Rajan Kumar Kandel | English Language and Literature | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Rajan Kumar Kandel — Assistant Professor and Lecturer of English Education, Surkhet Multiple Campus, Department of English Education, Graduate School of Education, Tribhuvan University, Nepal.

Rajan Kumar Kandel
Affiliation Tribhuvan University, Surkhet Multiple Campus
Country Nepal
Scopus 58837743800
Documents 3
Citations 6
h-index 2
Subject Area English Language Education
Event Top Teachers Awards
ORCID 0009-0004-4704-2491

Rajan Kumar Kandel is an English language education scholar and university teacher at Tribhuvan University whose academic work addresses English language teaching, teacher education, ICT integration, inclusive education, teacher professional development, and qualitative approaches to educational research. His documented scholarly profile records research publications and academic activities within English Language Education and related educational fields. [1][2]

Abstract

Rajan Kumar Kandel is an Assistant Professor and Lecturer in English Education at Tribhuvan University, Surkhet Multiple Campus, Nepal. His academic profile combines university teaching, research, professional development, and scholarly dissemination. His research interests encompass EFL/ESL education, teacher education, participatory action research, teacher identity, second language acquisition, higher education, classroom dynamics, social inclusion, inclusive education, and ICT-supported English language education. His documented publications examine contemporary issues including artificial intelligence awareness among university teachers, reader-response approaches to literary comprehension, ICT integration among university English faculties, and ICT practices among preservice English teachers. [3]

Keywords

ICT in Education; Action Research; Phenomenology; Qualitative Research; Narrative Enquiry; EFL/ESL; English Language Education; Teacher Education; Teacher Professional Development; Inclusive Education; Second Language Acquisition; AI; Higher Education.

Introduction

Rajan Kumar Kandel is a Lecturer of English Education at Tribhuvan University, Surkhet Multiple Campus, and is pursuing doctoral research in English Education through the Graduate School of Education, Faculty of Education, Tribhuvan University. His academic work is situated at the intersection of language pedagogy, teacher development, educational technology, inclusion, and educational research. He has participated in MOOCs, seminars, workshops, conferences, and academic dialogues and has disseminated scholarly work nationally and internationally.

His professional activities also include teaching research methodology for language education, English language teaching methods, and linguistics to graduate and postgraduate students. He has served as Head of the Department of English Education at Surkhet Multiple Campus and has maintained professional involvement with the Nepal English Language Teachers’ Association (NELTA).[1][2]

Research Profile

Rajan Kumar Kandel’s research profile is centered on English Language Education, with particular attention to the relationship between teachers, learners, pedagogy, technology, and institutional contexts. His stated interests include EFL/ESL, teacher education, participatory action research, teacher identity, second language acquisition, higher education, teacher professional development, classroom dynamics, social inclusion, inclusive education, and ICT in English language teaching. His recent publications indicate an applied orientation toward understanding technology adoption, pedagogical practice, and language-learning processes in educational settings. [3]

His academic and professional expertise includes pedagogy and education, teaching and learning, curriculum development, professional development, academic writing, collaborative learning, and e-learning. His methodological interests include qualitative research, phenomenology, narrative enquiry, and action research, providing a framework for investigating teachers’ experiences, perceptions, practices, and professional contexts.

  • Pedagogy and educational practice
  • English language teaching and teacher education
  • ICT integration and e-learning
  • Qualitative, narrative, phenomenological, and action research
  • Inclusive education and professional development

Research Contributions

Rajan Kumar Kandel’s research contributions address practical and emerging questions in English Language Education. His work on ICT integration examines opportunities, challenges, and aspirations among university-level English faculties, thereby connecting educational technology with institutional and professional realities. [5] His collaborative research on preservice teachers considers practices and perceptions surrounding ICT integration in English language teaching, contributing evidence concerning technology-related teacher preparation. [5]

His collaborative publication on reader-response pedagogy examines literary comprehension in an EFL context, while more recent research investigates awareness and use of artificial intelligence tools among university teachers in Nepal. These studies collectively demonstrate an interest in contemporary pedagogical approaches, technology-mediated education, and the professional experiences of language educators. [4]

