CHAPTER- ONE

INTRODUCTION

This is the study entitled English Language Teachers’ Beliefs on the Use of
Electronic Media for Professional Development. The first chapter of this
study consists of background of the study, statement of the problems,
objectives of the study, research questions, significance of the study,
delimitations of the study and operational definitions of the key terms.

1.1Background of the Study

The use of information technology has broadly increased for the purposes of
enhancing the administration and teaching, and learning efficiency (Abdel-
Rahman &Ayman, 2011, p. 6). It means teaching and learning have a positive
influence for the effectiveness of learning outcomes through the use of
information technologies. Nowadays, the way of giving and taking education
seems to be changed due to the technological change and advancement.
Similarly, technological development has brought a drastic change in the world
and almost all the activities and jobs are based on the networking system. So,
information technology is becoming the necessity of people in this era.

To support this, Castells,1996 (as cited in Ibrahim, 2010) says “Information

and communication technologies (ICTs) have been instrumental in social
transformations from the industrial society of the 20th century to the network
society ‟ of the new age of Informationalism” - where even intercontinental
neighbors are now one button-push away” (p.211). There have been
fundamental shifts in the tertiary landscape with the move from the traditional
to the online learning environment where people are interconnected globally
with modern innovations of technologies.

Similarly, Tylor (2001) also has also assured that the technological innovation
has changed the social, political, economic, and cultural fabric of life since the

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end of the Cold War. It means that the innovation of technologies has created
an ease and better life to enjoy with modern way of lifestyles world widely.

Different types of information communication and technologies (ICT) are used

in the different fields for various purposes to meet the intended objectives.
Likewise, different types of plans and policies have been made regarding the
use and implementation of ICT tools in education. To support this, MOE
(2013, p.10) has implemented some of the program related to ICT in education
i.e., one Laptop per child (OLPC), to improve educational management and
delivery system. In the same way, MOE has provided some additional ICT
related equipments to all the Districts Education Office and also have launched
websites by each District Education Office. Similarly, SSRP (2009-14) states
that ICT assisted teaching and learning will be implemented and expanded in
all schools. So, we can say that English language teaching is also one of the
fields where different types of technological devices are required and should be
used.

In this regard, adopting and accepting the new ways of ICT tools in language
teaching and learning has become the important part of education. ICT as
electronic media plays an important matter of concern to ELT teaching and
learning. It helps extremely in the process of any language teaching and
learning. That is the reason behind the use of electronic media in ELT teaching
and learning. The need of fundamental and massive change in teachers’
perception about how languages are being taught and how it should be taught
has become a matter of concern in education. Therefore, each and everyone
should be familiar or conditional about the technologies for the development of
teaching profession.

Teacher is a person who plays an important and crucial role to enhance the
quality of education as well as to achieve the target aims, goals and objectives
by conducting teaching learning activities. It is a teacher who implements the
curriculum effectively and tries to achieve the goals determined by the

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curriculum. In order to make teaching learning fruitful and effective, teachers
should have the knowledge of different technologies and should use it during
teaching learning process which will obviously help teachers for their
professional development. As we know that this is the age of information
technology, teachers should have the clear idea of different technologies and
the way to use those materials.

In the field of teaching, teachers seems to be the most important stakeholders of

the academic field, they play very important role to promote entire education
system of any of the nation. According to Joshi (2014, p.1), “A person who
graduated yesterday stops learning today becomes uneducated tomorrow”. The
same thing will happen if teachers do not keep up- to- date themselves with the
current knowledge and the latest developed technologies. So, it is very
important for the teachers to keep themselves updated with the current
knowledge and the different technologies. Being updated with the current
knowledge, the technologies could help teachers towards their professional
development. In this regard, Underhill 1996 (as cited in Head and Taylor, 1997,
p.1) says, “Teacher development is the process of becoming the best kind of
teacher that I personally can be”. Therefore, teacher development means the
positive change in the teachers along with the overcome of past weaknesses
and bringing of some new insights in them.

Nowadays, teachers are using different types of electronic media or ICT tools
in their teaching and learning process and in their personal life as well. They
may have different attitudes and beliefs regarding the use of electronic media
or ICT tools for their professional development. So up to now also there has
not been much more research works in this area. No particular study has been
done to find out the English language teachers beliefs on the use of electronic
media for professional development. Therefore, I am interested to find out the
English language teachers’ beliefs on the use of electronic media for their
professional development. Similarly, my experience as a learner in semester
system, a student in Tribhuvan University, I got motivated by observing the

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useful enhancement of EM use in language classroom and my study was
enhanced by the use of EM so that is the reason, I preferred to study on this
research as a researcher to investigate the usefulness of it for TPD.

1.2 Statement of the Problem

Electronic media (EM) is being used in various sectors nowadays. In this sense,
educational field also acknowledges to the use of EM for effective teaching and
learning. Similarly, the teachers’ belief as television, radio, mobile and internet
(EM) contribute to the teachers’ for enhancing their professional development
is the need of the day. It is the belief of teachers that the modern technology
and media can equip the students with overall and ease understanding of the
context through them. So, various programs related to EM (ICT) have also
been implemented by MOE (2013) and SSRP (2009) to support the teachers for
their professional development.

Especially after the provision of managing one laptop for one student as to
improve educational management, and to delivery system (MOE, 2013), the
shifting of teaching and learning through EM is being increased in Nepalese
educational field. It seems that the flow of using EM in private schools/
colleges has compelled the public schools/ colleges to make use of EM to
compete with them. Whatever the reasons are the success of using EM as
teachers’ belief, they require knowledge, training, availability, resources, etc to
enhance in real teaching context. It means using of EM is not an easy task to
regulate in real practice as there is a huge gap between policy and practice.
There are different factors that hindrances the use of EM in actual classroom
teaching.

To teach through the use of EM, ICT trained teachers and adequate electronic
materials in ELT classroom are necessary. Similarly, ICT Zone should be
facilitated to both teachers and students. The policy implementations cannot be
succeeded unless the teaching through the use of EM is practiced in the real

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contexts. It means well infrastructures and ICT trained teachers are the
prerequisites for teaching through EM.

In this regard, what we can say is that the teachers’ belief support for the use of
EM in the one hand and the lack of resources and ICT trained teachers
problematize in real practice throughout teaching on the other hand. So the
concern of my study is to research on English language teachers’ belief on the
use of electronic media for professional development. It has focused on
whether English language teachers are being benefitted from the electronic
media or not in their professional development.

1.3 Objectives of the Study

The main objectives of the study were as follows:

1. To find out the beliefs of English language teachers’ on the use of

electronic media for professional development
2. To suggest some pedagogical implications.

1.4 Research Questions

This study was oriented to find out the answers of the following research
questions:

a) What are the English language teachers’ beliefs on using electronic

media for professional development?
b) How ELT teachers are being benefitted by the use of EM in their
profession?

1.5 Significance of the Study

Nowadays, the innovations of technologies are contributing significantly to the

quality of education. In the same way, electronic media are highly substituting
its impacts, providing new functions, and allowing more sophisticated uses in
ELT contexts. Since, they are becoming crucial one for most of the individual

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in every part of the world; it has a great role in facilitating for both teachers and
students related to ELT spaces.

This study is of national importance as it concerns with the issues of ICT

planning in general and its practice in particular. As this study aims to explore
the ELT teachers’ belief on using EM for their professional development and
provides the information about how they are being benefitted by its use
throughout their professional carrier. It will be beneficial especially for
educational policy planners because this study will present the importance of
using EM, expectations of teachers, and changes during their professions in
ELT contexts. Mainly, various reasons which encourage them to monitor
networking as well as impacts regarding the past and present teaching through
EM found out from this study. So government and political bodies or language
planner will get the hints to plan the use of EM in education. They will be
informed that what are the prerequisites of EM programs and so will make
appropriate and judicious EM policy that works better in ELT contexts
(schools/colleges). As all the teachers may not be proficient in using EM,
regarding this, teachers need to update them according to the demand of time
and situation. They also should be aware of being trained and knowledgeable in
the present era, and also to face the challenges as well as to get the
opportunities of EM programs.

It will be helpful to the teachers to get expertise in teaching, managing

profession and knowing about the tools and importance of electronic media for
professional development. This study is supposed to play an important role to
all those who are directly or indirectly involved in teaching learning activities
and their professional development. Being a different research from other
researches, mainly teachers of English are benefitted from this study. Similarly,
syllabus designers, curriculum developers will also be benefitted from this
study because it will help to find out the English language teachers’ beliefs in
using electronic media for Teacher Professional Development (TPD).
Moreover, novice teachers will also be benefited from this study as it helps in

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familiarizing them regarding the use of electronic media for their professional
development. Likewise, it will be significant to the English language teachers
to incorporate ICT or electronic media for professional development. In wider
context, this study will be beneficial to all teachers of developing countries for
their professional development and to those who want to conduct the research
in similar field.

