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Table 4.3 EFL Teachers’ Self-assessment of Digital Skills engines, downloading and installing programmes, online presentation and discussion, online chat and multimedia applications. The majority of them had intermediate knowledge about the use of digital skills, which seems to be enough for their effective online teaching. Regarding the to four, EFL teac evel of digital skills on a scale of one hers were asked to rate their digital skills and application (Table 4.3). The majority of the participants rated their computer literacy, digital literacy and typing skills as adequate and reasonable. It is essential that EFL teachers need digital literacy to smooth use of on ine devices that can be used while

Table 4 3 EFL Teachers’ Self-assessment of Digital Skills engines, downloading and installing programmes, online presentation and discussion, online chat and multimedia applications. The majority of them had intermediate knowledge about the use of digital skills, which seems to be enough for their effective online teaching. Regarding the to four, EFL teac evel of digital skills on a scale of one hers were asked to rate their digital skills and application (Table 4.3). The majority of the participants rated their computer literacy, digital literacy and typing skills as adequate and reasonable. It is essential that EFL teachers need digital literacy to smooth use of on ine devices that can be used while

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Table 3.1 Participant Profile (N = 426)
Table 3.1 Participant Profile (N = 426)
Table 4.2 Computer Skill Related Questions
Table 4.2 Computer Skill Related Questions
Table 4.1 Digital Device Ownership (N = 424)
Table 4.1 Digital Device Ownership (N = 424)
Table 4.4 Level of Knowledge about the Use of Digital Skills Table 4.5 summarises EFL teachers’ responses to the question Who taught you how to use a computer in the first place? Although they learned from a range of sources, most of them learned from formal training (41%). Informal self-learning seems to be typical as 34% of respondents reported learning by themselves. EFL teachers learned computer skills from one or another source. As the table shows, the majority learned computer by training. Since EFL teachers’ preparedness requires computer skills, it was considered that it was necessary to check from which sources they gained computer knowledge. When asked to rate their level of knowledge about the use of computer/digital skills, many EFL teachers self-assessed to have basic or intermediate ski 4.4). Only a few had lower application ski ls (Table ls, while some were advanced. It means that the EFL teachers in Nepal have digital skills like word processing, Internet and email, presentation applications, we b search
Table 4.4 Level of Knowledge about the Use of Digital Skills Table 4.5 summarises EFL teachers’ responses to the question Who taught you how to use a computer in the first place? Although they learned from a range of sources, most of them learned from formal training (41%). Informal self-learning seems to be typical as 34% of respondents reported learning by themselves. EFL teachers learned computer skills from one or another source. As the table shows, the majority learned computer by training. Since EFL teachers’ preparedness requires computer skills, it was considered that it was necessary to check from which sources they gained computer knowledge. When asked to rate their level of knowledge about the use of computer/digital skills, many EFL teachers self-assessed to have basic or intermediate ski 4.4). Only a few had lower application ski ls (Table ls, while some were advanced. It means that the EFL teachers in Nepal have digital skills like word processing, Internet and email, presentation applications, we b search
Table 4.5 Learning Source (N = 426) 4.3 EFL Teachers’ Readiness for Online Teaching Table 4.6 were asked to check whether they had computers and/or laptops and emails and Internet access without which online teaching could never be imagined. The majority of them responded that they had all this access. It means that they were prepared for online delivery of lesson during the COVID-19 pandemic. EFL teachers need access to the Internet along with a digital device. Table 4.6 reflects that most respondents have computers/laptops to facilitate online teaching with their email accounts and Internet access. For online teaching, EFL teachers needed computer access and usage. Therefore, the questions presented in
Table 4.5 Learning Source (N = 426) 4.3 EFL Teachers’ Readiness for Online Teaching Table 4.6 were asked to check whether they had computers and/or laptops and emails and Internet access without which online teaching could never be imagined. The majority of them responded that they had all this access. It means that they were prepared for online delivery of lesson during the COVID-19 pandemic. EFL teachers need access to the Internet along with a digital device. Table 4.6 reflects that most respondents have computers/laptops to facilitate online teaching with their email accounts and Internet access. For online teaching, EFL teachers needed computer access and usage. Therefore, the questions presented in
Table 4.6 Computer Access and Usage Related Questions The COVID-19 pandemic has compelled schools to prepare for online teaching as far as possible. The majority of the respondents (54%) responded that their schools had not provided online teaching (Table 4.7). Although 78% of the participants responded that they were not involved in online teaching before this pandemic, they have been involved in it during this period. Most of the EFL teachers in Nepal think that online teaching is not a burden for them.