Publications

Rajan Kumar Kandel’s recent publications reflect a research agenda concerned with technology, pedagogy, and English language education. In 2026, Sharma Chapai, Kandel, and Joshi examined awareness and use of AI tools among university teachers in Nepal in Cogent Education, providing a qualitative perspective on emerging educational technologies. [3] Bist and Kandel investigated the reader-response approach to literary comprehension in an EFL context in the International Journal of Educational Reform. [4] In 2025, Kandel examined opportunities, challenges, and aspirations associated with ICT integration among university-level English faculties, while Kandel, Bhandari, and Bist studied preservice teachers’ practices and perceptions of ICT integration in English language teaching. [5]

  1. Sharma Chapai, K. P., Kandel, R. K., & Joshi, D. R. (2026). Exploring awareness and use of AI tools among university teachers in Nepal: A qualitative study. Cogent Education.
  2. Bist, R. B., & Kandel, R. K. (2026). Reader response approach for enhancing literary comprehension in an EFL context. International Journal of Educational Reform.
  3. Kandel, R. K. (2025). Opportunities, challenges, and aspirations of university-level English faculties in ICT integration. Contemporary Research: An Interdisciplinary Academic Journal.
  4. Kandel, R. K., Bhandari, B. M., & Bist, R. B. (2025). Preservice teachers’ practices and perceptions of ICT integration in English language teaching. SNPRC Journal.

Research Impact

The available bibliometric profile records three documents, six citations, and an h-index of two. [1] Within the broader context of English Language Education, his publications contribute to discussions of ICT integration, teacher preparation, literary comprehension, and emerging artificial intelligence practices in higher education. His research is particularly relevant to educational contexts where language teaching, teacher professional development, and digital transformation intersect.

His academic engagement extends beyond publications through participation in MOOCs, seminars, workshops, conferences, and professional dialogues. His membership as a life member of NELTA and previous service as Chairperson of NELTA Surkhet further indicate involvement in professional language-teaching communities.[1][2]

Award Suitability

For the Innovative Research Award associated with the Top Teachers Awards, Rajan Kumar Kandel’s profile demonstrates several research-relevant characteristics: active university teaching, doctoral-level research engagement, publication in peer-reviewed academic outlets, investigation of contemporary educational technologies, and sustained interest in teacher development and English Language Education. His recent work on AI awareness, ICT integration, preservice teacher practices, and reader-response pedagogy provides a coherent scholarly trajectory focused on current challenges and innovations in language education. [3][5]

The award suitability described here is based on the supplied academic profile and documented research outputs rather than an independent adjudication of award criteria. His combination of teaching, research, professional service, and technology-oriented scholarship provides a substantive basis for academic recognition in the field of English Language Education.

Conclusion

Rajan Kumar Kandel is an English Language Education academic at Tribhuvan University whose scholarly profile integrates language teaching, teacher education, educational technology, qualitative research, inclusion, and professional development. His recent publications address AI use, ICT integration, preservice teacher practices, and literary comprehension, reflecting engagement with contemporary questions in language education. Together with his university teaching and professional participation, these activities establish a research profile relevant to academic recognition for innovative work in English Language Education.[1]

References

  1. Elsevier. (n.d.). Scopus author details: Rajan Kumar Kandel, Author ID 58837743800. Scopus. https://www.scopus.com/pages/authors/58837743800
  2. ORCID. (n.d.). Rajan Kumar Kandel: ORCID record. ORCID. https://orcid.org/0009-0004-4704-2491
  3. Sharma Chapai, K. P., Kandel, R. K., & Joshi, D. R. (2026). Exploring awareness and use of AI tools among university teachers in Nepal: A qualitative study. Cogent Education. https://doi.org/10.1080/2331186X.2026.2715835
  4. Bist, R. B., & Kandel, R. K. (2026). Reader response approach for enhancing literary comprehension in an EFL context. International Journal of Educational Reform. https://doi.org/10.1177/10567879241226712
  5. Kandel, R. K. (2025). Opportunities, challenges, and aspirations of university-level English faculties in ICT integration. Contemporary Research: An Interdisciplinary Academic Journal. https://nepjol.info/index.php/craiaj/article/view/79899

Peggy Lai | English Language and Literature | Innovative Research Award

Published on by Top Teachers

Innovative Research Award

Peggy Lai
The Chinese University of Hong Kong, Hong Kong

Peggy Lai
Affiliation The Chinese University of Hong Kong
Country Hong Kong
Scopus 60772910400
Document 1
Subject Area English Language and Literature
Event Top Teachers Awards

