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Action Research (Model 1)

                      An Action Research on

' How to Improve Teacher-Students Interaction in the Nepali Medium English Classroom '

Action Research Report

Name: Dev Prasad Pandit

Level: Secondary

Rank: Third

Seat Roll No. :123366

School: Shree Jana Jiwan Secondary School, Khairahani-2, Chitwan

1. Topic of the Research:

How Can I Improve Teacher-Students Interaction in the Nepali Medium English Classroom?

2. Statement of the problem:

I am Dev Prasad Pandit. So far as I am concerned, I have been involved in teaching English to lower secondary and secondary level students for a long time at different schools in Chitwan and Kabhrepalanchok. Recently, I have been teaching at Jana Jiwan Secondary school, Chitwan as a permanent English teacher of secondary level. I have been facing so many problems while teaching the students in the classroom. Here I would like to present one of the problems while teaching English in Nepali medium students.

English is the most important language in the world. It is an international language. It is used as second as well as foreign language in the context of Nepal. It is taught as compulsory subject in the schools of Nepal. Teaching English for Nepali students is really a challenging job. The students feel difficulty in learning English. They do not interact in English with the teachers like me that's why I have prepared this action research on  "Teacher-Students Interaction in the Nepali Medium School English Classroom "   which is totally different from other English medium classes. During my past two years of teaching, there have been many challenges that I have encountered, from learning a new school system, materials, and strategies for learning the structure and regimentation through my own personal experience.  The one thing that I have found to be the most challenging though is finding my own individual teaching style and structure for making classroom more interactive in a trial and error process.  Most Nepalese students especially from the government aided schools are usually found to be quiet in the English classroom, as they have a little experience in classroom interaction with the teacher. Traditionally Nepalese classrooms are dominated by the lecture method that does not encourage students to participate in the classroom activities. The other reason behind the students’ inactivity is the poor English background and lack of exposure in English in the lower level. So, teaching English with students’ interaction is quite challenging. This paper, employing action research, attempts to explore this problem and suggests some possible ways to create a more interactive classroom.

3. Objectives of the study:

The following are the objective of the study.

a) To improve interaction with their teacher.

b) To help students in speaking.

d) To develop the professional ability of a teacher.

4.      Action Research Cycle

A.     Planning:

In order to make the class more interactive and participatory, certain hypotheses will be made based on some fundamental ways of doing action research. To clarify the relation of a teacher with students, the teacher will use a particular term 'rapport' which refers to the relationship of the students with the teacher and vice-versa. When there is a positive, enjoyable and respectful relationship between teacher and students, and students themselves, the environment for the interaction will be set up. These activities will be applied for eight weeks. If no change will be found then I will replan and redo the action research cycle. To do so I will do these activities: 

Recognizing students with their names : Students want their teacher to know who they are. They would like their teacher to know their names and characters. There is no easy way of remembering students’ names yet it is extremely important that we do so if good rapport is to be established. 

Listening to the students:  Nothing demotivates the students more than when the teacher is dismissive or uninterested in what they have to say.  Of course, no one can force us to be genuinely interested absolutely in everything and everyone, but it is part of teacher’s professional personality that we should be able to convince students that we’re listening to what they say with every sign of attention. 

Respecting the students : Correcting students is always a delicate event. If we are too critical, we risk at demotivating them. Whichever method of correction we choose, and whoever we are working with, students need to know that we are treating them with respect, and not using mockery or sarcasm- or expressing despair at their efforts. Respect is vital, too, when we deal with any kinds of problems. Teachers who respect students do their best to see them in a positive light. They are not negative about their learners or in the way they deal with them in class . 

Being even-handed : What usually happens in the classroom is that many teachers react well to those who take part, are cheerful and cooperative, who take responsibility for their own learning, and do what is asked of them without complaint. Teachers seem less interested in those who are less forthcoming and prospective. In fact some students may not be quite extrovert or expressive. It is due to their shyness or their cultural or family backgrounds. Sometimes students are reluctant to take part overtly because of their language deficiency. In the light of these facts treating all students equally not only helps to establish and maintain rapport, but is also a mark of professionalism.  To cope up the students’ inactivity and lack of interaction in the classroom, the best way the teacher may apply is to dividing the class into groups. When teachers design group work, they need to introduce the students the simple group work strategies, such as showing that they are listening to the speaker by making eye contact and nodding, and by saying such things as ‘What do you think?’ or ‘I like that idea’ in  between the discussions. These skills are simple but important, as they allow all students an opportunity to effectively participate in group discussion. To enhance the quality of discourse in group work, the teacher should, sometimes, move way from routine activities and exercises that filled time but did not encourage the students to become independent learners.  This entailed carefully choosing activities that can only be accomplished with collaboration and serious conversations, including comparing and contrasting information, summarizing readings, debating and argument essays, composing biographies and autobiographies, conducting interviews, and making presentation.

