st century emphasizes the role of technology in different facets of life, especially in the educational system, as it serves as a platform for teachers and students in the delivery of effective teaching and learning process. In this perspective, descriptive-correlational research determines the level of technology exposure and its relationship to the study and academic performance in Social Studies subject of the one hundred seventy-four (174) students who were randomly chosen from a total population of six hundred eighty-eight (688) during the School Year 2018-2019 in the three selected public secondary schools in the district of Tapaz West, Schools Division of Capiz, Philippines. The data were gathered using a standardized survey questionnaire and analyzed using descriptive statistics: mean, percentage, frequency count, and standard deviation. For the inferential statistics: t-test, analysis of variance, and Pearson r correlation at 0.05 level of significance through the aid of the SPSS software version 27. The study's significant findings revealed that exposure to technology significantly relates to students' study habits. At the same time, it does not significantly relate to their academic performance in Social Studies subjects. The findings suggest that school administrators, parents, teachers, and other stakeholders should ensure that students are properly guided to the right technology platforms to support learning and improve their study habits towards excellent academic achievement.

The Effect of Using Social Media on Academic Performance of Faculty Members during Covid-19 Pandemic

The use of social media has increased in schools and universities due to the new norms of teaching and learning during the Covid-19 pandemic. However, this educational paradigm shift requires further surveys to explore the potentials and restrictions, particularly in the context of Afghanistan. Therefore, a quantitative method and descriptive survey design are adopted to examine the effect of using social media (Facebook, WhatsApp, and Telegram) on the academic performance (Mean Scores of GPA) of Afghanistan faculty members who are pursuing their postgraduate studies at Universiti Teknologi Malaysia (UTM). The participants are (N=103 male and female) who are randomly selected. The data is collected through a structured survey google form. Frequency and percentage statistical analysis, Independent-Samples T-test, and Independent-Measures ANOVA are performed as data analysis techniques. The results show a large number of WhatsApp users in terms of frequency and percentage among faculty members of Afghanistan who are using social media. The findings also examine that there is no significant difference between the mean scores of GPA in the academic performance of faculty members using different types of social media. In conclusion, the study contributes to establishing an in-depth understanding of the effect of using social media on the academic performance among faculty members based on the new policies of e-learning implementation by the Ministry of Higher Education during the Covid-19 pandemic.

The Levels of Transformational Leadership (TL) Practice and its Impact on the Organizational Health (OH) of School Teachers in Selangor and Perak: A Systematic Review

The main purpose of this review is to explore the relationship between transformational leadership and organizational health in the context of leadership practices in schools. This review also aims to look at the characteristics of transformational leadership and how transformational leadership is created from various basic leadership theories. The methodology used is a systematic review in which n = 34 articles were selected for review after the filtering process based on a number of pre-determined criteria. This systematic review found that there was a correlation between the transformational leadership aspects introduced by Bass and the organizational health elements introduced by Hoy and Miskel. This is very important because it forms the basis of this research. The four aspects of transformational leadership, namely ideal influence, inspirational motivation, intellectual stimulation and individual consideration are related to organizational health elements, namely, integrity in institutions, collegial leadership, relationships between teachers and academic emphasis.

Do Vary of English Shows Good For the Children during Stay at Home?: A Library research

Children can naturally acquire languages easily and quickly even without formal teaching from teachers. English shows provided the children new knowledges and updates without leaving the comfort of their homes due to lock down. This study was designed to analyse the use of English shows to build the children’s English developmental for learning English as foreign language, including discussion of its advantages and weaknesses. Library research and qualitative method were used to explain the findings. The data collection was documented from 3 working papers, 25 journal articles and 4 renowned books related to the topics. The analysis reveals that the children were able to retell the shows scenes, characters, topics, stories, opinions and they can pronounce English words alike as the natives do. From English shows, the children can learn some positives values and habit from the characters. The weaknesses of this strategy is control means that parents must spare time to accompany their children while watching the shows which may boring and tiring them. The other weakness is cultural shock. The English shows were mostly created by American and European whom have different basic cultures from Indonesian, therefore parents must ready to explain some scenes which are unfamiliar to ours. Lastly, watching English shows from television and YouTube also considered as more expensive instead of learning from classroom since it still need payment, subscription, fast internet connection, gadget and electricity.