Peggy Lai is an English-language educator and academic practitioner affiliated with The Chinese University of Hong Kong. Her professional work encompasses English for Academic Purposes, English Across the Curriculum, oral communication, pronunciation, professional communication, and language pedagogy. Her recent academic activity includes collaborative research on the pedagogical integration of generative artificial intelligence in English-language learning and teaching. Her Scopus author record identifies the researcher under Author ID 60772910400. [1]

Abstract

Peggy Lai is an English-language teaching professional whose career combines university teaching, curriculum development, programme coordination, academic service, professional communication instruction, and research. She has held teaching appointments at The Chinese University of Hong Kong and Hong Kong Baptist University. Her current academic interests include English Across the Curriculum, artificial intelligence in English-language learning and teaching, second-language acquisition, speaking fluency, pronunciation, and language pedagogy. Her recent collaborative publication examines pedagogically integrated generative artificial intelligence and its relationship to students’ AI literacy and engagement. [2]

Keywords

English language Teaching; English for Academic Purposes; English Across the Curriculum; generative artificial intelligence; AI literacy; student engagement; second-language acquisition; speaking fluency; pronunciation; language pedagogy; professional communication; higher education.

Introduction

Peggy Lai’s professional profile is situated within university English-language education, with experience spanning foundational academic English, speaking and presentation, professional communication, business communication, writing enhancement, IELTS preparation, and pronunciation. Her career also includes curriculum development, assessment design, student consultation, workshop delivery, programme coordination, judging and adjudication activities, and committee service.[1]

At The Chinese University of Hong Kong, Lai has served as an Assistant Lecturer in the English Language Teaching Unit since August 2022. Her responsibilities have included teaching multiple English-language courses and serving as Course Convenor for Professional Communication for Social Workers II. In that role, she monitored the learning of more than 230 students, participated in course review activities, collaborated with faculty leadership on course delivery, and revised learning materials and assessment structures.

Her previous appointment at Hong Kong Baptist University extended from September 2015 to June 2022 and involved university English courses, English Across the Curriculum initiatives, professional communication, IELTS instruction, programme coordination, and language enhancement services. Her reported teaching evaluations included scores above 4.4 on a five-point scale, with a most recent reported score of 4.69.

Research Profile

Peggy Lai’s research profile centers on the intersection of language education, academic communication, pedagogical innovation, and emerging educational technologies. Her stated research interests include English Across the Curriculum; AI in English-language learning and teaching; second-language acquisition; speaking fluency; pronunciation; language pedagogy; and professional contexts such as table manners and business etiquette.[1]

Her academic qualifications include a Master’s degree in English Language Arts from The Hong Kong Polytechnic University and an Honours Bachelor’s degree in Government and International Studies from Hong Kong Baptist University.

Academic Qualifications

  • The Hong Kong Polytechnic University — Master’s degree in English Language Arts.
  • Hong Kong Baptist University — Honours Bachelor’s degree in Government and International Studies.

Research Interests

  • English Across the Curriculum.
  • AI in English-language learning and teaching.
  • Second-language acquisition, speaking fluency, pronunciation, and language pedagogy.
  • Table manners and business etiquette.

Research Contributions

A significant current strand of Peggy Lai’s academic work concerns the educational use of generative artificial intelligence. In 2025, she was listed as a co-author of a conference paper examining GenAI-integrated tasks, AI literacy, and the psychology of student engagement in academic English pedagogy. In 2026, she was also listed as a co-author of a conference paper addressing student self-determination through generative AI integration in English for Academic Purposes courses.[1]

Her publication record further includes collaborative research on pedagogically integrated GenAI in academic English instruction. The 2026 article in the Journal of English for Academic Purposes examines effects on students’ AI literacy and engagement and identifies Peggy Lai among its authors. [2]

Professional Teaching Contributions

  • Teaching Foundation English for University Studies, Speaking and Presenting like TED, English for Social Sciences Students, Professional Communication for Social Workers, and Business Communication.
  • Course convenorship and curriculum review for Professional Communication for Social Workers II.
  • Development of student exemplars, learning activities, assessment rubrics, sample analyses, and course modules.
  • Coordination of English Across the Curriculum activities across multiple academic departments at Hong Kong Baptist University.
  • Development of materials for the LANCET online essay and speech feedback system.
  • Delivery of workshops, consultation services, language enhancement programmes, IELTS instruction, and professional communication activities.