B.      Acting:

According to the plan above, investigation and the activities are done. The students, as a class, don't respond voluntarily to the teacher's questions and do not participate in class discussions. Students never ask the questions to the teacher in while teaching situations. Thus, the teacher receives no more oral feedback. According to the teacher most of the students sit looking straight ahead using minimal facial expressions, gestures and verbal utterances. What I want is for the students to be more demonstrative and more overtly communicative in their feedback. I want these behaviors: I want the students to ask questions, make comments and to respond with nods and shakes of the head, with sounds of agreement or sounds of understanding. Also, I want them to be both reactive and proactive. Despite the teacher's several attempts, the students don't seem responsive and interested in the teaching as well. Few of them try to respond in Nepali in submissive manner. Very few of them seem attentive but cannot respond to the teacher's questions; neither they ask any questions to the teacher about anything nor answer properly. The teacher's class was first observed in the first week of the second term. In the first 25 minutes, the class went through reading passage. The students first listened to the teacher read and explain the text to the students with their books in their hands, then the students read the text silently themselves. Then the teacher asked them whether they understood anything or not, but nobody responded. Next 15 minutes, the teacher went through the text explaining the new word meanings to the students so that they could understand better and respond to him. He asked the following questions to them based on the text:

T: Any questions? Do you understand everything?

Ss: (no one responds)

T: Okay, how many people were quarrelling?

Ss: (no response)

T: How many people were quarrelling?

T: There were three, three people. Were they friends or strangers?

The teacher asked a few other questions which also drew no response or reaction from the students. The students, then, had to write the answers of some questions about the text in their book according to the teacher's instruction. Most of the students seemed to have much trouble doing this, and if there were any questions, they readily seemed to ask  few things  the friends sitting next to them but didn't drew any meaningful result. The following day the class was devoted to the work using the phrases and vocabulary from the text. The students didn't seem to enjoy this, and most tried to find the meanings of the words with little effort or no effort at all. The teacher circulated the room checking on the progress of each student but didn't see any progress in majority of them, rather their copies were found empty or they had done little with messy answers. The class atmosphere was boring, as most of them seemed silent and inactive. The students didn't ask any questions as they hadn't done any question-answers. Instead of answering the teacher's questions, they seemed to be whispering and smiling in their own personal matters. There was no eagerness and enthusiasm in the students. The teacher asked them to do the activities in the text repeatedly but one or two of them said that they didn't know the answers. The teacher said, “I want the students to be more demonstrative and more overtly communicative in their feedback. I want these behaviors: I want the students to ask me questions, make comments and to respond with nods and shakes of the head, with sounds of agreement or sounds of understanding. Also, I want them to be both reactive and proactive”.

C.     Observation:

Test was done after teaching according to plan. It was found that nearly all the students started to take part in interaction. After the implementation of conducting interaction activities, evaluation was conducted to measure the effect of the plan. Required information was gathered and data was analyzed   from the students using observation, test questions etc.

In the eighth week of the second term, the class was observed again. A lesson similar to the one in the first week was presented. In the beginning, the teacher read the text aloud, and then he began talking about the text explaining the new vocabulary. This went on for about twenty minutes and included general comprehension check questions such as 'do you understand?' and 'are you okay?' as well as specific questions about the text. Regarding general comprehension questions, most of the students nodded in response and a few answered 'yes' to these questions. And it was believed that they did, in fact, understand. With the specific questions, however, something unexpected happened. When the teacher asked a question, he was usually responded with confused-faced stares, as before. But when he moved closer, looked specifically at a student, or pair of students, and repeated the question, the students usually tried to answer. In general, it was noted, the instructor was paying much more attention to the students, moving closer to them, and looking at specific students and trying to make a better connection with them. Instead of asking questions with the feeling that they really weren't going to be answered anyway, as before, the teacher made a greater effort to communicate the questions, and acted as if he expected to get responses. Also, toward the end of the student teacher's talk on the text, two students, without being encouraged from the teacher, asked questions before the class. Although the questions were not related directly to the text, the fact that the questions were asked before the entire class was considered a breakthrough. 

