Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49740
Purna Bahadur Kadel
Critical pedagogy practices are rarely followed in the traditional English Language Teaching (ELT) classes in which the focus is on transmitting knowledge to the learners, rather than transforming it. This study is an attempt to explore teachers’ experiences in and their perceptions of the existing practices of critical pedagogy and on its usefulness in ELT classrooms. This is qualitative research in which phenomenological research design was adopted to accomplish this study. Six respondents were selected from three secondary schools of Kathmandu district as a sample through a purposive non-random sampling procedure. In-depth-interview was used as a tool to assemble the required data to answer the research questions of this study. The findings of the study show that the ELT classroom in the district is teacher-directed but not learner-centered; the textbooks, teaching strategies, and methods are partially focused on marginalized groups and underprivileged learners. The ELT practices at the secondary level do not address multiple intelligences; and critical pedagogy is not adopted for the elevation of the marginalized learners though the teachers are aware of its usefulness.
{"title":"Teachers’ Perceptions of Critical Pedagogy in English Language Teaching Classroom","authors":"Purna Bahadur Kadel","doi":"10.3126/nelta.v25i1-2.49740","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49740","url":null,"abstract":"Critical pedagogy practices are rarely followed in the traditional English Language Teaching (ELT) classes in which the focus is on transmitting knowledge to the learners, rather than transforming it. This study is an attempt to explore teachers’ experiences in and their perceptions of the existing practices of critical pedagogy and on its usefulness in ELT classrooms. This is qualitative research in which phenomenological research design was adopted to accomplish this study. Six respondents were selected from three secondary schools of Kathmandu district as a sample through a purposive non-random sampling procedure. In-depth-interview was used as a tool to assemble the required data to answer the research questions of this study. The findings of the study show that the ELT classroom in the district is teacher-directed but not learner-centered; the textbooks, teaching strategies, and methods are partially focused on marginalized groups and underprivileged learners. The ELT practices at the secondary level do not address multiple intelligences; and critical pedagogy is not adopted for the elevation of the marginalized learners though the teachers are aware of its usefulness.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115151980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49739
Karuna Nepal, S. Kc
COVID - 19 pandemic has detrimental impacts on the educational sector along with many other areas of human life. Virtual learning, though not a new topic, has occupied huge space in current pedagogical discourse. However, it has been criticized for exacerbating inequalities between well-resourced and under-resourced people, institutions and geographical location. In this scenario, we propose self-regulated learning as a viable solution to avert the learning gap during possible crises in the future. In this article, we explored how empowered are the learners for carrying out self-regulated learning. This qualitative study in which data were elicited through three focus group discussions with 15 ELT teachers revealed that the students having a lack of sufficient knowledge and skill for continuing learning in the absence of a teacher, indicated to the possible discontinuation of learning during the school closure circumstanced by COVID- 19 pandemic.
{"title":"Teachers’ Perception of the Students’ Readiness for Self- regulated Learning during the COVID-19 Pandemic","authors":"Karuna Nepal, S. Kc","doi":"10.3126/nelta.v25i1-2.49739","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49739","url":null,"abstract":"COVID - 19 pandemic has detrimental impacts on the educational sector along with many other areas of human life. Virtual learning, though not a new topic, has occupied huge space in current pedagogical discourse. However, it has been criticized for exacerbating inequalities between well-resourced and under-resourced people, institutions and geographical location. In this scenario, we propose self-regulated learning as a viable solution to avert the learning gap during possible crises in the future. In this article, we explored how empowered are the learners for carrying out self-regulated learning. This qualitative study in which data were elicited through three focus group discussions with 15 ELT teachers revealed that the students having a lack of sufficient knowledge and skill for continuing learning in the absence of a teacher, indicated to the possible discontinuation of learning during the school closure circumstanced by COVID- 19 pandemic.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116176880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49736
J. Sravanan, B. Lakshmikanthan
This study is an attempt to identify the difficulties in the use of the preposition combinations and analyze the causes of errors made by the Engineering students while writing. The subjects of the study comprised of 60 randomly selected first-year students from two engineering colleges located in Tirunelveli city, and they were asked to write an essay. To analyze the collected data, descriptive methods were used. The results show that the Engineering students made errors in the use of prepositions after nouns, verbs, and adjectives due to the mother tongue interference and ignorance of rules. The researchers recommended that the teachers should make an attempt to provide more exposure to the learners to use these combinations and actively engage them through various consciousness-raising activities. Teachers should highlight the collocation rules while teaching; the students will get exposure to collocation in their writing and speaking.