1.6 Delimitations of the Study

As the researchers are limited by time, human resources and financial factors,
he/ she have to limit his/her study to a certain boundary. Therefore, this
research study was also limited in terms of study area, population, sample
population, research tools and findings. The study was only limited to the
higher secondary level colleges of Kathmandu and Lalitpur districts. Only six
ELT teachers who had an experience of more than five years were the sample
of this study. Likewise, semi-structured interview was the tool for data
collection (three private teachers and three public teachers). Similarly, this
study was limited to the electronic media such as: radio, television, mobile and
internet. Thus, my study was delimited in terms of the above mentioned
criteria.

1.7 Operational Definitions of the Key Terms

The following words are used as the key terms in this study with the given
specific meanings:

Beliefs: Beliefs means feeling of being sure that someone exists or that
someone is true or a feeling something is good right or valuable. The word
‘beliefs’ refers t the teachers of secondary higher secondary teachers’ views in
the use of electronic media for their professional development in my study.

Electronic media: The things or results produced or operated by the flow of

electronic devices and its use for the transmission of message to the audience.
It includes radio, television, internet, computers, desktops, and laptops. In my
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study electronic media means the electronic devices that help the teachers’ for
the sake of their professional development.

Professional development: Professional development refers to many type of

educational experience related to an individual’s work. In this study,
Professional development refers to the process of improving or increasing
capabilities of teachers.

Teacher development: The noticeable and the reformative change in teacher’s

professional and personal life.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE AND

CONCEPTUAL FRAMEWORK

Review of the related literature and conceptual framework is essential for any
types of research work. To make the research valid and reliable, the researcher
needs to study different types of materials like article, journals, thesis, and
books related to the topic which helps in identifying the research gap. This
section deeply and broadly deals with the literature review and the theory
related to the research. In this section, I have tried to collect many more ideas
and theories related to the area of study and sources available to my study.
Specially, this section includes the review of related theoretical literature,
review of empirical research, implications of the review for the study and
conceptual framework.

2.1 Review of Theoretical Literature

Review of theoretical literature provides an insight to researcher related to the

number of aspects that have a direct or indirect bearing in the research topic
and makes every research authentic and valid. Review of theoretical literature
is the central and most important part in the research. Literature review is also
important for clarifying the concept of depth study to the research. This study
provides information of previous research and other related literature on the use
electronic media and ELT teachers’ beliefs in using those media related tools
for TPD. The main aim of reviewing the previous research and literature is to
explore what has already been done and studied before. Literature review also
helps in finding out the gap.

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2.1.1 Teachers’ Beliefs: An Introduction
The term belief refers to a state/habit of mind in which trust or confidence is
placed in some person or thing. It is defined as a feeling of trust in the worth or
ability of someone to be sure that someone or something exists or something is
true.

Hume (1987) has defined beliefs as a perception that has a certain feeling to the
mind which is the same as saying that it is a perception that is ‘conceived in a
certain manner’ (p.96). Furthermore, beliefs are those perceptions that most
affect the will, and they are able to do this either by virtue of being impressions
themselves or by virtue of their ‘relations to the impressions’ or memories that
give rise to them (Hume, ibid). The definition of beliefs supports primarily on
teachers’ belief to the concern of my study. Teachers’ belief can have great
importance in adopting new strategies as using of electronic media in teaching
and learning.

Technology is being accepted as a crucial factor and additional aid to

educational spaces to improve the quality of education, as well as influential
one in the sense of a strong belief. To support this, Borg (2003) defines beliefs
as “a major influencing factor in many areas of education, and technology is
not exempt from this influencing phenomenon” (as cited in Galvis, 2012, p.96).
So, teachers’ beliefs as well as technology serve as a powerful tool in teaching
and learning.

Teachers’ belief is centralized to their own determined perceptions, attitudes,

knowledge, ides, and concerned theory to teaching in the classroom. Therefore,
the belief of teachers’ varies from individual to individual and it considers with
their own choice of adopting the teaching process. The definition addressed to
teachers’ belief by Pajares (1992):

Beliefs as a messy construct, and one difficult to disentangle from

similar concepts, beliefs usually overlap with close psychological terms

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 such as knowledge, attitude, opinion and ideology. In this perspective, a

definition for beliefs is “at best a game of player’s choice. (p. 309).

In this contrast, Smyth 1989, (as cited in Riel, 2000) state that teaching and
learning with a belief that “part of being a teacher involves grappling with and
collectively confronting the contradictory demands of the educational system"
(p.2). The confrontation arouses with the demand of teacher to be as changing
agent with the current need and educational system, residing the struggle
between their beliefs or modification to innovative trends of teaching.

The concepts of teachers’ beliefs influences on approaches to teaching which

may encourage teachers to experience new methods and techniques of teaching
or conversely constrain and restrict their desire for a new teaching experience.
Meanwhile, teachers’ belief as defined by Artzt & Armour-Thomas (1998) as
“an integrated system of personalized assumptions about teaching and
learning” (as cited in Li, 2014, p.8) which shape the way teachers’ perceive and
interpret classroom interaction and influence their construction of intentions in
response to those interaction.
Regarding to the complex relationship between teachers’ beliefs about their
teaching and what their teaching practice really is. The aforementioned
definition along with some researchers’ different opinions about teachers’
beliefs as: Smith (2005) argue on teacher beliefs that can guide teacher
decisions, and help further develop teachers’ repertoire after being aware of
their beliefs (Cochran-Smith & Lytle, 1999), and others findings on
inconsistency between teacher beliefs and their actual teaching practices
Sandetto, & Heath (2002) provides various insights to teachers’ belief on
teaching and learning (as cited in Li, 2014, p. 38).

This means to say that teacher comes inside the classroom with their own
assumptions and the systems of beliefs, to some extent they themselves make a
choice and make relation to how they teach and what they teach inside the
classroom. They are guided according to the beliefs that he/she possess.

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Similarly, teachers’ beliefs have a greater influence than teacher knowledge on
the way they plan their lesson, on the way they take decision and on their daily
and general classroom practices. So do, teachers’ beliefs guide on the teachers
while taking decision and the action they take inside the classroom.

Therefore, teachers are the main agent in language teaching and learning
process. As language teachers can use different kinds of approaches to teaching
depending upon their assumptions and the beliefs about how students learn and
on the kind of methodology that they believe best supports his learning process.
In the sense, teachers’ belief highly influences in teaching behavior and also in
the learners’ development, they should comprehend accordingly to the context
where they strongly can utilize and adopt their beliefs for learning and teaching
achievement. This is to say that teachers’ beliefs can guide how to teach, how
to deal or interact with the student, how to plan the lesson, what shorts of
decision to be taken and so on. So do, teaching and learning inside the
classroom is affected by teachers’ beliefs and what they do inside their
classroom depends upon the beliefs that a teacher possess and what teacher
does in the classroom is based on what their beliefs are. Teachers’ beliefs and
attitudes are important for understanding and improving educational process.
They are closely linked with the teachers’ strategies for coping with challenges
in their daily professional life, to their general wellbeing to, to make students
learning environment, influences to the student’ motivation and achievement.

In a nutshell, beliefs are important concept in understanding teachers’ thoughts

to process instructional practices and learning to teach them relevant. Teachers’
beliefs can be represented as a set of conceptual representation which store
general knowledge of subject, people and events and their character
relationship.

2.1.2 Teacher Professional Development

Teacher Development (TD) is defined in multiple ways by multiple people. In
fact, it is not really easy to define what TD actually is because of different

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scholars have opined their different views regarding TD in various ways to the
study of their concern. To this regard, Underhill (1986) states that TD is the
process of becoming the best kind of teacher (as cited in Head and Taylor,
1997, p.1). Furthermore, he added an idea and stated that development starts
from the very beginning and continues until the retirement professionally and
until the death bed. Similarly, the term refers as World Bank stated ‘Teacher
development as a process along a continuum of learning’ (1998) which means a
long term process as well as supportive one for ongoing professional growth
and support.

Apparently, TD begins with the development of a teacher to be professionally

skilled, knowledgeable, and career growth, and also to be very supportive for
TPD. It plays a vital role as a cover term to enhance teaching as well as
profession. According to Tecle (2006) TPD refers to the ‘process embracing all
activities that enhance professional carrier growth’. It is primarily concerned
with the teachers’ development, beginning from any initial preparation of
teaching, to ongoing development and finally to career growth. So do, those
knowledge and the skills which are obtained for both professional and career
development is known as TPD. It encompasses all types of facilitated learning
opportunities ranging from college degree, formal course book, and informal
learning opportunities situated in practice.

PD is consulted with the development of a person or profession in his/her

professional life. For PD, different types of training, workshops, seminar, and
so on are required. According to Ganser, 2003 (as cited in Villegas and
Reimers, 2003) states “PD includes final experiences (such as attending
workshop and seminar, professional meetings) and informal experiences such
as reading professional publication, watching documentaries, related to the
academic discipline”.

In addition, TPD plays a very important role in the improvement of

professional development of teachers. Until and unless the teachers are
professionally grown up, they cannot perform their job perfectly and
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confidently. Paying attention to only one aspect of PD is not sufficient. So, the
teachers’ needs and perceptions should be properly analyzed before finalizing
the strategies for teacher professional development. There are various views
opined by different scholars on teacher professional development from their
own perspectives.