D.     Reflection:

          In the brief span between observations some remarkable improvements were seen. The students interacted with the teacher by nodding and showing gesture in approval. Some of them answered the teacher's questions, and few, on their own initiation, even asked questions before the class several times. Many of them could raise simple questions on the difficult aspects of the text. In the course of discussion, the class seemed a bit noisier but the teacher showed amicable temperament to each student with cooperation and encouragement. On the whole the students became more interactive and initiative in the classroom activities. They seemed more confident and attentive in the subject matter. This action research was basically focused on the students’ improvement, but after having implemented the plan, the improvement on teacher’s performance became more distinct. The unanticipated result of the teacher becoming more concerned with the interaction was a pleasant surprise and contributed to the improvement of him himself. He became softer and friendlier with the students. In total the challenges of teaching English with interaction in the Nepali medium English classroom were covered optimistically.

5. Report and dissemination process :

After following all the procedures the report was prepared. It was printed and disseminated to school staff, Headmaster and School Management Committee.

6. Improvement, result & learning :

 Most of the students became successful in interaction activities with teachers and vice versa. It was found that nearly all students actively engaged in speaking during discussion.

7. Conclusion & condition of re-plan :

The activities I followed were very effective for creating and improving interaction power of the students. Different materials as well as multimedia should be used in teaching reading text. I found that it is not necessary to re-plan. The recent techniques I used were effective to teach for the students.

BIBLIOGRAPHY

Best, J. and Khan, J. (2000) Research in Education . New Jersey : Prentice Hall.

Ghimire, S. P.  (2011). SLC English Practice Book .  Kathmandu: Taleju Publication. 

Harmer, J. (2001). The Practice of English Language Teaching . London : Longman .

Kumar, R. (1996). Research Methodology . London : Sage Publication. 

Oxford Advanceed Learner’s Dictionary (7 th edition, 2005) London: OUP

Poudel, P. P. (2011). English Language Teacher Development . Kathmandu : Jupiter.

Sharma, U.N. (2004). ELT Methods and Practice . Kathmandu : Atal Academic Centre.

Tamang, B. L.  (2014). SLC English Practice Book .  Kathmandu: Pragyan Publication. 

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Exploratory action research: stories of nepalese efl teachers.

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Laxman, Gnawali; Laudari, Suman and Shrestha, Sagun eds. (2021). Exploratory Action Research: Stories of Nepalese EFL Teachers. Kathmandu: Nepal English Language Teachers' Association.

URL: https://nelta.org.np/uploads/upload/G9ZEun.pdf

This book introduces exploratory action research (EAR) and presents the EAR stories of Nepalese EFL teachers who carried out EAR in their classrooms. The stories of teachers in this volume discuss the common problems that teachers noticed in their classrooms, the steps that they took to explore their issues, the strategies they designed based on the findings of the exploration to address them, the ways they implemented those strategies and the outcomes they observed upon the implementation of their plans. They also reveal how teachers can address their classroom problems with their own initiatives by exploring their own situations. Rather than adopting experts' advice which may be contextually irrelevant in their specific situations, teachers can carry out EAR to deal with their own classroom puzzles more confidently to improve their classroom pedagogy.

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An Action Research "Teacher-Students Interaction in the Nepali Medium English Classroom"

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Practices, beliefs, and challenges of teacher research in Nepal

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Prem Phyak, Janak Singh Negi, Devi Ram Acharya, Practices, beliefs, and challenges of teacher research in Nepal, ELT Journal , Volume 78, Issue 3, July 2024, Pages 264–272, https://doi.org/10.1093/elt/ccae010

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This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports ( n  = 88) and interviews ( n  = 6) with public-school EFL teachers. The findings show that speaking, classroom participation, and writing are the three major problem areas teachers have pointed out in their action research reports. In theory, teachers have positive beliefs about the importance of action research for better teaching and professional development. They have claimed that action research has helped them address classroom problems. However, the analysis of the reports indicates that teachers lack data/evidence to support their claims about research problems and the effectiveness of the actions they have introduced in the classroom. The findings of the study show that teachers need mentoring support to carry out and write up action research reports.

