Perceptions and Practices of Instructional Interventions in English Language Classrooms of Nepal.

Abstract

This study explored the perceptions toward and practices of instructional interventions in the Nepalese EFL context. Specifically, the study aimed to explore the teachers’ perception of instructional interventions in improving the reading skills of students along with their current practices that motivate learners. Using a qualitative research design and employing narrative inquiry as a research method, the study collected primary data by interviewing five teachers teaching English at the primary or secondary level in schools within Kathmandu valley. Specifically, an unstructured interview was conducted to gather primary data. By conducting a thematic analysis of the gathered data, the study revealed that teachers in EFL classrooms perceive instructional interventions as important because they can address the reading difficulties faced by students early on, and prevent them from facing further reading problems in the future. Moreover, the study showed that teachers pursue instructions based on behavioral, cognitive and constructivist theories of learning to overcome issues related to letter-sound knowledge, fluency, vocabulary, and comprehension. Further, the study presented that the teachers in EFL classrooms emphasize group- sessions and student-centered learning while providing instructional interventions. Lastly, the study concluded that in order to motivate learners, teachers incorporate content that are interesting, relevant and appropriate for the learners’ level, and provide intrinsic and extrinsic rewards.