'Intervention' in language teaching has been used for the past few decades so as to improve and help problematic classroom situations. The dictionary meaning of the term is a process 'to become involved in a situation in order to improve or help it' (Oxford Advanced Learners' Dictionary). When the term is applied to language teaching, it is generally taken as a process uyand/or a set of services designed by language teaching professionals either to prevent false learning or to enhance the problematic teaching-learning situations through the means of classroom research. This paper proposes an intervention that is designed to help EFL learners develop their reading comprehension skills through Think-Aloud Approach. The present intervention is dedicated to the struggling undergraduate readers of Tribhuvan University to enhance their reading skills and drive positive motivation towards learning language rather than reading language. Introduction 'Intervention' in language teaching has been used for the past few decades so as to improve and help problematic classroom situations. The dictionary meaning of the term is a process 'to become involved in a situation in order to improve or help it' (Oxford Advanced Learners' Dictionary). When the term is applied to language teaching, it is generally taken as a process uyand/or a set of services designed by language teaching professionals either to prevent false learning or to enhance the problematic teaching-learning situations through the means of classroom research. This paper proposes an intervention that is designed to help EFL learners develop their reading comprehension skills through Think-Aloud Approach.

The need for integrating spoken grammar in the Nepalese ELT course and material design | NELTA ELT Forum https://neltaeltforum.wordpress.com/2017/10/02/the-need-for-integrating-spoken-grammar-in-the-nepalese-elt-course-and-material-design/ 1/7 NELTA ELT Forum NELTA ELT Forum is an official e-zine of Nepal English Language Teachers' Association (NELTA) which works for the professional development of English teachers and teacher educators. With the aim of disseminating the contextual and global issues of ELT, it has incepted the blog where a team of editors will be liaising with ELT professionals and echo the noble voices to it. Abstract It is likely that many non-native speakers of English, especially from expanding circle countries, use almost the same form of English in both spoken and wriien communication. Although this does not prove their lack of competence in the language, it hinders fluency and natural flow of communication in conversational seeings. This indicates a need for assimilating spoken grammar in ELT course and materials. This article deals with the Nepalese ELT context and argues for the relevance of incorporating spoken grammar into the existing Nepalese ELT courses, which may help Nepalese learners of English to communicate naturally with beeer fluency and accuracy in spoken discourse.