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Action Research on Reducing the use of Nepali in English Classroom

  Name: Nand Lal Rana

Topic: Reducing the use of Nepali In English Classroom

Level: Secondary Level English Teache

School: Vijayashaini Secondary School, Navadurga-5, Dadeldhura

Topic of the action research: Reducing the use of Nepali in English classroom

Statement of the Problem: English is now the most widely used language all round the world. It is one of the richest languages since it has its wide coverage, rich vocabulary, written literature and high population of its user. So, teaching English takes place all over the world. It is one of the major languages studied as a compulsory and as an optional in school and universities of Nepal. Basically, most of the government schools of Nepal teach through Nepali medium. It is because English is second or third language for the teachers and the students. Students are normally exposed English only during English class. Moreover, most of the English teachers are teaching English through Nepali. So, students are deprived of getting adequate exposure of English language. As a result, unwillingness to use English is increasing among students.

In the context of Nepal, reluctance to speak English is a problem commonly found in English language classroom because they have already acquired one or two languages and there is lack of English-speaking environment.    Mostly, in Government-aided schools or Nepali medium schools of Nepal, it is often felt that teachers and students overuse their mother tongue, in this case most probably the Nepali in English as foreign language classroom. This, in result, minimizes the students’ exposure to English. So, students cannot develop good competency of using language. Instead, they always feel easy to use Nepali in the classroom and teachers also feel it easy to teach English through Nepali medium.

Many teachers think that it is necessary to use Nepali in the English classroom to explain difficult concepts or ideas to practice the use of some phrases and expressions to present complex grammar points.  Students also use Nepali if they cannot express their problems in English. However, it is also thought that moderate and judicious use of mother tongue aids the teaching and learning of target language. Some studies have shown that learners' weaknesses and their poor background are responsible factors for using mother tongue in the English class. So, the English teacher should play very effective role to make students able to use basically English language in English classroom.

Mother tongue can also be used to provide a quick and accurate translation of an English word that might take several minutes for the teacher to explain. Sometimes using only English in English class may lead to some problems because there would be no guarantee that learners understand the instructions and explanations correctly and clearly. So, I think it is better to encourage learners to use English in English classroom rather than discouraging them for using Nepali

The issue of mother tongue use in English class was neglected and ignored in the past because it was readily accepted in second language context. The pros and cons did not seem to have been analyzed. But for last three decades there has been growing interest in studying the consequences of mother tongue use in English classroom. Several studies have been carried on the issue of mother tongue use. It is not still clear that whether mother tongue should be used or not. To what extent should we use mother tongue is also very important. If teachers and students use entirely Nepali in English class, students could not develop good communication skills.  So, we should encourage our students to use English in the class. In most of the schools of Nepal, students use Nepali to ask questions. to discuss with friends, to answer to the questions, to discuss with friends, to answer to the questions, to give response in different matter to the teacher in English classroom. So, this effort has been done as an action research to reduce the use of Nepali in English classroom

  Objectives of the study

The main objectives of this study were: 

a) to reduce the over-use of Nepali language in English classroom. 

b)  to find out the solutions problem 'Nepali use in classroom'

c) to develop willingness among students to use English in class. 

d) to increase pass percentage of students

Effects of the proble

Many students hesitate to speak in English due to pronunciation difficulties, fear of criticism or losing face in the classroom or being laughed at by other students. In Nepalese context students make frequent use of Nepali in large classes. Teachers also find it easy to teach English through Nepali medium. They think that they can make students understand easily through Nepali. Because of lack of exposure, students are not confident enough to use English and they are reluctant to speak English. So, students cannot express their views, ideas, or thought through English. If English teacher asks question to them, they try to reply through Nepali. They say that they study English just only to pass examination. They find easy and comfort in using Nepali because they are using Nepali in society which had already been acquired by them. But they study English only during 45 minutes of class of school. Moreover, they are not using only English in English period. So, even after learning English as a compulsory subject for many years, they are still not able to express their thoughts and ideas through English. They clearly show unwillingness to speak English and they feel fear to use it. They cannot deal with successfully the free writing composition of English

In English classroom students don't want to participate actively in discussion. They don't have interest towards English teaching. If they have time, they use Nepali language with their friends and teacher. They request their teacher to use Nepali while explaining passage. They don't like to pay attention to the teacher if he is using English. They don't show any interest in reading English book. These are the main effects of use of Nepali in English class

Causes of the Problem

In the context of Nepal, students make frequent use of Nepali in large English language class. Basically, most of the government schools of Nepal teach through Nepali medium; it is because English is second or third language for the teachers and students. There is no such a speaking society in Nepal. They get chance of listening and speaking English only during English classes if only the teacher uses it. Moreover, because of untrained teachers, large class size, pre-designed learning materials, it is difficult to develop good communication skill in English. We teachers cannot give individual attention to the students in large classes and not every student gets sufficient opportunities to use English in such classes. When I teach them in English medium and they understand what I said but they find it difficult to speak English in the classroom discussion with their friends and teacher. And they use Nepali with English teacher. If I tell them to use English, they said that they could not

