Editorial

Dear Readers,

NELTA ELT Forum is a platform for ELT practitioners to disseminate English language education deliberations. Offering opportunities to grow professionally in the diverse area of interest, the NELTA ELT Forum Editorial Board, also provides supports and guidance to novice researchers and writers to conduct studies and publish their works. We would like to acknowledge your support and contribution for reading the published materials and submitting your works to publish to the NELTA ELT Forum. While we received many articles to be reviewed and considered for publication, we could not publish all of them in this issue. Thus, our editorial board is constantly working with the authors with the required support to regularly publish the remaining articles in the upcoming issues.

As the world gradually is getting out of the horror of the COVID-19, we (i. e., teachers) are thrilled to perform innovative tasks and activities with our students in the classroom. The articles in this issue propose several hands-on activities and techniques. We, therefore, believe that teachers will be able to adapt some of the hands-on techniques for their classroom contexts.

Welcoming all our readers to this October-November Issue, we are extremely delighted to present articles from various scholars. In this issue, we have decided to incorporate articles from different areas including connecting literacy skills and communication studies, EFL students’ needs analysis, role of poetry in ELT, and techniques and activities for rapport building with EFL learners.

Based on his teaching experience with immigrants, refugees, and international students, Dr. Bradley Wolfe in his literature review paper, “Connecting Information Literacy and Communication Studies with EFL Learners”, argues that information literacy skills are significant for EFL post-secondary students to help them navigate higher education. Mainly, he talks about how information literacy skills can be effectively integrated into communication courses specifically for EFL learners.

Ms. Christina Stavraki, in her research paper, “Needs Analysis in the EFL Class: Does it Really Help?” conducts English language learners’ needs analysis in the Greek EFL context. Her study concludes that students primarily learn English for communication purposes. Based on the findings, she discovers the necessity of communicative activities in her English language syllabus. Admitting needs analysis as the continuous process of teaching and learning, Ms. Stavraki argues that English language teaching and learning objectives and materials can be modified and adapted in the syllabus according to the current needs and interests of the learners.

Likewise, Ms. Rejina K.C. in her paper, “Role of Poetry in English Language Learning: A Review of Literature” asserts that even though poetry is an inevitable source of English language pedagogy, many teachers seem to disregard the value of poetry in the Nepalese ELT context. Reviewing previous studies and building on her ELT experience, Ms. K.C. argues that poetry not only helps develop English learners’ linguistic skills, but also promotes students’ social and emotional abilities. She further notes that language learners need to learn the strategies required for generating new ideas which can be practiced among the students through poetry in the classroom.

In her article, “Beginning the School Year with New Middle Schoolers in Greece: Suggestions for the First Lessons”, Ms. Elissavet Pramateftaki discusses how she builds rapport with new middle school English learners. She acknowledges that dealing with adolescent students from diverse socio-cultural backgrounds in English classes is a challenging task for the teachers. Upon tackling challenges of the beginning of the class, Ms. Pramateftaki shares some of the hands-on activities (e. g., creating name profiles, positive classroom rules, relaxation techniques) that have been successful. Often, we (i. e., teachers) neglect to emphasize students’ and our well-being in the classroom, focusing more on content to be taught and learnt. Ms. Pramateftaki, questioning this culture, highlights how relaxation techniques support students’ well-being, leading to effective language learning.

We believe that issue will generate a space with valuable comprehension into the local and global ELT community. While reaching this avenue, we extend our 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 to 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!

Editor-in-Chief:

  • Dr. Padam Chauhan

Issue Editors:

  • Mr. Binod Dhami (Issue Co-Ordinator)
  • Mr. Surendra Joshi
  • Ms. Shikha Gurung
  • Mr. Sudip Neupane
  • Mr. Kamal Raj Lamsal (Technical Support)

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