According to Richards and Farrell (2005, p.1), “Teacher professional

development is a next step when one teachers’ period of formal training is
over.” It indicates that TPD starts with the involvement of teachers in different
professional activities and after the completion of that kind of program, we
enter into the real professional and the development starts from there.

Similarly, Villegas-Reimers (2003) defines TPD as:

the development of a person in his or her professional role”. More

specifically, TPD is the professional growth of a teacher who achieves

as a result of gaining increased experience and examining his or her

teaching systematically. It includes formal experiences such as attending

workshops and professionals meetings, mentoring and informal

experiences such as reading professional publications, watching

television documentaries to an academic discipline. (p. 9)

TPD means a continuous, ongoing, and lifelong process which never gets
finished. It is the key factor to bring the positive change and effect on the
educational product. It involves many changes so, TPD demand many more
experience in teachers. Teacher can bring change in their profession from their
own effort as well but only effort from individual perspective will not be
sufficient for their professional growth. Therefore, there should be the effort
from institutional perspectives which will help the teacher for their professional
growth. For their professional growth, teacher must attend the formal as well as

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informal programs and training and should implement theme in practice to
enhance their professional growth.
With regard to TPD, the SSDP (2016) program also aims to provide diverse
means of continuous professional development as an introduction, including
online and mobile phone based self-learning resources, short modular courses,
support for development and sustenance of subject teacher networks and school
based professional development for secondary teachers.

2.1.3 Characteristics of Professional Development

Professional development enhances ‘competence and skills’ of all teachers in a

learning community to persuade their lifelong learning (Sachs, 2000 as cited in
Reimers, 2003, p.80). To the sense, teachers get motivated by observing a
learning environment. So do they develop their competencies by applying the
trained skills in real practice and lead themselves to be competitive as a
professional teacher. To support this, Reimers (2003) has mentioned some of
the characteristics of TPD (p.220) which are presented as:

i. It is based on constructivism in which teachers are treated as active

learners.
ii. It is intimately linked to school reforms.
iii. It is perceived as a long process as it acknowledges the fact that
teachers learn over a time.
iv. It is intimately linked to school reforms.
v. It may look and be very different in diverse settings.
vi. A teacher is conceived as a reflective practitioner.
vii. It emphasizes on knowledge creation or generation or exploration or
innovation, rather than knowledge transmission

To conclude, it is a collaborative process of learning which is largely based on

constructivism. For the development of teacher’s professionalism, he/she
should collaborate and interact with different people related to that field. As
teaching is an act of thoughtfulness and teachers are the people who guide

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pupils to light the lamp of knowledge, they are considered as a reflective and
active practitioner who highly focuses on constructivism. It is a long term
process where teacher learns over a period of time. Teachers need great effort
for their PD. It generally deals with the creation of a new and advanced
knowledge and exploration of those knowledge, and ideas among students. It
highly focuses on the creation of new knowledge and ideas rather than
transmission. So teachers’ are the active agent to bring change on their
profession.

2.1.4 Electronic Media

Rapid communication through latest technology has facilitated speedy
information, gathering and dissemination. This has become an essential part of
the modern society. It was Marshall McLuhan (2001) who said that electronic
technology is reshaping and restructuring patterns of social interdependence
and every aspect of our personal life (p.8). Similarly, extraordinary information
explosion have dramatically shrunk time and distance and have converted our
world into a global village. Regarding this, electronic media have transformed
communication and our ability to share, store and gain information and
knowledge. The widely available media services are changing the ways in
which we live and work, and also altering our perceptions and beliefs.

In short, any type of device that stores and allows distribution or use of
electronic information is known to be electronic media. This includes
television, radio, internet, fax, CDROMs, DVD, Overhead projector (OHP),
mobile and any other electronic medium. To support this, Abone (2012) says
that electronic media refers to any equipment used in the electronic
communication process. (e.g. television, radio, desktop, computer, and hand
held devices). Likewise, the term encompasses the result produced or operated
by a flow of electronic and its uses air waves to reach the message to the
audience.

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EM in the field of education is taken as an influential and striking factor to

enhance the profession of any teacher. Regarding this, Meyrowitz (1998)

asserts:

Macrolevel medium literacy, for example, provides a way of

understanding how the shift from oral to literate forms of

communication supported new educational institutions and educational

practices, which are now themselves being reshaped by the addition of

various electronic media-leading to the calls for new forms of literacy.

(P.107)

This definition focuses primarily on relation to the use of EM for enhancement

of professional development as well as teachers’ belief to adopt electronic
tools/resources as a new technique for TPD. Moreover, technologies support
and add fruitfulness to the existing teaching to a new shift as call/ change of
development through addition way of adapting literacy to enhance real
communication as well as practices.

To be specific, the concern of my research work is based on the English

language teachers’ beliefs on the use of electronic media such as radio,
Television, OHP, internet newspaper, magazines and how these electronic
media help teachers for their professional development, how do they perceive
these electronic media for their professional development and what are its
benefits for their professional development.

2.1.5 Types: Electronic Media for Professional Development

To support my thesis study, electronic media is classified into the listed types.
Some of the types of electronic media for enhancing teaching profession are as
follows:

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a) Radio
According to Arulchelvan and Viswanathan (2006), radio is considered
as a medium for information and communication to the masses is
predicted to retain its relevancy and potency. It means radio is the
means of communication through which different programs are
broadcasted with the medium of sound to the public. It is the
transmission of and reception on electromagnetic radio frequency,
especially those carrying sound message. Different types of programs,
news, educational programs, and songs are broadcasted on radio. These
programs, news broadcasted on radio will help the teacher for their
personal, professional growth and development. Different types of
educational program are broadcasted in radio by listening to which
educational program; teacher can bring change on them and also helps
them to find their own weakness and strengths as well. The teachers
may keep themselves updated with the happenings of the world through
radio.

b) Television
Television is an electronic device, used to receive sound and images
which creates television programs that people watch. It is the system of
converting visual images with sound into electrical signals by
displaying them electronically on a screen. Television has the power to
engage the viewers, power to present conceptual information visually
and also has the power to show the real people and environment
throughout the world. World Bank (2008) states television can support
TPD by giving teachers opportunities to observe other teachers as they
implement new instructional practices. By enabling teachers to
anticipate what will happen, television reduces the risk inherent in
experimentation. Teacher can get many opportunities to learn about
language and by watching programs broadcasted in television teacher
can develop their pedagogical side also. Different types of program

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 related to teaching learning activities are broadcasted in television by
watching them visually teacher can bring change in their professional
life. Sometime training are also broadcasted in television so, by
watching them visually teacher can apply those methods and techniques
which they find applicable to them. And also the different programs,
news related to the education sector are broadcasted in television which
helps teachers to become update with the resent news.

c) Internet
Internet is defined as a connected group of computer networks allowing
for electronic communication to enhance the teaching profession as
well as to teach effectively. To be fact, Internet is the world’s largest
computer network that connects thousands of networks and millions of
computers around the world so do is the source of information and
entertainment so do any people from any field can find information and
knowledge of their respective field.
According to Chapman (2011) Internet plays a major role in the lives of
young people today. It is defined as significant one among the
youngsters in present situations. Likewise, children and youngsters
engage in online activities both inside and outside the classroom
(Sefton-Green, 2004). It means pupils’ as well young teachers both can
utilize the use of electronic tools in real teaching as well as outside the
classroom. They can be motivated through the effective use of EM for
their teaching development.
The concept of EM helps to understand the context of knowledge
clearly and easily in the field of education. Alike, the native speakers’
videos and tutorials from YouTube and can also see different books,
articles, journals and other many more teaching and learning materials
from different sites for educational support and spaces.
We can also see different training and ways to promote TPD which will
obviously help teachers’ for their professional growth. By watching

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 different training related videos teacher can bring change on them and
on their profession as well. Way of teaching, technique and whatever
things do the teacher wants related to the content and the subject matter
can be found and stored on internet. So, teacher can use them whenever
they like, wherever they want, whatever they like and use, and apply
those in their real life and can bring change in their profession.

d) Mobile
In general, a mobile device is a portable, handheld communication
devices connected to a wireless network that allows user to make voice
calls, sent messages and run application. Even simples mobile phones,
nowadays, are equipped with different functions such as SMS, MMS,
internet browser, camera, MP3/Mp4 player sound record, video
recorder including many other applications. Similarly, most of the
phones have special in build software such as e-dictionary, alarm clock
and planners to wakes up or to remind us of important dates. (May &
Hearn, 2005) opines that the mobile phone has truly become, ‘a new
information medium’ as well as a device to ‘harvest from the ever
increasing palette of the digital domain (p, 200).
Additionally, mobile phones incorporate basic daily personal
information management tools like address books and calendar which
let people to get rid of their phonebooks and agendas (Trinder, 2005).
The numbers of mobile users in the world are increasing rapidly day by
day and so is the case for Nepal. Laptops and computers are being
replaced by mobile phone as it offer more simple, easy features and
functions and as it is cheap to buy than laptops and computers. Even
simple mobile phone can produce greater educational importance. As
mobile include dictionary and other many more software and features it
will help teacher to find the meaning of difficult word, find the content
matter of subject at any time and wherever they like and instead of

20
 trawling through books for a piece of literature, they can search on
Google and be directed to a specific word.

2.1.6 Advantages of Using Electronic Media in English language

teaching (ELT)

In this recent era, English has increased its popularity all over the world.
English is also a language which is used to give expression of thoughts and
feelings of a social group. As English is a foreign language for Nepalese, it is
not easy to teach English in schools and colleges of Nepal. But with the help of
technological media, teaching English can be smoothed down with fruitful
results. In real sense, media has become an unavoidable part of teaching and
learning process. Each and every teaching and learning tools and materials has
its own kind advantages and disadvantages. Most frequently, an advantage of
any tools plays a vital role in teaching and learning process.

Regarding the advantages of media in ELT, Moore (2010) says:

Many English languages teaching method were based on psychological

studies of learning of their senses more often to acquire information.

Teacher began to understand that, language acquisition was not passive

process but depends on the learner’s interest, habits, background and

attitudes. However, it was difficult for traditional methods to address

these concepts until media was [Link] during 20th century.

Language course began to integrate approaches that focused on visual,

auditory and sensor learning because it became known that students

have different learning capacities and use one

([Link], retrieved on 19 December 2010)

21
Using of electronic media in ELT creates a good platform for the exchange
during teaching learning process and also enables both teacher and students to
take active part during teaching learning process. As electronic media helps to
improve the efficiency and the quality of teaching, the most important thing is
that the teacher can manipulate the network among the teachers and the
students as well. By using electronic media, ELT teacher can convey and
receive the message through email. The next advantage of using electronic
media in ELT is that it makes the classroom situation live and interesting. The
next advantage of electronic media in ELT is that it helps to train both teacher
and students to speak and develop communicative competence. Similarly,
electronic media helps to improve the confidence, motivation and self- esteem
of both teacher and students (Cox et al, 1999).
2.1.7Electronic Media for Teachers’ Professional Development

Mass media plays an important role for mass communication to transfer

message, information, advertisement, and entertainment. Until and unless, mass
media cannot be reliable, it cannot be meaningful so, for reliable and
meaningful mass communication firstly, mass media should be reliable and
accessible. As media is often known as mass media usually television but
sometime recordings forms of popular music and some computer mediated.
Without mass media, there is no possibility of mass communication.

Previous studies support that media are the powerful tool which reveal the facts
and disseminates the day to day distilled events (Tamang, 2015). Media as the
means of communication channels through which news, entertainment,
education, data or promotional message are disseminated are referred to be
electronic media. It includes every broadcasting and narrowcasting medium
such as newspaper, magazines, T.V, radio, billboard, direct mail, telephone, fax
and internet.

In the present era, mass media is playing a crucial role for the development and
betterment of people, country, business, and so on. It has been playing a crucial

22
role in delivering the message, information, entertainment to the audience
throughout the world within a short period of time. Moreover, mass media have
revolutionized our social as well as personal life. Likewise, the role of media
provides the information, advertisement, entertainment, and so on within the
people around the world.

Additionally, electronic media have been playing a vital role, making assess or
possible the variety of learning resources. Electronic media does not only
impact on teaching and learning process but also on the ways and opportunities
educators learn. Generally, most of the teachers are using electronic media in
their daily teaching and learning process because it helps them in various ways
like being clear about the content and the subject matter, to know or get extra
and much more information related to the subject matter, learning new
methods, techniques and strategies and for other various purposes.

To support this, Hooker (2009) assumes that ICT or electronic media helps to
make the classroom interactive, easy to control class, and easy to teach the
subject matter and much information can be given or delivered in short time.
Both teacher and students can use electronic media to expand their knowledge
and to gain more information. Different types of ICT tools or electronic media
have been developed among them radio, television computers, laptops, mobile,
overhead projector, and multimedia are commonly used by the teachers during
teaching learning activities and for their professional development. By the use
of electronic media, teacher can build confidence by providing the adequate
subject knowledge. They can bring change on their teaching style, and new
techniques and strategies can be adopted. As well, they can bring noticeable
change on them by using electronic media which leads them to be competent as
well as professional.

As professional development (PD) refers to an ongoing activities or training

that a teacher receives to improve in area of deficiency, to gain knowledge or
insight in a particular area. Richard and Farrell (2005) views “PD as a process

23
that takes place over a time, starts and ends with in formal training of graduate
education” (p.4). The first and the most important indicator of professionalism
is teacher’s self-awareness about his or her job or profession. So for PD, a
teacher himself or herself is the first indicator to bring change on them.

To the concern, TPD is the development of teachers from their own try,
without readiness from their own side, they cannot develop their professional.
Teachers should be active for their own development for development teachers
have to be readable and concerned with the training. Teacher should up to date
according to the present academic needs and recent developed electronic tools.

In other words it is a continuous and ongoing process of transforming human

potential into human performance which never ends. Generally, development is
a dynamic process of positive change that improves the standard of people. It
encourages teachers to generate their inner and own potential to bring change
within them. Tamang (2015) says ‘these condition stills holds, for the most part
of teaching English Language. To solve pedagogical problem, it is really
impossible to bring and send teachers in training center the care and guidance
of teacher guide’. Teachers should have their inner desire to take part in teacher
training. For their professional development, teachers must be up-to-date with
the recent knowledge and technologies. For their professional growth and
development, teachers should think that teacher learning is not something that
teachers need to achieve on their own.

In a nutshell, media specially, electronic media is important means which help

teachers for their professional development. Teachers are the learning skills so
they can learn and adopt different types of theories and develop their skills and
teaching strategies using electronic media. They can learn the different ideas of
teaching language skills from different program broadcasted from electronic
media. By hearing to the different programs broadcasted from radio and
television like BBC, different educational program they can enhance their
language proficiency. Similarly, use of mobile is easy and can be available

24
anywhere and at any time teacher can use it for networking and cooperating
with peers and talk about the subject matter, make them clear about the
confusion about the subject matter. So it can be said that electronic media plays
a crucial role for TPD.

2.2Review of Empirical Literature

Regarding the research or the study related to Electronic media and

Professional Development many researcher have carried out the research in
Nepal and foreign as well. Although many research have been carried out
related to ICT, few researcher have carried out the research “English
Language Teachers’ (ELT) Perception on the Use of Electronic Media foe
Professional Teacher Development”. So through this study I am trying to find
out the ELT perception on the use of electronic media for TPD. I have
reviewed some of the previous studies that have been carried out by the
different researchers related to electronic media and TPD. While reviewing
those studies I have found many interesting things. Those studies which I have
reviewed was researched by Shamoail (2005), Shrestha (2012), Oli (2014),
Tamang (2015), Qasem and Thappa (2016), Thanet (2071), Neupane (2017),
and Khulal (2017).

Shamoail (2005) carried out a research on “Teachers Perception and

Experiences in Adopting ‘Blackboard’ computer Program in a Victorian
Secondary School.” The main aim of his study was to investigate teacher’s
perceptions and experiences in adopting new technology known as the
“Blackboard” learning system. Catholic Secondary School was the focus of his
study and the data were drawn from four sources, i.e. teachers interview, direct
observation, email dialogue and school documents during (2004) academic
year. Teachers were interviewed for three times. His research designed was
case study. Open- ended interview and the Observation were the main tools for
data collection. The obtained data were analyzed using the system of content
analysis, i.e. identifying, coding and categorizing main themes. The findings of

25
his were importance of access to the computers, ongoing professional
development and leadership support for the integration of “Blackboard” and
other related technologies in teaching, teachers need sufficient time to practice
and plan their lesson with the new technology and the last findings of his study
was teachers were most receptive to learning from and with their colleagues
about the integration of the Blackboard program into their classroom practice.

In the same way, Brandstrom (2011) carried out a research on “Using the
Internet in Education: Strength and Weakness”. An objective of the study was
to investigate the influence of the use of the internet on planning and
instruction. Five upper secondary schools teachers’ were interviewed face to
face. Five themes were identified in the interview data. i.e. general opinion and
experience of the internet, attitudes to teaching and learning, opinion on the use
of internet as a planning and teaching resources, effects of the use of internet
on students and teachers and drawbacks of the use of internet in the school. It
was found that teachers think that internet is a valuable source of information
and an important additional teaching tool. Internet can motivate the students,
make teaching more fun and allows variation in teaching. Four major
drawbacks of the use of internet were reported by the teachers, viz. students’
cheating, unreliable information, technical problems and students’
extracurricular activities during lesson.

Similarly, Shrestha (2012) conducted a research study on “Use of Online

Resources for English Language Teachers’ Professional Development”. The
aim of this study was to identify the percentage of lecture of English use of
online resources in their professional development. The sample populations of
his study were 54 English teachers of various colleges from Bhaktapur,
Lalitpur and Kathmandu districts. He used non-random sampling procedure
and questionnaire as a tool for collecting data. He conclude his study with the
findings that majority of the lectures of English language have the concept of
TPD and use online resources for professional development while least number
of lectures of English have general concept regarding ELTD since it was a new

26
course introduce. The teachers are involved in online resources they could use
new methodologies, techniques and concept in teaching and learning activities.
Whereas those teachers’ who are not involved in using online resources they
are far away from those types of professional activities.

