Year: 2025
Type: article
Study design: Observational Study
Abstract: The integration of Information and Communication Technology (ICT) in English as a Foreign Language (EFL) teaching has transformed traditional classrooms by fostering interactive and student-centered learning. This study investigates English teachers’ perceptions of ICT use in EFL classrooms in Nepal, based on survey data from 222 secondary-level English teachers in Achham, Bajhang, and Kailali districts of the Far-Western Province, Nepal. Adopting a quantitative research design, the study examines teachers’ knowledge of ICT tools and their application across motivational, pedagogical, self-learning, and professional development domains. Findings indicate that teachers hold generally positive perceptions of ICT, acknowledging its potential to enhance motivation, enrich pedagogical practices, support self-learning, and facilitate professional growth. Teachers reported that ICT fosters engagement, improves lesson delivery, and provides access to global resources. However, practical challenges such as inadequate resources, insufficient training, and limited technical support hinder its effective implementation. Notable differences were observed in ICT usage based on teaching experience, availability of digital resources, and prior exposure to ICT training. Teachers strongly endorsed ICT as a motivational tool, emphasizing its ability to create engaging and enjoyable learning activities, while also highlighting its limitations in managing classroom behavior. In pedagogical practices, ICT was valued for enabling innovative approaches, though some teachers noted difficulties in seamlessly integrating it into traditional teaching contexts. The study also underscores ICT’s role in fostering self-learning and professional development, though further efforts are needed to address gaps in teacher confidence and sustained usage. The study recommends investing in ICT infrastructure, providing continuous professional development, and designing supportive policies to empower teachers. By addressing contextual barriers and promoting teacher competency, the findings aim to advance ICT-driven pedagogies in Nepal’s EFL classrooms.
Source: Journal of Innovative Research
Authors: Dhurba Kumar Shahi, Bishnu Kumar Khadka
Institutions: Tribhuvan University, Mid-West University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407040971