Hiralal Kapar Mahottari is a Gold Medalist, expertise in research, holds Master & Mphil degree of KU
EDUCATION
PhD Scholar
RESEARCH, TEACHING, or OTHER INTERESTS
Multidisciplinary, Language and Linguistics, Literature and Literary Theory, Philosophy
3
Scopus Publications
48
Scholar Citations
3
Scholar h-index
2
Scholar i10-index
Scopus Publications
Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students Md. Nurul Haque, Niroj Dahal, Md. Kamrul Hasan, Netra Kumar Manandhar, Hiralal Kapar, Ramazan Zengin, Sumona Sharmin Frontiers in Education, 2026 Foreign language anxiety (FLA) is widely recognized as a significant affective factor influencing second language learning, particularly among non-native learners. Although the phenomenon has been extensively examined in global contexts, empirical evidence from Bangladesh remains limited. This study investigates the nature of foreign language anxiety among first-semester undergraduate students and explores the pedagogical strategies teachers use to mitigate it in Bangladeshi higher education. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Data were collected from 42 English-major undergraduate students and 10 teachers at a university in Bangladesh through surveys, interviews, and classroom observations. Descriptive statistics, t-tests, and content analysis were used to analyze the data. The findings reveal moderate to high levels of foreign language anxiety, particularly in oral communication. Key sources of anxiety include fear of negative evaluation, low self-confidence, test-related stress, and cultural differences. Teachers addressed these challenges by fostering a supportive classroom atmosphere, using humor, providing positive feedback, integrating motivational videos, and promoting collaborative learning activities. Students reported that these strategies enhanced their confidence, motivation, and engagement in language learning. The study highlights the importance of supportive pedagogical practices in reducing foreign language anxiety and improving language learning outcomes. The findings offer practical implications for teacher training, curriculum development, and language education policy in similar educational contexts.
Navigating the meta-crisis of generativity: adapting qualitative research quality criteria in the era of generative AI Niroj Dahal, Md. Kamrul Hasan, Amine Ounissi, Md. Nurul Haque, Hiralal Kapar Frontiers in Research Metrics and Analytics, 2025 Integrating generative AI (GenAI) in qualitative research offers innovation but intensifies core epistemological, ontological, and ethical challenges. This article conceptualizes the meta-crisis of generativity—a convergence of Denzin and Lincoln's three crises: representation (blurring human/AI authorship), legitimation (questioning trust in AI-generated claims), and praxis (ambiguity in non-human participation). We examine how human-GenAI collaboration challenges researchers' voice, knowledge validity, and ethical agency across research paradigms. To navigate this, we propose strategic approaches: preserving positionality via voice annotation and reflexive bracketing (representation); ensuring trustworthiness through algorithmic audits and adapted validity checklists (legitimation); and redefining agency via participatory transparency and posthuman ethics (praxis). Synthesizing these, we expand qualitative rigor criteria—such as credibility and reflexivity—into collaborative frameworks that emphasize algorithmic accountability. The meta-crisis is thus an invitation to reanimate the critical ethos of qualitative research through interdisciplinary collaboration, balancing the potential of GenAI with ethical accountability while preserving humanistic foundations.
Generative AI on professional development: a narrative inquiry using TPACK framework Buddhi Laxmi Lakhe Shrestha, Niroj Dahal, Md. Kamrul Hasan, Santosh Paudel, Hiralal Kapar Frontiers in Education, 2025 This study explores the integration of generative AI (GenAI) tools in the professional development of English language teachers (ELT) using the Technological Pedagogical Content Knowledge (TPACK) framework. Subscribing to narrative inquiry research design, in-depth interviews were conducted with four educators in Kathmandu Valley, Nepal, in August 2024 to understand their experiences integrating GenAI in teaching practices. Four themes were identified using thematic analysis—enhanced teaching skills and methods, professional growth as a continuous learning process, GenAI dependency, and ethical challenges and coping mechanisms for further discussion. The findings disclose that GenAI enhances pedagogical strategies by providing personalized learning resources, dynamic classroom activities, and automated feedback, which foster student engagement and teacher adaptability. Participants noted that GenAI supports continuous professional growth by offering real-time insights to refine instructional methods and address diverse learner needs. However, challenges such as technical skill gaps, ethical concerns about data privacy, and the risk of over-reliance on AI, which may hinder critical thinking and teacher-student rapport, were identified. The study emphasizes the need to balance GenAI's technological benefits with human-centric pedagogy, underlining the importance of ethical guidelines, institutional training, and collaborative peer learning to reduce the dependency and algorithmic biases by aligning GenAI integration with TPACK principles—harmonizing technological, pedagogical, and content knowledge—the research advocates for structured support systems to empower educators in using AI responsibly. The implications call for policy frameworks prioritizing AI literacy, equitable access, and mindfulness practices to sustain professional development while preserving the irreplaceable role of human interaction in education.