Arifah (2014) carried out a research entitled “Study on the Use of Technology
in ELT Classroom: Teachers’ Perspective” that the use of multimedia and
internet have positive impact in language teaching. The main objectives of the
research were to know the response from the teachers about the use of
multimedia and internet in classrooms and how they are teaching language
skills. The research study was based on survey design and limited to Admjee
cantonment Public College Dhaka, Bangladesh which was facilitated with
technologically advanced classroom. The researcher used the questionnaire and
observation as the research tools to collect data. The researcher selected fifteen
English language teachers who were using technology as the sample from
Admjee Cantonment Public College by applying non-random sampling
procedure. The finding showed that technology helps to promote
communication approach of teaching, use of authentic materials, introduce a lot
of exposure to students.

Similarly, Tamang (2015) have conducted a research on “Beliefs of English

Teachers on the use of Electronic Media for Professional Development”. The
main objective of her study was to find out the beliefs of English Language
Teachers on the use of electronic media for their professional development.
The populations of her study were lower secondary level and secondary level
English teachers from Bhakatpur District and the sample population of her
study were 30 English teachers from 15 schools. She used non random
judgmental sampling as sampling procedure. She used both primary and
secondary source for collecting the data and was used. She used both open-
ended and close- ended questionnaire for data collection. Findings of her study
was the use of electronic media is very useful, helpful and as well very
important for teachers professional development and all most all the teachers

27
thought that electronic media is ultimately a basis for teacher professional
development.

Qasem and Thappa (2016) conducted the research on “Teachers’ Perception

towards Information Communication Technology (ICT) integration;
Professional Development through Blended Learning”. The main purpose of
this study was to analyze in-service science teachers perception towards
integrating ICT in instructional design by training them using blended learning
approach. The study was conducted on a sample of population of 60 science
teachers of Secondary School of Yemen who were knowledgeable about
computer and internet basics. Their research was based on quasi-experimental
in nature where pre-test and post- test designed was employed. They used
simple random sampling method for selecting the sample population.
Questionnaire was used to determine the in- service teachers perception
towards integrating ICT in instructional design which included 25 items. To
analyze and interpret the collected data they used t- test and ANCOVA
statistical tools. The finding of their research was there was a significant
difference in teachers’ perception towards integrating ICT especially, in the
group who were trained through blended learning approach.

In the same way, Khulal (2017) conducted the research on study “Students’ and
Teachers’ Perceptions towards Mobile Assisted Language Learning”. The
objectives of his study were to explore the perceptions of teachers and students
towards mobile assisted language learning, and to find out how [Link]. students
use of mobile phone in language learning. Sample populations of his study
were 35 [Link] 3rd semester and 5 teachers from English department of
Tribhuvan University Kathmandu. Both primary and secondary sources were
used by the researcher to collect the data. Qualitative data were collected
through questionnaire. The results indicate that all most all the student’s use
mobile phone for learning and improving their English language. The second
findings indicates that mobile assisted language learning helps students in

28
learning and believed that using mobile phone in learning English is effective
and have got positive attitudes towards using mobile for learning English.

Similarly, Neupane (2017) has made the study on “Teachers and Students
Perception on Digital Divide in English Language Learning”. The main
objective of this study was to document teachers’ and students perceptions on
digital divide in English language learning. 10 teachers of [Link] from
Tribhuvan University and Sanothimi Campus and 30 students from Tribhuvan
University who were using new technology for learning were the sample
population of his study. Questionnaire was used as the tools for data collection.
The researcher used both primary and secondary source for data collection.
Both open-ended and close-ended questions were asked to both teachers and
students. Findings of this study from teachers perspectives was most of the
English language teachers use new technology in classroom buy yet some
teachers do not use ICT in their teaching and those learners who uses new
technology can show high learning performance than others who do not use it.
And his findings from students perspectives was all the selected sample
population use new technology (ICT) such as computer, mobile and internet for
learning English and the use of new technology (ICT) in English language
teaching and learning brings collaboration among the teachers and learners.

2.3 Implications of the Review for the Study

The above reviewed research works helped me in so many ways to carry out
my study.

I reviewed Joshi (2014) that helped me to understand the concept of TPD and
way to cote the definition given by scholars. In the same way, I reviewed
Arifah (2014) it helped me to categorized different headings regarding
professional development. In the same way, Oli (2014) studies helped me to
develop the tools for data collections and methodology of the study. Similarly,
I reviewed Tamang (2015) that helped me in constructing the question and
defining the topics and sub-topics accordingly. Sharma (2015) research helped

29
me to write the ethical considerations and the way of writing references
Likewise, Qasem and Thappa (2016), studies helped me to construct the ideas
regarding electronic media (ICT) and write accordingly. In the same way, I
reviewed the research carried out by Khulal (2017) it helped me construct the
conceptual framework of the study. The research carried out by Neupane
(2017) helped me to write about implications of the review for the study.

These reviews seem highly applicable to my study. It has provided the

theoretical foundation to this study and it has facilitated me to select
appropriate methodology and sample size/population. In the same way it
helped me to select appropriate research tools and sampling procedures.
Similarly, from the above mentioned studies, I knew how to group the findings
and to identify the actual findings. From this, I noticed that there are few
researches done regarding teachers perception on the use of electronic media
for TPD.

As my study tries to explore teachers’ beliefs on the use of electronic media for
TPD and this study is the first study carried out on this specific topic in the
Department of English Education.

30
2.4 Conceptual Framework

This study will be based on following conceptual framework:

Use of Electronic Media for

Professional Development

Electronic Media Professional Development

Training
Radio

Growth of Teachers

Television Strategies for

Teaching Language
Skill Skills.
Procedures of
Mobile Teaching

Presentation Skills
and Strategies
Internet
Noticeable Change in
Profession

Output

Beliefs of English Language Teachers

31
 CHAPTER THREE

METHODS AND PROCEDURES OF THE STUDY

Methodology refers to the methods and procedures adopted to find out the
predetermined goals or objectives. This chapter deals with the main methods
and procedures that were used for carrying out the research. The following
methodologies were adopted to fulfill the above mentioned objectives and to
conduct the research scientifically.

3.1 Design and Method of the Study

Research design is a route, plan, or strategy of investigation. According to

Kumar (2006, p. 4) “A research design is a plan for structure and strategy and
investigation so concerned as to obtain answer to the research question or
problem”. The research design of this study was designed to find out the ELT
teachers beliefs on using electronic media for TPD. I have chosen interpretative
qualitative study design as my focus to find out teachers’ beliefs.
Interpretative study is referred as a synonymous term to qualitative study. The
term studies within the particular linguistic, historical and values standpoints
(Bevir & Kedar, 2008). It is based on the study of languages, past evidences,
and the norms and values of the particular contexts. Similarly, it is distinctive
in its approach to research design, concept formulation, data analysis and
standard of assessment. Likewise, interpretative methodologies encompasses
an experience near orientation that sees human action as meaningful and
historically contingent (Bevir & Kedar, ibid).

This present study is bases on interpretative analysis to collect the in depth

information about the beliefs of English language teachers regarding the use of
electronic media for their professional development. This study could be easily
conducted through the survey design by using the questionnaire as a research
tool but that would not be more reliable and valid. The original views of real

32
situation and reason could be missed. So, I selected interpretative qualitative
study design to conduct the research and semi structured interview as a
research tool in this study for detail information.

3.2 Population, Sample and Sampling Strategy

The population of this study was the English language teachers teaching at
higher secondary students of Kathmandu and Lalitpur district. The sample of
this study consisted of six ELT teachers (three from privet sector and three
from government sector) from different higher secondary colleges of
Kathmandu and Lalitpur district. Purposive non-random sampling was used as
a sampling strategy.

3.3 Research Tools

I used semi structured interview as the research tools for collecting the data. It
was difficult to use others tools to get the detailed information. So, I thought
semi structured interview would be the best research tools to collect the
detailed information from the teachers who have been teaching from many
years. The interview schedule was semi structured recorded through the use of
mobile. Some basic questions were predetermined and other questions were
asked on the basis of their responses.

3.4 Sources of Data

Both primary and the secondary sources were used for the collection of
required information.

3.4.1 Primary Source of Data

The fundamental bases of the study were the primary sources of data. English
language teachers of higher secondary college from Kathmandu and Lalitpur
district were the primary sources of data. The data from primary sources was
collected through interview.

33
3.4.2 Secondary Source of Data

On the other hand, secondary data are those data that has been already collected
by and readily available from other sources. It means that one purpose's
primary data is another purpose's secondary data. So that secondary data is the
data that is being reused. In order to complete the study, I consulted published
informative available sources like various books of Teacher Professional
Development, Electronic media articles, journals and different research works
such as Richard and Farrell (2005), Ibrahim, 2010, Moore (2010),Brandstrom
(2011), Shrestha (2012), Oli (2014), Tamang (2015), Qasem and
Thhapa(2016), Khulal (2017), Neaupane (2017).