Table 4.6 Computer Access and Usage Related Questions The COVID-19 pandemic has compelled schools to prepare for online teaching as far as possible. The majority of the respondents (54%) responded that their schools had not provided online teaching (Table 4.7). Although 78% of the participants responded that they were not involved in online teaching before this pandemic, they have been involved in it during this period. Most of the EFL teachers in Nepal think that online teaching is not a burden for them.
Table 4.7 Online Teaching Related Questions result, it became clear that most participants were prepared for online teaching during the pandemic. When the government-run online mode of teaching, they became involved in it as they made themselves ready for it. When asked whether EFL teachers were ready for online teaching during the COVID-19 pandemic and other such crises, most of the respondents (88%) replied ‘Yes’ (Table 4.8). It means that without digital preparedness, online teaching could never be possible. The main concern of this study was the same. From the
Table 4.7 Online Teaching Related Questions result, it became clear that most participants were prepared for online teaching during the pandemic. When the government-run online mode of teaching, they became involved in it as they made themselves ready for it. When asked whether EFL teachers were ready for online teaching during the COVID-19 pandemic and other such crises, most of the respondents (88%) replied ‘Yes’ (Table 4.8). It means that without digital preparedness, online teaching could never be possible. The main concern of this study was the same. From the
Table 4.9 Digital Device Used for Online Teaching In response to the question What type of communication tool do you use in online teaching activities ?, the majority of EFL teachers responded that they use Zoom (91%) although they also use other tools (Table 4.10). It means that different communication tools were used in online teaching by the EFL teachers while online classes were run. The most common among them were Zoom, Microsoft Teams, Google Meet and Messenger. The majority of them used Zoom as it was easier to operate. Without the use of any one of these tools, online teaching could not have been conducted.
Table 4.9 Digital Device Used for Online Teaching In response to the question What type of communication tool do you use in online teaching activities ?, the majority of EFL teachers responded that they use Zoom (91%) although they also use other tools (Table 4.10). It means that different communication tools were used in online teaching by the EFL teachers while online classes were run. The most common among them were Zoom, Microsoft Teams, Google Meet and Messenger. The majority of them used Zoom as it was easier to operate. Without the use of any one of these tools, online teaching could not have been conducted.
Table 4.11 Necessity of Online Teaching in Nepal
Table 4.11 Necessity of Online Teaching in Nepal
Table 4.10 Communication Tool Used in Online Teaching 4.5 Online Teaching in Nepal some responded with both options (Table 4.11). As Nepal is one of the least developed countries, online teaching is not so more accessible. There is a lack of Internet access in all parts of the country. Therefore, online teaching is not so easier as it is imagined. Only a few people, mainly in the urban areas, have Internet access. Nonetheless, it is the demand of the digital age and technological development.
Table 4.10 Communication Tool Used in Online Teaching 4.5 Online Teaching in Nepal some responded with both options (Table 4.11). As Nepal is one of the least developed countries, online teaching is not so more accessible. There is a lack of Internet access in all parts of the country. Therefore, online teaching is not so easier as it is imagined. Only a few people, mainly in the urban areas, have Internet access. Nonetheless, it is the demand of the digital age and technological development.
Table 4.8 EFL Teachers’ Readiness for Online Teaching Table 4.9 shows. The majority of them (68%) use a laptop. 4.4 EFL Teachers’ Involvement in Online Teaching
Table 4.8 EFL Teachers’ Readiness for Online Teaching Table 4.9 shows. The majority of them (68%) use a laptop. 4.4 EFL Teachers’ Involvement in Online Teaching
Table 4.11 Future of Online Teaching System in Nepal infrastructures and the easy access on the Internet to all the places. Then face-to-face mode of delivery is the only way in the formal education system in schools of Nepal. The majority of the respondents doubt (49%) whether online teaching can be relevant and effective in the context of Nepal (Table 4.12). What can be inferred from this is that online teaching may not be relevant and effective in Nepal due to the lack of
Table 4.11 Future of Online Teaching System in Nepal infrastructures and the easy access on the Internet to all the places. Then face-to-face mode of delivery is the only way in the formal education system in schools of Nepal. The majority of the respondents doubt (49%) whether online teaching can be relevant and effective in the context of Nepal (Table 4.12). What can be inferred from this is that online teaching may not be relevant and effective in Nepal due to the lack of
Table 4.12 Effectiveness of Online Teaching in Nepal 5. Discussion responding that it is a requirement of the digital age in the 21st century. Since Nepal had adopted the raditional face-to-face mode of teaching, the online mode can be an alternative to continue the education system during a pandemic or similar crisis, as responded by most participants.
Table 4.12 Effectiveness of Online Teaching in Nepal 5. Discussion responding that it is a requirement of the digital age in the 21st century. Since Nepal had adopted the raditional face-to-face mode of teaching, the online mode can be an alternative to continue the education system during a pandemic or similar crisis, as responded by most participants.
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