So far as I have experienced the major cause of the problem mentioned above is that most of the students from basic level of government school of Nepal are taught through Nepali medium. Teachers are also making excessive use of Nepali language in English classroom. Teachers are not engaging their students sufficiently in target language practice are another reason of frequent use of Nepali. Teacher gives more focus to the brilliant students in the classroom. As a result, weak students do not get enough opportunities for oral practices. The teachers of basic level are making excessive use of Nepali in English class and students are not getting a lot of exposure of English. Because of lack of exposure students cannot understand through English medium in secondary level. Students cannot express even simple thing in English and they cannot develop good communication skill. Students' productive sills of language remain always weak. Therefore, the teacher should play greater role to minimize the use of mother tongue and enhance target language use. 

Period of the Study

The period of implementing the study began on 11th Magh 2077 and lasted for one month 

Collecting and Analyzing Data

 I employed several tools and processes to gather information for the study. Tools and processes like questionnaire, interview, observation, reading and speaking tests, and role play activities were used.  I randomly chose ten students and their guardians to collect required information for the study. I asked the students why they were using Nepali in English classroom. I collected their answers. Then I met their parents to get information about students. I told them to make students read the English text every day. Then the collected information from the students and their parents were analyzed and entered into the following steps of action research

8.1 Planning

The main problem of my class was that the students were using Nepali language as a medium of their communication with teacher and their classmate.  They were too reluctant to speak even during English classroom. It was not possible to bring complete prohibition of the use of Nepali language in Nepali medium government school of Nepal. However, I wanted to reduce the excessive use of Nepali in English classroom and I wanted to change Nepali speaking environment into English speaking. So, in this stage strategic plans were made to introduce different ways to solve the problems and to carry out better process of learning spoken English. l made my students use of necessary classroom language functions such as greeting, introducing, requesting, attracting attention, apologizing, expressing likes and dislikes. I kept speaking English most of the time which would give the students practice in listening and responding to spoken English as well as it helped them to pick up words and expressions beyond the language of the textbook. I made plan to use shorter and simpler expressions which could make them understand and imitate easily rather than longer and complex ones. In order to make students use mainly English in English class the following useful techniques were planned to employ

I planned to use the following range of techniques to encourage reluctant students to speak English in English class

Allow students to collaboratively handle the task: It is better to organize   the class into pair and group work to   encourage them to speak English

Reduce the level of task difficulty: In order to reduce the unwillingness to speak English, I planned to reduce the difficulty level of learning matter and make it clear and easy to the students. They were encouraged to speak simpler and shorter sentences

Promote positive attitudes among students: Students who hold positive attitudes towards language learning are less likely to suffer from language learning anxiety and more likely to participate actively in learning tasks. I made plan to promote positive attitude among students towards English language learning

Boost students’ self-confidence: This can be done by creating various opportunities for classroom success in using spoken English. Easy tasks with clear and simple expressions are used in the first place

Change students' negative beliefs and attitudes towards mistakes:  In the initial practices of learning language, some simple mistakes should be tolerated. I made plan to encourage students to speak English without worrying too much about mistakes. I also made plan to assure the students the value of language use even if it is not fluent and accurate

Build a supportive learning environment: Once the students feel a sense of support from their teacher and peers, it is likely that they will be more willing to speak in the target language. So I made plan to the use the following techniques to create a supportive atmosphere for the students

Encourage peer support in the classroom

Tolerate moderate and judicious use of Nepali language

Introduce opportunities for students to speak English outside the class and encourage them to use English with their neighboring friends

Encourage them to solve their own problem

Give students more time to do tasks and bring the task within students' experience: I made plan to give   students long preparation time for oral tasks.  Key oral skills and strategies should be pre-taught in preparing students for communicative   tasks

Then, I made plan to conduct the following activities of language functions to reduce the use of Nepali and to increase the use of English

Asking for permission, giving, and withholding permission

Reporting statements and questions

Engaging them in role play, speech presentation and debate competition programs

Encouraging students to use English to their friends and English teacher

Involving students in discussion of every exercise through pair work and group work

Using drill techniques for grammar practices

Describing the place and person

Describing pictures, scenes, tables, menus, recipe etc

Exposing listening texts and videos to the students and engaging them in different activities based on them

Composing dialogues on given situations

After making above strategic plans and designing activities to implement, I entered the classroom with lesson plan and appropriate teaching materials. I implemented abovementioned activities one by one in about three weeks. I encouraged them to use only English in the classroom I told them to use simple and short expressions. Brilliant students are asked to help the poor students. I told them to use English even outside the class in their leisure time. 