3.5 Data Collection Procedures

I used the following stepwise methodological procedures to collect the required

data.

1. At first, I prepared guidelines of question that were asked to the

teachers.
2. Then, I selected six schools and college (3 private and 3
governments).
3. After that, I went to the field to get permission from the respected
authority to consult the English language teachers.
4. Then, I visited the selected teachers from secondary and higher
secondary college of Kathmandu and Lalitpur districts and talked
about the purpose of my study.
5. I established rapport with them and asked their favorable time for
interview.
6. I assured them of the confidentiality in terms of the ethics of research
regarding the information obtained through interview.
7. After that, I went to take the interview according to their allocation
of the time.
8. At last, I thanked them heartily for their kind co-operations.

34
3.6 Data Analysis and Interpretation Procedures

The processes of data analysis and interpretation were started after the
collection of data from interview. It can be seen as systematic procedures of
collecting data, observing it, organizing it, structuring them, getting meaning
from the raw information and interpreting under different thematic headings.
To fulfill the objective of my study, firstly I took field notes and recorded
interview. Then, I transcribed and translated in written form, analyzed
descriptively and presented thematically.

3.7 Ethical Considerations

Ethical aspects plays important role while doing a research. So, while
conducting a research, the researcher should be careful about ethical issues. To
maintain the ethicality, I conducted my research by taking permission of
sample populations that are teachers from higher secondary teachers of
Kathmandu and Lalitpur district by informing them about my research
objective and purposes. Likewise, I kept the responses of the respondents
confidential and the ideas generated in this research were my own expect from
the cited one. One another important ethical aspect is about plagiarism. To
avoid the risk of plagiarism I have given the proper credit to the authors of
books, journals, articles, thesis, research works.

35
 CHAPTER FOUR

ANALYSIS AND INTERPRETATION OF THE RESULTS

This chapter is mainly concerned with the analysis and interpretation of the
data collected from the primary sources. The collected data through the
research tools were analyzed and interpreted following interpretative approach.
The qualitative data elicited by using interview was analyzed through the
process of transcribing and coding.

4.1. Analysis of Data and Interpretation of Results

This chapter of thesis is mainly concerned with analysis and interpretations of

the raw data gained through interviews. The collected information from the
interviewee were analyzed and interpreted to explore the ELT teachers’ belief
on the use of EM for PD. The data were elicited by using the semi-structured
interview questionnaires. The responses obtained from the respondents have
been analyzed following interpretative qualitative study. The recorded data
were transcribed into written form, and then subsequently thematized for the
purpose of getting teachers’ belief for using EM to enhance their profession.
The research study has tried to study as depth as possible to obtain the motto of
the objective of the research work. Data for the objective of the research study
are analyzed in sub- headings.

4.1.1 Beliefs of teachers’ on the use of EM for PD

While making query about teachers’ belief, I came to know that the teachers
were benefitted by the use of EM for enhancing their profession as well as
teaching and learning as the ‘strongest predictor’ of its use in the classroom
(Russel et al., 2003, p. 307). As well, most ELT teachers have appreciated the
use of EM for developing their teaching skills and to make students clear to the
understanding of the contents and contexts (OECD, 2009). Similarly, the belief

36
as a good, qualified and knowledgeable teacher who uses EM in ELT
classroom has been asserted by the teachers.

According to Shifflet and Weilbacher (2015) study, it offers a tool kit for
detecting the exploration of teachers’ perception and implementation of
technology while teaching and learning. The study helps to explore the belief
of teachers on the use of EM, whether it contradicts or concurs regarding their
perception. Based on their theory, my area of study also concerned to the use of
EM for their TPD. The study was analyzed and transcribed thematically under
the listed sub-topics:

[Link] Use of EM in ELT classroom

The term EM refers to the adaptation of different technologies as used by the

teachers in teaching process. In this regard, the main belief from the ELT
teachers to common use of EM explored with the use of internet, projector and
mobile i.e., ‘e- learning’ as they feel ease and feasible for ELT profession
(Carlson & Gadio, 2016).

What I first found out when interviewed the teachers, and the response
explored as most of the teachers prefer to use EM in ELT classroom to get
information easily and quickly. Likewise, EM as a key reference tool has
helped both teachers and students to find out all teaching ideas and materials
through internet and feel well confident throughout their teaching and learning.

To the response of question about beliefs and usage of EM in ELT classroom,

one of the teachers from government sector said:

As we are known to the fact that visual power is more effective than

the hearing power. Regarding this, if I need to show the picture of

daffodil, I just type the word and search on my laptop through internet

and display that picture of daffodil among the students. And they get

37
 to know clearly about what daffodil means and how does it look like.

It means the picture speak itself rather than the words.

Similar sound was echoed in an interview with another permanent teacher from
same sector. He stated:

I prefer my students for using internet on mobile while teaching in ELT

classroom so that they can understand the actual meaning to the

confusing and difficult words regarding their learning outcomes. On my

absence in the classroom, the students can find out difficult words by

themselves and solve the problems relating to the leaning activities.

During the study almost all of the respondents kept their beliefs and use of
common EM as laptop, mobile and projector. They said that common EM as
laptop, mobile and projector had helped them to teach effectively and in a
convenient way. It shows that teachers’ beliefs and usage to EM has made the
classroom environment efficient, productive learning, lively, interesting and
participating as motivating one (Zhelezovskaia , 2016).

[Link] EM used for language proficiency

Language proficiency refers to the ability of an individual to speak or to

perform in a language. Similarly, it is the ability to use the language in a real
world situation in an appropriate and acceptable way. According to Tafani
(2009) electronic media provides learners with a lot of language practice
through activities using radio, television, mobile, internet and tasks which
develop reading, writing, speaking and listening skill. It means EM is a means
to the learners to develop language skills as well as language practice through
which they can learn actively and consciously.

38
In course of study, it is reported that the belief behind the use of EM for
language proficiency was to develop professionally as well as personally. An
English teacher who had an experienced of more than five years, have also a
belief that EM is a crucial tool regarding teaching and learning language
proficiency.

While taking view from a teacher of a private college about the role of EM for
the development of language proficiency, he answered:

Generally, I watch English videos and movies more often to make my

English language good and proficient. And also it develops the fluency.

Similarly, I practice the vocabulary used on the videos and movies, and

can proficiently use in the classroom.

Similar view was expressed in the interview with another teacher from same
sector. To the support, he exclaimed:

I use computer, mobile, mobile dictionaries, and also more frequently

from radio and internet I watch and listen to different English program

to get mastery over English language.

Another teacher expressed his view on EM use and belief for language
proficiency and answered:

We have the group of ELT association group in face book, imo, viber,

and messenger. We only use English as a medium of language to make

good English to communicate as well as for language proficiency.

When I talked with one of the teachers of a government sector, he firstly spoke
on the effectiveness of English language proficiency that assisted through EM
teaching. Further he stated:

39
 More often, I listen to BBC broadcasted from radio because the

pronunciation used by the BBC reporter is good and I listen to it so do

practice for making my English language good.

Another teacher from the same sector opined her view:

Likewise, instead of showing and teaching students through Nepali

rhymes, video, I prefer to make them expose to the English rhymes,

videos and songs from their early period so that they can be fluent in

English language.

While interpreting their voice, it can be assumed that the ELT teachers’
motivation is always encouraged by the use of EM for teaching and
learning language proficiency. Similarly, the use of EM has helped for
enhancing real world situation for learning as well teaching language
skills. The practice of language skills through English videos and movies
has created a motivation for learning English languages and to get mastery
over the English language. Likewise, the ELT teachers’ association groups
has highly benefitted for discussing on the problems and solving related
contexts thoroughly. The study of Ray (1996) has supported on the beliefs
of EM for language improvement as ‘an important role in improving one’s
language standard.’

[Link] EM for teachers’ networking

Teacher networking is the process of communication where teachers can share,

exchange and receive knowledge, information, views, and experience from one
another. It allows the teachers to communicate with each other and with the
people across the globe via electronic media. Rodinadze and Zarbazio (2012)
conclude that the use of those information technologies provides an even

40
greater venue for interaction among the peers and between teachers, and
students.

Most frequently, EM is used by the teachers for the purpose of keeping touch
with each others, sharing the ideas and solving the related problems. To the
response of question about the perception on use of EM for teacher networking,
one of the teachers from private college puts his view:

If we (means our ELT groups) are confused in any topic or matter, we

just ask to the friends at night through chat or video call in our ELT

teachers’ association group and be clear about the confusions. These

recently developed electronic media or tools have made our

communication easier, faster and applicable.

Similarly, to the concern of query to my research study, another respondent

from same sector replied:

I give assignment to the students and ask them to submit through email.

As well as I provide message, information, and notification through

email or posts from face book and twitter to colleagues and students. So

most frequently, I use internet and email for networking purpose.

