Dear readers,

We are amidst the second wave of the unprecedented global pandemic, COVID-19, which is still spreading like wildfire in some parts of the world. It has gravely affected every sphere of our lives physically, socially, emotionally, and economically. However, people are persistently making their great endeavors to survive and thrive in their personal and professional lives better. With an effort to enhance ELT in Nepal in general and pedagogical skills of EFL teachers in particular, we, NELTA ELT Forum Editorial Board for 2021-2022, have made our attempt to bring out some ELT issues in this June-July issue of NELTA ELT Forum.

We cordially welcome all the readers to the June-July issue and take pleasure in presenting this issue consisting of a diverse collection of articles on ELT by our emerging ELT scholars. This issue incorporates a range of topics including, teaching writing in English, reflective notes, social media and ELT, multilingualism, and ELT in Nepal. In this issue, we are able to include five articles.

Mr. Dan Greenwood, in his reflective article, Teaching Tips for L2 English Writing, technically provides teaching tips and strategies to the novice teachers about L2 English writing. He argues that teachers can foster their students’ L2 English writing through peer-to-peer learning, scaffolding, class discussion, and writing about intercultural communication. Additionally, he shares that the students learn writing through journaling, freewriting, revising, and pair/group practice.

In her article, Teaching Writing Using the POWER-S Approach: A Brief Introduction, Ms. Samikshya Bidari discusses the POWER-S approach, a mnemonic tool to teaching writing. The POWER-S approach consists of prewriting, organizing, writing/drafting, evaluating, revising, and submitting/sharing. Additionally, she presents how the POWER-S approach can practically be implemented in teaching writing in Nepalese EFL classrooms. 

In, My Mentoring Experience: A Brief Note on its Challenges and Overcoming Strategies, Ms. Sunita Suri shares the challenges she faced while mentoring and the strategies she adopted to overcome the challenges during her mentoring period. She also presents the strategy that she intends to embrace in future mentorship programs.

Mr. Surendra Prasad Ghimire, in his article, Use of Social Media in English Language Learning and Teaching in Nepal, reports how social media supports English language learning in school classrooms and outside the classroom context. He further discusses how social media assists in improving English language teaching pedagogy.

Interviewing ten basic level EFL teachers, Mr.  Sunil Prasad Chauhan, in his article, EFL Teachers’ Perceptions on the Use of Multilingual Education in Nepal: Opportunities and Challenges, discusses multilingual education as the opportunities and challenges to implement MLE, including lack of multilingual instructional materials and human resources.

We believe that all these articles included in this issue provide, in some way or the other, productive experiences and insights that the readers may decide to situate in their own classroom settings for further explorations.

We believe this issue will create a space with useful insights into the local and global ELT community. While reaching this avenue, we extend our utmost gratitude to the valued contributors for their hard work in bringing this issue to this stage. We are hopeful to continue this trend of bringing productive and practical ideas in the upcoming issues. On behalf of the editorial board, we would like to thank the reviewers for their invaluable input on the present issue of the NELTA ELT Forum and expect similar support in the future.

Thank you so much to all the writers, reviewers, and prospective readers!

Happy reading!


  • Dr. Padam Chauhan

Issue Editors

  • Mr. Jagadish Paudel (Issue Co-ordinator)
  • Mr. Parmeshor Baral
  • Mr. Kishor Parajuli
  • Mr. Arjun Basnet
  • Ms. Gyanu Dahal
  • Mr. Kamal Raj Lamsal (Technical Support)

 We have hyperlinked the articles for readers’ convenience as follows: