Introduction

Learning a new language is not about memorizing words or grammar rules or doing exercises from textbooks. It's a process of learning to build confidence and competence in language to communicate and comprehend. I have studied English since Primary School and it has been a long journey and sometimes challenging for me. Now I am in B.Ed. 6th semester studying English education in Darchula Multiple Campus, Mahakali-4, Darchula, Nepal.

English is especially important in the education system in Nepal. It is linked with higher education, work, travel abroad, communication with people outside of Nepal, digital resources, and opportunities outside of Nepal. But I have learned from my years of studying English that after many years of studying English you may not necessarily be good at speaking English. The difference between learning about English and learning to use English has been one of the most important lessons of my educational journey.

The same issues raised in the development of English-speaking ability have been found in Nepal's context by researchers (Adhikari, 2011; Poudel, 2023). In more recent studies, Paudel (2026) has highlighted the linguistic and contextual determinants of students' English language learning experiences in the context of community-school students' studies. Although my own story is just one learner's story, reflecting on it has helped me to understand some of the larger picture issues in relation to English language teaching and learning in Nepal.

My Early English Journey in an English-Medium School

I started learning English at pre-primary school and studied in a private English medium school till Grade 7. This could seem to be a good start on the English front from the outside. After all, I had been in an English medium boarding school for nearly 9 or 10 years! But I had a different personal experience.

Although English was the language of instruction, it was not necessarily the language of meaningful interaction. English was a main school subject we learnt primarily. Vocabulary, grammatical rules, text book answers and model sentences were memorized. Exercises were copied in our notes and we were prepared for written tests. While in many classrooms the focus was on getting the correct answer and not communicating meaningfully.

I could read simple English words and some simple written texts, with difficulty speaking. I would sometimes hesitate when I would have to speak English. I was unable to select the right words, to put my ideas into words and to pronounce words that I didn't know how to say. I asked myself a very important question here: How was it that I had studied English for almost 10 years and still can't communicate in English? I think one major reason is that opportunities for meaningful interaction are not present, as I look back on it now. Nepali or our local language was used as the medium of communication between teachers and students, with very few exceptions. English was present in the text book and examination paper but not enough in our daily use of language in the classroom.

This is not a fault to be laid at the door of any particular teacher. Teachers operate in specific institutional, curriculum, assessment, and resource frameworks. English teaching in Nepal has been the subject of research for long that speaking has been relegated to the periphery of the communicative competence paradigm (Adhikari, 2011). My experience is thus symptomatic of the larger issues in the teaching of English as a language: students can spend years studying English without having sufficient chances to learn to use it.

The Turning Point: Moving from Private to Government School

Being transferred to a government school from a private boarding school in English medium in Grade 8 was one of the greatest turning points in my learning. After a few years of schooling in an English-medium school, I went on to enroll in the government school. I thought I would be able to enhance my English studies. Rather, I had a radical decrease in my English exposure.

I learned eight subjects in Grade 8. English was the only subject in English and seven subjects in Nepali. The change was instant. English was no longer the medium of learning in which I acquired most of my academic information. There was also not a great deal of support available in the learning environment for English language learning. There was no extensive reading material in English, no listening devices, no language laboratory, a minimal amount of technological support, and very little opportunity for project-based or communicative activities.

The teaching and learning process in the English classroom was primarily based on the textbook. In many instances, English sentences were translated into Nepali line by line. I had little contact with the English language due to the limited amount of class time. After the end of the English period, I had an environment without any English.

This experience gave me insights into the importance of exposure and opportunity to learn and use language. If a language is introduced in a classroom setting for only a short time in the context of a textbook, it is very difficult to make it a viable form of communication.

The most recent studies in Nepal have also indicated that rural and low-resource schools struggle to promote students' communicative competence due to various factors, such as resource limitations, class sizes, and difficulties in conducting speaking activities (Poudel, 2023). I have also experienced these challenges in rural part of Nepal.

From Knowing English to Using English The most important thing I learned along the way is that knowledge of English does not equal knowledge of how to use English. I had a lot of knowledge of grammar. I was able to finish tasks. I was able to recall words. I could write answers to examinations. But, when I was asked a question in English, I would sometimes have trouble giving a response. The difference can be explained by the general notion of communicative competence. The learning of a language is not only a question of grammatical structures, learners also require opportunities to utilize language in a proper and meaningful way in interaction. Reflecting on this, my education gave me a lot of opportunities to learn some of the linguistic knowledge, but not as much as it gave me to learn communicative confidence.

I now know that it wasn't just a problem with me being a learner. It was also associated with the approach to English teaching and evaluation. If the emphasis of examination is on written work, students will naturally focus on reading, writing, grammar and memorisation.

Communication through speech and non-verbal auditory means may take a back seat. This is an apparent paradox. Students could get good grades in the English Class but not comfortable in speaking English out of the examination room.

The Challenge of Grammar and Translation

Grammar is one of the key elements of my English learning experience. In fact, grammatical knowledge is significant for the clear and accurate expression of ideas. In my experience, it was not the teaching of grammar that was the problem, but rather the manner in which grammar was taught. They often asked me to remind of the rules and recall the rules for exams. Often grammar was introduced as something to be memorized, not something to be explored and put into use in communication.

Interestingly, the results of the studies on pre-service English teachers in Nepal have also shown support for the teaching of grammar and preference for the approach that goes beyond the direct presentation of grammatical rules (Soud, 2018). This implies that not grammar or lack of grammar is the problem here, but how grammar can be linked with relevant language use.

I have therefore evolved the view that grammar should be used for the purpose of communicating, not for its own sake. Students should be taught grammatical structures and then be given opportunities to apply them in conversations, discussion, writing, presentations and in real-life activities.

My Experience at the College Level Going into B.Ed. was another milestone in my English learning process. I have been a student of English education and have had opportunities to gain knowledge of language, literature, teaching methods and pedagogy. Unfortunately, however, obstacles that I had faced in my past did not disappear once I got into college. There can also be a high number of students in college classrooms, limited technology resources, minimal opportunities for individual interaction, and a heavy focus on theory. If students have been educated in English for several years with an examination focus, they need to go beyond just a higher academic advancement to be able to become an active communicant in English.

I have learned that higher education should offer students the opportunity to experience the English language, and should not just teach them theories related to English. This has come to the fore especially as a B.Ed student, as I am preparing to become an English teacher. I have started to wonder how I can learn English and how can I help my future students learn English in a different way?

What My Struggles Have Taught Me About Teaching

The more I struggle as a student, the more I learn as a teacher. First, I have found that all students require opportunities to talk. One can't learn to talk by reading a book about talking. Students should be involved in discussions, pair work, group discussions, presentations, role play, storytelling and other meaningful activities.

Secondly, I have discovered that confidence is important. If a student is always worried about getting it wrong, s/he might not talk at all. As a result, teachers must design classrooms in which errors are embraced.

Thirdly, I have learned that exposure to English is important. In a remote and resource poor community, a student could have rather few opportunities for listening and speaking in English outside the school context. The classroom thus must be a place of interaction that is meaningful.

Fourthly, I have discovered that teachers also need support. It is unrealistic to expect that teachers can change classroom practice without adequate professional development, resources and institutional support. English-medium education in rural Nepal also has recently been discussed, where the preparation of teachers and readiness of infrastructure are also highlighted along with context-sensitive approaches (Shahi, 2026).

Lastly, I have found out that context is important. Nepal is multilingual and students bring with them a variety of linguistic and cultural backgrounds into the English classrooms. English teaching should not therefore be merely a copy of what has happened elsewhere. It should meet the demands of Nepalese classrooms.

Why English Still Matters Despite all the difficulties I have experienced, I continue to believe that English is important.

English and Higher Education

There is a wealth of academic information in English. Learners can access knowledge worldwide via research articles, books, journals, online courses, educational websites and others. English can therefore be a valuable means of access to information for students in remote areas.

English and Career Opportunities English may also be used to facilitate professional learning. Different professions demand different English levels of proficiency, such as teaching, tourism, banking, business, government services, international organisations and many others. English may also be necessary for internationally recognised language tests for students interested in studying abroad.

English and Global Communication English is another means of communication that enables us to connect with people outside our language circle. It offers us a chance to meet and interact with others from around the world, experience digital environments, share information with the world, and share our own experiences with the world. But, it should not be the idea that English is better than Nepali or other local languages. While multilingualism has its own significance with respect to the linguistic identity of Nepal, English can be utilized as an extra means of communication and knowledge.

Five Practical Lessons for English Language Teaching in Nepal

Based on the experience I have faced, I can suggest 5 possible ways of enhancing the learning of English in every possible way, especially in the context of limited resources.

Make Speaking a Routine

Don't limit speaking to special tasks or tests. Just some minutes of pair or group work in each English class can provide practice for students.

Give Listening Greater Attention

Students require exposure to a variety of spoken English. Available audio, video, recorded conversations, stories, and other resources may be used by teachers, as appropriate, in their context.

Connect Grammar with Communication

Grammar should be taught in ways that assist students to express meaning. Students need to practice a grammar structure after learning it in order to use it in meaningful contexts.

Use Available Technology Creatively

Technological solutions aren't necessarily costly. Teachers can utilise freely available audio and video resources, digital dictionaries and platforms for learning, to enhance English exposure where possible, in the context of devices and internet access. Technology should enhance, not supplant, effective teaching at the same time. When schools are low-resource, the solutions are not about technology, but about technology that is appropriate to their context.

Create English-Speaking Communities

Schools and colleges may have English clubs, discussion groups, reading circles, presentation sessions and other informal areas where students can speak English without the pressure of examinations. These activities can be especially beneficial for students who do not have many opportunities to speak English in the real world.

Becoming the Teacher I Once Needed

What I've learned most from my years of learning English is that I am now beginning to understand what sort of teacher I want to be. I used to feel like the lack of English was just a weakness in me. I now realise that the learning environment, opportunities, teachers, resources, assessment systems and social contexts all have an impact on the abilities of the learners.

It has as a result altered my thinking on learning English with difficulties. Rather than asking "Why can't this student speak English? What I'd now like to know is, "How many opportunities has this student had to use English? That's a very different matter.

As an English teacher yet to be, I wish to recall my own nervousness. I’d like to recall the sensation of having the answer but not being able to vocalize it. I wish I could recall looking for words as someone waited for me to speak.

Above all, I want to be conscious of how few communications opportunities had an impact on my confidence. These memories will also help me to be empathetic in my future classroom.

Conclusion

I have learned English for quite a long time, but not always provided with opportunities to apply it. I studied grammar but not always in conversation. I read textbooks but did not have much access to authentic English. I had English classes, but English was not always used in class. There were some times when these experiences were frustrating but they have given me something good, that's being more knowledgeable about language learning and teaching.

This is a problem that seems not just to be one of how long students study English in Nepal, but also of how they learn. The more difficult part, however, is to make these years worthwhile. Learners should be given the opportunity to listen, speak, read, interact, experiment, make mistakes and try again. The issues of communicative competence, teacher support, suitable resources and context-sensitive pedagogy are still being discussed in various professional forums recently in Nepal. It is my personal experience that confirms these concerns as a learner.

I have been studying English. I do not feel I have reached the end of my journey and maybe never will. Language learning is an ongoing process of discovering and developing. The only thing that's changed is my idea of the journey. No longer do I view my weaknesses as weaknesses. I view these as opportunities for me to learn what is required of learners. In my journey to becoming an English teacher, I hope to make those experiences come to life. I want my future students to learn English, not only as a subject to pass, but a language in which to think, communicate, learn, connect and express themselves. That's what I really want to learn English for.

About the Author

Basanti Bohara is a sixth-semester B.Ed. student majoring in English at Darchula Multiple Campus, Far Western University, Nepal. Her academic interests include English language learning, classroom communication, and learner experiences in Nepalese educational contexts. Drawing on her own journey of learning English from school to university, she is interested in exploring practical and context-sensitive approaches to English language teaching and learning.

References

Adhikari, B. R. (2011). Teaching speaking in the Nepalese context: Problems and ways of overcoming them. Journal of NELTA, 15(1–2), 1–9. https://doi.org/10.3126/nelta.v15i1-2.4602

Paudel, K. P. (2026). Secondary level students’ linguistic competencies for learning English in community schools: A narrative case study of Sindhupalchok district. Frontiers in Education, 11, 1740249. https://doi.org/10.3389/feduc.2026.1740249

Poudel, G. P. (2023). Speaking in English language classroom: Teachers’ strategies and confronting problems. NELTA Bagmati Journal, 3(1), 1–13. https://doi.org/10.3126/nbj.v3i1.53412 Shahi, T. B. (2026). Voices from the hills: Teachers’ stories of implementing English medium instruction in rural Nepal. NELTA ELT Forum. https://neltaeltforum.wordpress.com/2026/03/04/voices-from-the-hills-teachers-stories-of-implementing-english-medium-instruct

https://neltaeltforum.wordpress.com/2026/03/04/voices-from-the-hills-teachers-stories-of-implementing-english-medium-instruction-in-rural-nepal/ Soud, M. S. (2018). Pre-service English language teachers’ perceptions towards teaching grammar. Journal of NELTA, 23(1–2), 90–104. https://doi.org/10.3126/nelta.v23i1-2.23353