While taking interview with the teachers from governmental college, I got to
know that the most useful and easy access to teaching means is mobile. They
feel ease in teaching through the use of EM. In this sense, one of the teachers
said:

If I have some problem, the first and easily available means is mobile.

So I feel more easy and comfortable with mobile and I use it frequently.

Just a few days ago, I was unable to prepare pdf file. At the very time, I

41
 telephoned one of my colleagues and asked him the way to prepare pdf

file. He gave me the instruction and I prepared it. It means the

technology has made our job easier and faster. What I mean to say is

that EM has been used for networking purpose and has made our life

easier and faster.

From these interviews, it can be interpreted that teachers think EM as a friendly

kit for keeping them in touch with each other and sharing their knowledge,
information, and confusion within a short period of time. It has helped in
exchanging the information at the time of teaching and learning. With the
growing demand of EM in present situation, teachers as well as students feel
ease, feasible and helpful tool for the access to development regarding
profession development (Shifflet and Weilbacher (2015).

[Link] EM for sharing and gaining training

Simply, training refers to the action of teaching a person with a particular skills
or types of behavior. Though, it is expected that ‘continuous training is
important in order to use the new technology effectively, so for them the
motivation for learning is a basic must’ (Mezgar, 2006). While trying to know
about the use of EM for sharing and gaining training, all most all of the
respondents argue that EM is the best means and tools for sharing and gaining
training. But yet, they haven’t attended any training nor have they shared any
training related to EM. But one of the respondents had taken training related to
the use of electronic media while teaching inside the classroom and about the
way to prepare the instructional materials.
Trying to know about the training that they have attended by seeing the
notification published on EM, one of the respondents from government sector
replied:

42
 Last time I took 6 days training conducted by ‘Education Training
Center Naxal’ about the use of electronic media or tools, when to
operate, how to operate, how to solve the problem by using those media
and the most important thing is I share with my friend in our ELT
teachers’Association group. And some days before I have attained to the
1st ELT teachers’ conference conducted at Central Department of
English Education by looking to the notification published on face book.

To the contradiction, other five teachers responded that they had not ever
attended any training related to EM and teacher training. Similarly, from the
response with six teachers, only one teacher found to have taken the training to
EM and the rest teachers were found unaware of training programs related EM
and their profession as well. So it can be interpreted that sharing and gaining in
training or through training is as miserable condition in context to Nepal for
developing teacher profession.

[Link] EM for applying new strategies or techniques

Simply, strategy means methods or plans chosen to bring the desirable

outcomes, goals or solutions to a problem. Learning strategies means the
structure, system, method, techniques, procedure and process that a teacher
uses during instruction. Hartsell et al. (2009) asserted that traditional methods,
techniques and strategies of teaching do not meet the needs of today’s
generation or students so; new methods, techniques and strategies should be
adopted. It means that due to globalization the world has become a small space.
A new intervention is explored day by day. So for today’s time new techniques
and way should be adopted to meet the demand of the learners.

Regarding this, one of the respondents from public sector reported:

As we are in the age of 21st century, different types of electronic media

or tools have been emerged and in the process of emerging. Mostly

teachers should keep them updated with those medias and technologies
43
 and should apply the new strategies during teaching learning activities

which give new flavor to the instructional activities and also students

can enjoy it.

Similarly, another respondent from the same sector said:

We find new style of handling students and delivering them about the

content. So, what I believe is that every teacher should keep them

updated with those new techniques and strategies and should apply

them.

In the same way one of the female teachers from private sector argued that:

We find huge amount of videos related to our profession with new

techniques and strategies for teaching but all of them are not applicable,

it is the duty of the teacher to make a good choice and apply those

methods and techniques in their profession and as well in their teaching

learning process.

Similarly, another respondent from the same sector replied:

Yes, we find new techniques and strategies in media. They are helpful as

well. But frankly speaking, I don’t watch them at all because of my busy

schedule as I teach in many colleges and as I have to take care of my

children too.

As discussed in the analysis above, it can be interpreted that training techniques

and methods should be improved and new strategies and approaches should be
introduced to add fruitfulness in their teaching and learning process (Gu et al.

44
(2009). The teacher gets motivated for the proper selection of appropriate
methods and strategies through EM and the way to be adopted in teaching and
learning.

[Link] EM and its impact on ELT instruction regarding past and

present
ELT instruction refers to teaching and instructing the students in English
language classroom. Regarding the use of EM (ICT) in ELT, Lam and
Lawrence (2002) states that the tradition of ELT has been drastically charged
with the remarkable entry of technology and use of ICT in teaching which not
only gives learners the opportunity to control their own learning process but
also provided them with ready access to vast amount of information over which
the teacher has no power or control.

Therefore, regarding the impact of EM in ELT, their past experiences, one of

the respondents from private sector said:

When I use to teach the students without EM, it was really hard to teach.

The only the material was the book. I had to shout out loudly over the

whole day and sometimes, students felt bored to listen and the classroom

environment was not as interactive as it should be. But as I started using

EM during teaching and learning process, students got motivated

towards learning and the classroom environment is live and interactive

now and the next thing is that it is easy for me as I don’t have to shout

loudly and frequently.

Similarly another respondent from the same sector argued:

During first two years were very difficult for me as I felt shy to speak in

mass and as I know only few things about the content and the materials

45
 was only the text book but at present as I started to use EM during

teaching learning activities and during preparing the lesson to be taught

in the next class. Now, I can speak among mass of people. I watch

different videos related to my profession and if applicable bring them

inside the classroom.

In the same regard, respondent from public sector replied:

EM had a great impact in my teaching carrier. Earlier, I was not well

known about media and tools , and used to teach through chalk and talk

method but now a days, I don’t follow the chalk and talk method, I

follow the recent method of teaching i.e. projector. Further, he added

that it is cost effective from the economic point of view as well. He

clarifies this sentence by saying that for preparing the content to be

taught and to be familiar with the additional knowledge, I used to buy

different books and read them but now no need to buy the book now.

We can find everything and every kind of knowledge and information in

internet. Whenever and wherever we want we can explore them.

In the same way, one female respondent remembered the incident and share her
experience as:

When I was an English teacher and teaching in class two, there were

brother and sister who had been recently shifted from mountain region.

One day, I gave them homework and told them that, those who come to

the class without their homework; I will make them to do up and down

46
 for 100 times. On the next day, the child came along with their parents. I

was teaching on the same class which was near to the office. I heard

someone shouting and telling to the principal that as far as our children

told she is a young lady teacher, ok its fine, call her if she can do 100

times up and down then my children will also do but if she could not

then she should leave the school. But thankfully, principal was positive

towards me and told them that her intention was not to make them do so.

She is just making students’ frighten. Again, parents keep on shouting

and principal told them to take their children to the next school if they

don’t want their children to be scold.

Furthermore, she added that it means she was unknown to make students to do
their homework or the way of teaching but as she started using EM now, she
knows how to conduct instructional activities and teach actively throughout
teaching periods.

From above mentioned experience about the beliefs regarding the impact of
EM on their teaching, it can be can be claimed that EM has helped teacher a lot
in their profession and to apply the methods, techniques during their
instructional activities.

[Link] EM for enhancement of ELT for their PD

According to Klentien and Kamnungwut (2015) Using of electronic media in

teaching and learning English helps to improve vocabulary and grammar as
well as enhance learners’ and motivation for further study. It means EM is very
useful one to learn new words and explore the appropriate structure. So does it
motivates the learner’s to enhance their learning skills for future studies.

47
While interviewing teachers from government as well as private sectors, it is
believed that EM has enhanced their ELT process during their teaching
profession. Along with the enhancement of EM in teaching and learning
practices, teachers had been encouraged and benefitted by the merging of EM
use along with textbooks use while teaching in a classroom.

An experienced private teacher said:

As I tell about the content myself among the students and ask them what

they have understood. Only few of them speak. But when I show them

visually, they start querying about the contents.

Similarly, most of the government teachers exclaimed:

The use of EM in teaching and learning develops the confident level,

fluency, understanding power and educational knowledge, and enhances

all-round development as well as update ourselves to be activated

towards effective teaching and learning.

While interpreting their different voices, it can be seen that the use of EM has
supported to foster positive attitude as well as created favorable atmosphere for
enhancing it throughout the teaching process. It is believed that the teachers as
well as students got feeling of confidence, motivated and encouraged by the
use of EM (Lam, 2000).

[Link] Suggestions to use EM by teachers for their professional

development

During the time of interviewing the teachers, I asked them about the suggestion
that they want to suggest to those teachers who have not yet used these kinds of
media and tools. In response to this question, different respondents present
their suggestions in their own way. Some of the excerpts are below.

48
Respondents from private sector argued:

Curiosity is the mother of invention. So please start using newly

developed media tools. Until and unless you start using media and ICT

tools, you don’t know how effective it will be and how much that is

important for you.

Similarly, another respondent from same sector responded:

Don’t press your throat, press electronic media and tools, and play with

gadgets. Whenever you play with these devices, you obviously get

mastery on using those Medias and devices.

Next respondent from same sector said:

This is the 21st century considered as the age of Information and

Communication. So, use newly arrived deices while teaching and keep

yourself up dated with the recently developed medias and technologies

and bring change on yourself and in your profession as teacher are the

change agent.