RECENT SCHOLAR PUBLICATIONS
Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students MN Haque, N Dahal, MK Hasan, NK Manandhar, H Kapar, R Zengin, ... Frontiers in Education 11, 1718085 , 2026 2026
Effective Reading Strategies for Teaching Reading Skills in Nepalese Classrooms S Shakya, H Kapar NELTA ELT Forum 5 (11) , 2025 2025
Strategies for Teaching Essay Writing to Basic Level Students: Nepali ELT Teachers’ Voices E Rana, H Kapar NELTA ELT Forum , 2025 2025
Navigating the Meta-Crisis of Generativity: Adapting Qualitative Research Quality Criteria in the Era of Generative AI N Dahal, MK Hasan, A Ounissi, MN Haque, H Kapar Frontiers in Research Metrics and Analytics 10, 1685968 , 2025 2025 Citations: 3
Generative AI on Professional Development: A Narrative Inquiry Using TPACK Framework BL Lakhe Shrestha, N Dahal, MK Hasan, S Paudel, H Kapar Frontiers in Education 10, 1550773 , 2025 2025 Citations: 20
English language learners’ experiences on the factors influencing speaking S Sumbul, BP Neupane, H Kapar GS Spark: Journal of Applied Academic Discourse 2 (1), 7-21 , 2024 2024 Citations: 2
Managing Risk in the April 2015 Earthquake: Autoethnographic Narratives of a Teacher and a Student HK Tikaram Poudel Disaster and Climate Risk Education 2024 (doi.org/10.1007/978-981-97-5987 … , 2024 2024 Citations: 1
Disaster and Climate Risk Education A Yildiz, R Shaw Springer Nature Singapore , 2024 2024 Citations: 4
Understanding the dynamics of school culture: Narratives from English language teachers SP Bhatt, H Kapar Journal of Education and Research 13 (2), 55-79 , 2023 2023 Citations: 3
Professional Development Strategies in the Narrative of Nepali Teacher H Kapar Lumbini Journal of Language and Literature 3 (1), 20-29 , 2022 2022
Teaching English during COVID-19: Nepalese teachers’ voices H Kapar, LP Bhandari Journal of English language teaching and Applied Linguistics 2 (5), 76-81 , 2020 2020 Citations: 11
A novice teacher’s experience of entering into teaching profession H Kapar NELTA ELT Forum 6 (2020), 14-22 , 2020 2020
Generative AI on Professional Development: A Narrative Inquiry Using TPACK Framework BL Lakhe Shrestha, N Dahal, MK Hasan, S Paudel, H Kapar Frontiers in Education 10, 1550773 , 2025 2025 Citations: 20
Teaching English during COVID-19: Nepalese teachers’ voices H Kapar, LP Bhandari Journal of English language teaching and Applied Linguistics 2 (5), 76-81 , 2020 2020 Citations: 11
Disaster and Climate Risk Education A Yildiz, R Shaw Springer Nature Singapore , 2024 2024 Citations: 4
Navigating the Meta-Crisis of Generativity: Adapting Qualitative Research Quality Criteria in the Era of Generative AI N Dahal, MK Hasan, A Ounissi, MN Haque, H Kapar Frontiers in Research Metrics and Analytics 10, 1685968 , 2025 2025 Citations: 3
Understanding the dynamics of school culture: Narratives from English language teachers SP Bhatt, H Kapar Journal of Education and Research 13 (2), 55-79 , 2023 2023 Citations: 3
English language learners’ experiences on the factors influencing speaking S Sumbul, BP Neupane, H Kapar GS Spark: Journal of Applied Academic Discourse 2 (1), 7-21 , 2024 2024 Citations: 2
Managing Risk in the April 2015 Earthquake: Autoethnographic Narratives of a Teacher and a Student HK Tikaram Poudel Disaster and Climate Risk Education 2024 (doi.org/10.1007/978-981-97-5987 … , 2024 2024 Citations: 1
ELT CHOUTARI PP Poudel 2013 Citations: 1
Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students MN Haque, N Dahal, MK Hasan, NK Manandhar, H Kapar, R Zengin, ... Frontiers in Education 11, 1718085 , 2026 2026
Effective Reading Strategies for Teaching Reading Skills in Nepalese Classrooms S Shakya, H Kapar NELTA ELT Forum 5 (11) , 2025 2025
Strategies for Teaching Essay Writing to Basic Level Students: Nepali ELT Teachers’ Voices E Rana, H Kapar NELTA ELT Forum , 2025 2025
Professional Development Strategies in the Narrative of Nepali Teacher H Kapar Lumbini Journal of Language and Literature 3 (1), 20-29 , 2022 2022
A novice teacher’s experience of entering into teaching profession H Kapar NELTA ELT Forum 6 (2020), 14-22 , 2020 2020