Observation

Initially, they were very shy and reluctant to use English. They even said that they could not speak English; and they added that they did not like to speak English because they were afraid of being laughed at by other students if they made mistakes or hesitated to express anything. But after regular inspirations and encouragements to use English, they tried their best to use it. If they could not, they made gesture with few words to express what they warned to say

Gradually they did better and more successful attempts in using only English in the classroom even though some few short and incomplete expressions and grammatical incorrectness were seen in their speech. They only tried to use English in classroom discussion. 

From the observation, it has been found out that if students are properly encouraged to speak English in grade 10, they could use simple and short expression of English in classroom discussion.  After making the use of English language necessary to the students and giving them ample opportunities for its use with long preparation time, we can make our students use only English in the classroom. However, sometimes we must tolerate the use of English even if it is not fluent and grammatically correct and moderate and judicious use of Nepali should also be tolerated

If we use learner-centered techniques such as role play, dramatization, elicitation, discussion, group work, pair work and involving them in conversation of artificial situation, students could use proper and accurate expressions successfully. So, the teacher must inspire the students to use English in their speech more freely

Nepali serves as a lingua franca among different multilingual speakers of Nepal So many students share Nepali language inside the classroom though they are from diverse linguistic background. Moreover, in the   context   of   Nepal   especially government-funded Nepali medium school maximum use of Nepali can be observed. Students with low language proficiency at those schools feel more need of Nepali than the students from private English medium schools. However, the pros and cons regarding the use of mother tongue. It depends on when and what amount of first language was used in the second language class.  Nevertheless, many studies support the limited and occasional use of first language. But no studies recommend the excessive use of mother tongue as it hinders the exposure in target language. So we must use English and encourage students to use English

This action research gave emphasis on the problem of the students who are reluctant to speak English and who use Nepali in the English class. This research aimed to reduce the use of Nepali and increase the use of English in English class because even the students of grade 10 were making the excessive use of Nepali in English class as a chief means of communication. In order to solve the problem various techniques were implemented

Due to shyness and having fear of making mistakes, students don't show willingness to speak English. But through regular encouragement, providing a lot of opportunities for listening and speaking activities, engaging meaning    oral practices in English, using shorter and simpler expressions, short chatting in English with students, training students on necessary classroom functions and applying student-centered techniques of teaching certainly enhance target language use.

I found one successful example of this truth through this blog. I am going to use such information now. Accompanied language stays for children and teenagers

Participatory Action Research in Nepal

• August 2019

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Exploratory action research: experiences of Nepalese EFL teachers

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Natural language processing for Nepali text: a review

• Published: 27 October 2021
• Volume 55 , pages 3401–3429, ( 2022 )

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• Tej Bahadur Shahi   ORCID: orcid.org/0000-0002-0616-3180 1 , 2 &
• Chiranjibi Sitaula 3 , 4  

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Because of the proliferation of Nepali textual documents online, researchers in Nepal and overseas have started working towards its automated analysis for quick inferences, using different machine learning (ML) algorithms, ranging from traditional ML-based algorithms to recent deep learning (DL)-based algorithms. However, researchers are still unaware about the recent trends of NLP research direction in the Nepali language. In this paper, we survey different natural language processing (NLP) research works with associated resources in Nepali language. Furthermore, we organize the NLP approaches, techniques, and application tasks used in the Nepali language processing using the comprehensive taxonomy for each of them. Finally, we discuss and analyze based on such assimilated information for further improvement in NLP research works in the Nepali language. Our thorough survey bestows the detailed backgrounds and motivations to researchers, which not only opens up new potential avenues but also ushers towards further progress of NLP research works in the Nepali language.

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Tej Bahadur Shahi

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School of Information Technology, Deakin University, 75 Pigdons Rd, Waurn Ponds, VIC, 3216, Australia

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Shahi, T.B., Sitaula, C. Natural language processing for Nepali text: a review. Artif Intell Rev 55 , 3401–3429 (2022). https://doi.org/10.1007/s10462-021-10093-1

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