In the same regard respondents from public sector told:

It is the effective mode of teaching so, use media as far as possible and it

is cost effective as well as it saves your money, time, and energy as

well.

Furthermore, he added:

49
 Actually we need skills and enough technological knowledge to use

electronic media and ICT tools. So, every institution, schools and

college should have the facilities of ICT tools & electronic media and

yet only few of the teachers have taken training about media and

technology so, training should be provided time and again.

In the same way next participants said:

Teachers have to update their knowledge time and again through media

and device. So, update yourself and your knowledge according to the

demand of time and situation and participate in different training related

to profession.

The above excerpts interprets that teachers must use recently developed
electronic media and devices and should keep them updated with those media
and devices along with the need of the time to make their profession
professionalism. Different respondent have provided different kinds of
suggestions to the use of EM for professional development.

50
 CHAPTER FIVE

FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
This chapter consists of findings, conclusions and recommendations related to
policy related, practice related and further research related.

5.1 Findings
On the basis of the analysis and the interpretations of the data, following
findings about the beliefs’ of ELT teachers’ on the use of EM for their
professional development have been outlined.

As this study intended to find out ELT teachers’ belief on using EM for their
PD so does it also aimed to suggest some pedagogical implications. After
analyzing and interpreting the data, this study has come up with the following
findings.

a) It was found out that all the teachers have positive beliefs about using
EM and accepted EM as a referential toolkit in developing their
profession. Similarly, e- learning as ease in clear and better
understanding the contents and contexts. So do classroom environment
as efficient, productive learning, lively, interesting and participating as
motivating one.
b) Using of EM for language proficiency by the teachers has made
teachers to develop personally and professionally. Likewise, teachers
could develop fluency, pronunciation, and vocabulary through the
merger of EM in teaching and learning contexts. EM is adopted as a
crucial tool to improve one’s language as standard.
c) Likewise, it was found that all the teachers have made the real use of
electronic media in their profession as real world situation. Motivational
one in the sense that teachers could discuss the problems related to
teaching and learning and solve them thoroughly.

51
d) Generally, TV, mobile, internet and projectors are used by the teachers
in their teaching profession to communicate easily, fast, and applicably.
So do, to enhance teachers’ networking for the purpose of providing
messages, information and notification through use of EM. EM is used
as a useful and friendly kit to share the knowledge, information and
confusions within a short period of time. Quality of education has been
enhanced by the use of EM during teaching learning activities.
e) Regarding the training and conferences, though EM is adapted as the
best means for sharing and gaining training as well as helpful in
attending the training by notifications published through EM. But most
teachers seemed to have not attended any training related to EM yet. On
the other hand, only few have attended via notice published on media. It
means the miserable condition could be seen in context to Nepal.
f) Regarding the use EM for applying new strategies and techniques,
teachers are motivated to be updated with recent media and
technologies. Likewise, the adaptation of new strategies i.e., teaching
through the use of EM could improve the skills and aspects of English
language. Similarly, it could benefit teachers in good choice and
applying the methods and techniques in their PD. So far, training could
be also introduced to add fruitfulness to develop their profession.
Teachers could communicate with each other and could share their
problems, experiences, findings and so on.
g) Students are seemed to be motivated towards learning as well as
classroom is live and interactive, and ease in teaching for teachers.
Teachers are seen to be free to deliver the contents in front of mass.
Similarly, cost effective one from the perspective of economic point of
view. To addition, teachers are benefitted with how to apply
instructional activities throughout teaching periods.
h) Regarding the enhancement of ELT through use of EM, it seems as
useful one to learn and explore the new and appropriate vocabularies.

52
 Similarly, students get motivated to enhance their learning skills for
their future studies.
i) The merging of EM has encouraged and benefitted teachers as well as
students. It has created the favorable environment as well as supported
to foster positive attitudes in teaching and learning. Likewise, changes
and improvement have been found in their profession after using EM.
j) To suggest as use of EM by teachers for the enhancement of their PD, it
seemed that teachers are curious to start using of newly developed
media tools. Particularly, accommodating and assimilating according to
the demand of time and contexts to adapt for PD. Suggestions as to
participate in different training related to profession and to be updated
to new techniques and methods of teaching and learning.

5.2 Conclusion

This present study was an interpretative qualitative study conducted to explore

the beliefs of ELT teachers’ on the use of EM for their PD. The study revealed
the reality that the teachers are adopting EM in their profession. The use of EM
as regarded as the best tool or device for taking out the information that is
required. There are various ways for the teachers to grasp the knowledge
required to their field. EM found to be one of the best medium which helps the
teachers to grasp the knowledge and develop their profession. As teachers are
learning different types of skills, knowledge, strategies, and techniques from
EM, electronic media provides huge amount of information, teaching materials
and learning environment as well.

However, the study of higher secondary teachers of Kathmandu and Lalitpur

district has shown that the teachers are moving towards postmodernism as this
21st century is considered as the age of information communication and
technology. After the completion of collecting the data from the teachers, it
was found that the teachers teaching at higher secondary level students are
using EM for grasping knowledge in the field of ELT. It was also found that

53
teachers who were teaching for more than five years have got positive beliefs
regarding the use of EM for their PD and trying to update themselves using
EM. Most of the teachers have used EM during teaching learning process to
enhance the quality of education and as well to collect the relevant information
for their PD. In fact, teachers are using EM for improving skills and aspects.
Moreover, they are using EM for learning new strategies, techniques which
will be applicable in their profession. Using of EM has made their life as well
as profession easier and more efficient. Finally, it was found that teachers of
Kathmandu and Lalitpur district have found improvement and noticeable
change in their profession after the use of EM. Thus, EM has played a crucial
role for the teacher in developing their profession.

5.3 Recommendations

Being based on my findings, I have provided policy related, practice related

and further researcher related recommendations for the pedagogical
implications:

5.3.1 Policy Related

The findings of my study shows that since the world need some sort of changes
in every sector, use of Internet or electronic media cannot be an exception.
Hence, Internet and EM should be used in language pedagogy too. ICT related
workshop, trainings, seminars should be provided to the teachers by the
government side as well as from the institution side. Both government and
institution should manage computers for both teachers and students in schools

5.3.2 Practice Related

Only making the policy is not sufficient for the proper and successful
implementation of any program. For the successful implementation of any
program, reliable and acceptable policy should be made which can be
practiced. After analyzing the findings of my study, I have drawn some
practices related to policies. Only telling or asking the teachers to use EM or
54
tools during teaching learning activities is not sufficient. So, proper training
regarding its use, way to use, seminars and workshops related to the teacher
training should be conducted according to the level, need and interest of the
teachers. And the next thing is that the teacher should actively participate on
different trainings provided to the teachers according to their own interest and
curiosity. Without their own interest and cooperation to each other, it will not
be possible to deliver the training to the teachers.

5.3.3 Further Research Related

Each and every research has its own purpose and findings. The present research
was conducted to find out ELT teachers’ beliefs on the use of EM for their PD.
It is complete study according to the objectives of my study but due to the
delimitations of my research, I could not include some areas in my study. Since
using EM has become the cry of the day for teachers to enhance their
professional development. The areas which I couldn’t incorporate in my study
can be the matter of research to contribute more to the existing knowledge
regarding the use of EM for TPD.

This present study explored the ELT teachers’ beliefs on the use of electronic
media for teacher professional development. So, new research area for the
further research can be effectiveness of EM in TPD. Next area for conducting
the research can be use of EM to enhance students’ knowledge or learning.
Similarly, as this study was confined only in Kathmandu and Lalitpur district,
other study can be conducted in other district. As this study was limited to
higher secondary ELT teachers’, further research can be conducted in other
level like lower secondary, secondary, and graduate level.

Therefore, I prefer to recommend that there is no research conducted in this

area yet.

55
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 APPENDICES

Topic: English Language Teachers’ Beliefs on the Use of

Electronic Media for Professional Development

Objectives: To find out the perceptions of English language teachers’

on the use electronic media for professional development

1. How long have you been working in this field?

2. How do you define electronic media?

3. Do you use any electronic devices or media during teaching

learning activities? If yes which one you use frequently and how do

you use it.

4. Do you get support from your institution? (regarding internet

access, multimedia, or projector access)

5. During the preparation of the content to be taught do you use

internet?

6. How often do you pass your leisure time playing with electronic

media or devices?

7. How often you discuss with your peers about the recently

developed electronic tools and also about the content?

8. If yes, which media do you use for communication and if not why

you don’t?

61
9. What do you think, using of electronic media by the teachers help

for professional development of the teachers, how?

[Link] language proficiency can be developed though electronic

media?

[Link] can we develop our knowledge through electronic media?

[Link] you taken any training related to the use of those media or

attained any training by looking online notification?

[Link] changes have you found on your teaching carrier from

beginning till now?

[Link] impact have you found in your profession (while teaching

and learning) through the use of media or tools?

[Link] that you wants to convey to the teachers those who

haven’t yet used electronic media or tools in their teaching learning

activities.

62