Vol. 30 No. 1 (2025)

Editorial

Editorial Vol.30(1)

VI-VII
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Articles

Localizing the Global Goals: The Impact of Domestic Human Rights Issues on Japanese EFL Students’ Engagement with the SDGs

Robert Sheridan , Kathryn M. Tanaka

1-22
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Policy Imperatives for Ascertaining Inclusivity and Equity in ELT An Experimental Study with Indigenous Learners in India

Hemendra Singh Chandalia

23-31
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Role of English Teachers in Inclusive Practices for Visually Impaired Students A Narrative Enquiry

Ankita Dhungana , Laxman Gnawali

32-47
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Chatbots in Language Classrooms A TAM Analysis on Teachers’ Perspectives

Munshi Nazmus Sakib, Rukhsar Raiyan Modina

48-64
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Integrating the CARERTAQDL Framework into Reflective ELT Practice in Nepal

Chandika Bhatta

65-79
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Unlearning and Transfer A Collaborative Autoethnographic Reflection on the Education Journey from Nepal to the United States

Ananta Khanal , Purna Chandra Bhusal

80-92
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Teaching English in Multilingual Contexts EFL Teachers’ Perceptions and Experiences

Prakash Bhattarai

93-105
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The Impact of Phonics on Reading Ability - A Social Justice Perspective: Implementation of a Phonics Approach to Teaching Reading in a Remote District of Nepal.

Joy Ransom

106-127
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The Impact of SQ3R on Reading Comprehension in High School Students

Sunita Gurung

128-136
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Digital Citizenship in EFL Education: Evaluating Learners’ Competencies and Teaching Practices in Pri-vate Universities in Bangladesh

Zohur Ahmed; Khaled Mahmud

137-160
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Exploring English Language Teachers’ Professional Agency: A Phenomenological Study

Sharada Khanal, Bharat Prasad Neupane, Surendra Prasad Bhatt, Motikala Subba Dewan

161-175
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I Am Non-Looking English Language Teacher: Reclaiming South Asian ELTs’ Identity in Japan

Deepak Regmi

176-189
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Reflective Practice in the Growth of an Effective EFL Teacher: An Autoethnography

Krishna Dutta

190-208
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COVID-19 Impact On English Language Teachers’ Professional Wellbeing: A Critical Review

Rejina KC

209-225
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English at Work: Enhancing Women’s Employability and Workplace Experiences

Sangita Sapkota

226-239
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A Personal Approach to Syllabus Design: A Blueprint for Learning in Composition Class

Prativa Poudel

240-251
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Book Reviews

Multilingual Education in South Asia Where Policies and Practices do not Meet

Ghazi Shahadat Hossain

253-256
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In Demand for Multi-method and Interdisciplinary Research in L2 Writing: Research Methods in the Study of L2 Writing Processes

Smith Khan

257-260
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Editorial

Editorial Vol.30(1)

Articles

Localizing the Global Goals: The Impact of Domestic Human Rights Issues on Japanese EFL Students’ Engagement with the SDGs

Policy Imperatives for Ascertaining Inclusivity and Equity in ELT An Experimental Study with Indigenous Learners in India

Role of English Teachers in Inclusive Practices for Visually Impaired Students A Narrative Enquiry

Chatbots in Language Classrooms A TAM Analysis on Teachers’ Perspectives

Integrating the CARERTAQDL Framework into Reflective ELT Practice in Nepal

Unlearning and Transfer A Collaborative Autoethnographic Reflection on the Education Journey from Nepal to the United States

Teaching English in Multilingual Contexts EFL Teachers’ Perceptions and Experiences

The Impact of Phonics on Reading Ability - A Social Justice Perspective: Implementation of a Phonics Approach to Teaching Reading in a Remote District of Nepal.

The Impact of SQ3R on Reading Comprehension in High School Students

Digital Citizenship in EFL Education: Evaluating Learners’ Competencies and Teaching Practices in Pri-vate Universities in Bangladesh

Exploring English Language Teachers’ Professional Agency: A Phenomenological Study

I Am Non-Looking English Language Teacher: Reclaiming South Asian ELTs’ Identity in Japan

Reflective Practice in the Growth of an Effective EFL Teacher: An Autoethnography

COVID-19 Impact On English Language Teachers’ Professional Wellbeing: A Critical Review

English at Work: Enhancing Women’s Employability and Workplace Experiences

A Personal Approach to Syllabus Design: A Blueprint for Learning in Composition Class

Book Reviews

Multilingual Education in South Asia Where Policies and Practices do not Meet

In Demand for Multi-method and Interdisciplinary Research in L2 Writing: Research Methods in the Study of L2 Writing Processes

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