{"title":"Uses of Preposition Combinations: An Error Analysis","authors":"J. Sravanan, B. Lakshmikanthan","doi":"10.3126/nelta.v25i1-2.49736","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49736","url":null,"abstract":"This study is an attempt to identify the difficulties in the use of the preposition combinations and analyze the causes of errors made by the Engineering students while writing. The subjects of the study comprised of 60 randomly selected first-year students from two engineering colleges located in Tirunelveli city, and they were asked to write an essay. To analyze the collected data, descriptive methods were used. The results show that the Engineering students made errors in the use of prepositions after nouns, verbs, and adjectives due to the mother tongue interference and ignorance of rules. The researchers recommended that the teachers should make an attempt to provide more exposure to the learners to use these combinations and actively engage them through various consciousness-raising activities. Teachers should highlight the collocation rules while teaching; the students will get exposure to collocation in their writing and speaking.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131354470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49728
Iram Mehrin
Promoting critical thinking among students has been a topic for extensive study for a long time. However, this is quite a new area of exploration and investigation in the Bangladeshi EFL context. This paper explores whether classroom activities on culture can work as effective incentives in promoting critical thinking in Bangladeshi tertiary level English language classes. Cultural topics were designed for the tertiary level English class and used accordingly for critical thinking in a class of 36 students in a private university of Dhaka, Bangladesh. Classwork and home assignments on different cultural topics were evaluated against a rubric of critical thinking, and at the end of the semester, an open-ended discussion-based interview was conducted. The gradual development of critical thinking among students was observed from the data gathered from both classes and interviews. Finally, the author presents implications for the EFL instructors, course designers, and book writers regarding the modifications required in the topics and teaching style to promote the development of critical thinking among the Bangladeshi tertiary level EFL students.
{"title":"Promoting Critical Thinking through Cultural Topics in Bangladeshi Tertiary EFL Context","authors":"Iram Mehrin","doi":"10.3126/nelta.v25i1-2.49728","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49728","url":null,"abstract":"Promoting critical thinking among students has been a topic for extensive study for a long time. However, this is quite a new area of exploration and investigation in the Bangladeshi EFL context. This paper explores whether classroom activities on culture can work as effective incentives in promoting critical thinking in Bangladeshi tertiary level English language classes. Cultural topics were designed for the tertiary level English class and used accordingly for critical thinking in a class of 36 students in a private university of Dhaka, Bangladesh. Classwork and home assignments on different cultural topics were evaluated against a rubric of critical thinking, and at the end of the semester, an open-ended discussion-based interview was conducted. The gradual development of critical thinking among students was observed from the data gathered from both classes and interviews. Finally, the author presents implications for the EFL instructors, course designers, and book writers regarding the modifications required in the topics and teaching style to promote the development of critical thinking among the Bangladeshi tertiary level EFL students.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123840481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49730
S. Laudari, Julia Prior
Teacher-educators’ TPACK profile suggests whether and/or to what extent they can help future teachers to develop competencies required to teach with technology. However, teachers-educators’ digital competencies are not well understood because of the limited number of research studies. This study contributes to the existing body of knowledge by providing insights into the Nepali teacher-educators’ competencies in the use of educational technology. The study collected data from 153 teacher educators from 63 teacher education campuses in Nepal using a TPACK questionnaire combined with an ICT confidence survey. The findings reveal that teacher educators were more confident about their pedagogical knowledge (PK) and content knowledge (CK) than their technological knowledge (TK) and technological, pedagogical and content knowledge (TPACK). The findings suggest that the teacher educators lacked competencies to teach and to demonstrate technology integration in educational practice. The implication of this finding is that pre-service teachers will miss the opportunity to gain the skills and knowledge required to use technology in their future practice.
{"title":"Examining the Technological, Pedagogical and Content Knowledge of Nepalese Teacher Educators","authors":"S. Laudari, Julia Prior","doi":"10.3126/nelta.v25i1-2.49730","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49730","url":null,"abstract":"Teacher-educators’ TPACK profile suggests whether and/or to what extent they can help future teachers to develop competencies required to teach with technology. However, teachers-educators’ digital competencies are not well understood because of the limited number of research studies. This study contributes to the existing body of knowledge by providing insights into the Nepali teacher-educators’ competencies in the use of educational technology. The study collected data from 153 teacher educators from 63 teacher education campuses in Nepal using a TPACK questionnaire combined with an ICT confidence survey. The findings reveal that teacher educators were more confident about their pedagogical knowledge (PK) and content knowledge (CK) than their technological knowledge (TK) and technological, pedagogical and content knowledge (TPACK). The findings suggest that the teacher educators lacked competencies to teach and to demonstrate technology integration in educational practice. The implication of this finding is that pre-service teachers will miss the opportunity to gain the skills and knowledge required to use technology in their future practice.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121246229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49770
Samikshya Bidari
Not Available
不可用
{"title":"Our World and Let’s Go: Analysis and Comparison of Two EFL Texts on Young Learners","authors":"Samikshya Bidari","doi":"10.3126/nelta.v25i1-2.49770","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49770","url":null,"abstract":"Not Available","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129888560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49734
K. Poudel
Providing ‘quality education’ through English is a challenge for the prestige and survival of private schools in Nepal. In this background, a private school in Kathamandu, having realized that its content-subject teachers had to be better-equipped with the classroom-based English language proficiency, offered the researcher to conduct a short-term teacher training program on ‘teacher English’ for them. With a view to preparing for the short-term ‘training course’, the researcher undertook to investigate the current status of the affairs. The present article reports on an observational case study, informed by the grounded theory methods, on the usual classroom teachings performed by nine content-subject teachers at the school. The major functions of the ‘teacher English’ served as the basis for the thematic analysis of the data. As the findings of the study, fifteen classroom functions of the ‘teacher English’, were identified, namely, greeting, introducing the lesson and lesson activities, defining, checking understanding, asking, instructing, giving feedback, encouraging, controlling, personalizing/labelling, asking for and giving permission, cautioning, thanking, attracting attention and closing the lesson. Finally, the study recommended that the forthcoming teacher training should target at these functions of teaching English with a view to building on and improving their classroom English.
{"title":"Functional Analysis of ‘Teacher English’ Used by Content-subject Teachers: A Case Study","authors":"K. Poudel","doi":"10.3126/nelta.v25i1-2.49734","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49734","url":null,"abstract":"Providing ‘quality education’ through English is a challenge for the prestige and survival of private schools in Nepal. In this background, a private school in Kathamandu, having realized that its content-subject teachers had to be better-equipped with the classroom-based English language proficiency, offered the researcher to conduct a short-term teacher training program on ‘teacher English’ for them. With a view to preparing for the short-term ‘training course’, the researcher undertook to investigate the current status of the affairs. The present article reports on an observational case study, informed by the grounded theory methods, on the usual classroom teachings performed by nine content-subject teachers at the school. The major functions of the ‘teacher English’ served as the basis for the thematic analysis of the data. As the findings of the study, fifteen classroom functions of the ‘teacher English’, were identified, namely, greeting, introducing the lesson and lesson activities, defining, checking understanding, asking, instructing, giving feedback, encouraging, controlling, personalizing/labelling, asking for and giving permission, cautioning, thanking, attracting attention and closing the lesson. Finally, the study recommended that the forthcoming teacher training should target at these functions of teaching English with a view to building on and improving their classroom English.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"45 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132576857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-31DOI: 10.3126/nelta.v25i1-2.49733
N. Ghimire
The purpose of the study was to explore practices of the teachers in teaching English at early grade through multiliteracies pedagogy in Nepal. The study was conducted in a community school in the central hilly district by adopting a critical ethnography research design in order to capture the rich and in-depth ideas of three teachers at early grade through ‘in-depth interviewing’. Interviews were audio-recorded, recorded data were transcribed assigning codes and three main themes were developed in terms of the codes during the data analysis process. The findings exposed that the teachers have engaged in bilingual practice using Nepali and English languages instead of creating multilingual space using students’ home language even if they belong to various ethnic groups such as Majhi, Danuwar, Tamang, Magar, and Newar. They have been adopting print literacy as teaching-learning practice such as reading the textbooks and asking the students to write the exercises of the textbook but they rarely use modern technology based multi-modal literacy. The school administration needs to be conscious to apply multiliteracies pedagogy by strengthening the capacity of the teachers on it. Likewise, the school has to establish a basic ICT lab with an internet facility enhancing teachers’ skills to use it appropriately.
{"title":"Application of Multiliteracies Pedagogy in Teaching English at Early Grades in Nepal","authors":"N. Ghimire","doi":"10.3126/nelta.v25i1-2.49733","DOIUrl":"https://doi.org/10.3126/nelta.v25i1-2.49733","url":null,"abstract":"The purpose of the study was to explore practices of the teachers in teaching English at early grade through multiliteracies pedagogy in Nepal. The study was conducted in a community school in the central hilly district by adopting a critical ethnography research design in order to capture the rich and in-depth ideas of three teachers at early grade through ‘in-depth interviewing’. Interviews were audio-recorded, recorded data were transcribed assigning codes and three main themes were developed in terms of the codes during the data analysis process. The findings exposed that the teachers have engaged in bilingual practice using Nepali and English languages instead of creating multilingual space using students’ home language even if they belong to various ethnic groups such as Majhi, Danuwar, Tamang, Magar, and Newar. They have been adopting print literacy as teaching-learning practice such as reading the textbooks and asking the students to write the exercises of the textbook but they rarely use modern technology based multi-modal literacy. The school administration needs to be conscious to apply multiliteracies pedagogy by strengthening the capacity of the teachers on it. Likewise, the school has to establish a basic ICT lab with an internet facility enhancing teachers’ skills to use it appropriately.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133872221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27677
S. Dawadi
This paper reports on a study that explored students’ and their parents’ attitudes towards the fairness and accuracy of the Secondary Education Examination (SEE) English testa high stakes test in the Nepalese context. It is most probably the first empirical study that has extensively explored this area. The data generated through a longitudinal survey among 247 SEE candidates and semi-structured interviews with six students and their parents in both the pre-test and post-test contexts indicates that students had mostly positive attitudes towards the test fairness and its accuracy in the pre-test context but mostly negative attitudes in the post-test context. However, parents had mostly negative attitudes towards the test in both contexts. Both students and their parents raised questions regarding the accuracy and fairness of the listening and speaking test in the post-test context. Having collected both the qualitative and quantitative data, this study has gained a comprehensive picture of the complexity of the test impacts within the Nepalese educational context, as perceived by students and their parents. The implications of the study have also been highlighted.
{"title":"Students’ and parents’ attitude towards the SEE English test","authors":"S. Dawadi","doi":"10.3126/nelta.v24i1-2.27677","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27677","url":null,"abstract":"This paper reports on a study that explored students’ and their parents’ attitudes towards the fairness and accuracy of the Secondary Education Examination (SEE) English testa high stakes test in the Nepalese context. It is most probably the first empirical study that has extensively explored this area. The data generated through a longitudinal survey among 247 SEE candidates and semi-structured interviews with six students and their parents in both the pre-test and post-test contexts indicates that students had mostly positive attitudes towards the test fairness and its accuracy in the pre-test context but mostly negative attitudes in the post-test context. However, parents had mostly negative attitudes towards the test in both contexts. Both students and their parents raised questions regarding the accuracy and fairness of the listening and speaking test in the post-test context. Having collected both the qualitative and quantitative data, this study has gained a comprehensive picture of the complexity of the test impacts within the Nepalese educational context, as perceived by students and their parents. The implications of the study have also been highlighted.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115359065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27681
S. Laudari, Damian Maher
The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.
{"title":"Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective","authors":"S. Laudari, Damian Maher","doi":"10.3126/nelta.v24i1-2.27681","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27681","url":null,"abstract":"The effectiveness of pre-service teachers’ ICT training during teacher education course is often linked with the teacher educators’ (TEs’) practices. TEs’ digital practices, however, are under-studied, thus, are not fully understood. This study, which draws on the theoretical tenets of Activity Theory, reports on the factors that limit TEs’ digital practices in a context where technology use has just begun to evolve. Using a multi-method case study, this study collected data from EFL TEs and policymakers. The analyses of the policy data and interviews reveal that multiple factors constrain TEs’ digital practices. A key finding of the study is that factors related to ICT policies, training for TEs and resources hindered the use of technology by TEs. Implications of these are discussed.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127096608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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