Publications

Peggy Lai is a co-author of a 2026 article examining pedagogically integrated generative AI in academic English instruction, focusing on students’ AI literacy and engagement. Published in the Journal of English for Academic Purposes, the study highlights innovative EAP pedagogy. [2]

  1. Singh, R. G., Chow, K. M., Dong, H., Wong, H., Fung, M., Myers, P. S., Wong, L. L. C., Lai, P., & Ngai, C. S. B. (2026). Enhancing academic English instruction through pedagogically integrated GenAI: Effects on students’ AI literacy and engagement. Journal of English for Academic Purposes. DOI:https://doi.org/10.1016/j.jeap.2026.101729.

International Conference Presentations

  1. Singh, R. G., Lai, W. Y., Chan, A., Lee, B., & Wong, C. (2026, June 22). Fostering Students’ Self-determination through Generative AI Integration in EAP Courses. Paper presented at the International Summit on the Use of AI in Language Learning and Teaching 2026 (AIinLT 2026), The Hong Kong Polytechnic University, Hong Kong.
  2. Singh, R. G., Lai, W. Y., Chan, A., Lee, B., & Wong, C. (2025, May 23). Transforming Academic English Pedagogy: GenAI-Integrated Tasks, AI Literacy, and the Psychology of Student Engagement. Paper presented at the International Summit on AIinLT 2025, The Hong Kong Polytechnic University, Hong Kong.
  3. Lai, W. Y., Wang, H., & Wong, W. M. (2018, May 23). Teaching and Learning Oral English Presentation Using Transcripts Automatically Generated by YouTube. Presented at National Taipei University of Business, Taiwan.

Other Presentations

  • How to get 3 yeses: Collaboration between language teachers and a professor in Sports Leadership — co-presented at a local conference, 4 December 2018.
  • Going Paperless with Google Apps for Designing and Teaching a Writing Course — co-presented at a Language Centre seminar, 16 January 2017.
  • Teaching and Learning Oral English Presentation Using Transcripts Automatically Generated by YouTube — presented at Language Centre seminars on 17 September 2018 and 22 May 2019.

Research Impact

Peggy Lai’s professional activities demonstrate an emphasis on applying language education research to university teaching practice. Her work has included the development of instructional materials, assessment resources, student exemplars, flipped-classroom materials, workshops, and feedback systems. Her current research collaboration on GenAI addresses questions that are increasingly relevant to English for Academic Purposes, including AI literacy, student engagement, and pedagogical design. The 2026 publication provides a peer-reviewed scholarly output associated with this research direction. [1][2]

Her professional service has also included participation in development committees, executive and peer tutoring activities, student clubs, exchange programme task groups, language enhancement initiatives, interview panels, public-speaking competitions, and educational workshops. These activities extend her contribution beyond classroom teaching into academic and co-curricular language development.

Award Suitability

The professional and academic record presented here provides several areas relevant to consideration for an educational recognition associated with innovative teaching and research. These include sustained university teaching experience, curriculum leadership, evidence of course development, participation in academic service, conference presentations, and recent scholarly work concerning generative AI in academic English education.[1]

In particular, the combination of established English-language teaching practice and emerging research on generative AI provides a coherent basis for evaluating innovation in contemporary higher-education language pedagogy. The record also indicates experience in adapting teaching materials, assessment mechanisms, and learning activities to student needs. These features may be considered alongside the specific eligibility criteria, assessment procedures, and evidentiary requirements of the relevant award programme. The award event identified in the supplied profile is the Top Teachers Awards. [3]

This article does not independently establish that an award has been conferred. Rather, it summarizes documented professional, teaching, presentation, and publication activities that may be relevant to an award assessment.

Conclusion

Peggy Lai’s academic profile combines extensive university English-language teaching with curriculum development, programme coordination, professional service, conference participation, and emerging research on generative artificial intelligence in English-language education. Her current work at The Chinese University of Hong Kong builds on earlier experience at Hong Kong Baptist University and reflects a continuing focus on language pedagogy and student learning.[1]

Her 2026 collaborative publication on pedagogically integrated GenAI, together with conference presentations and sustained teaching and service activities, provides a contemporary research and professional profile in English-language higher education. [2]

References

  1. Elsevier. (n.d.). Scopus author details: Peggy Lai, Author ID 60772910400. Scopus. https://www.scopus.com/authid/detail.uri?authorId=60772910400
  2. Singh, R. G., Chow, K. M., Dong, H., Wong, H., Fung, M., Myers, P. S., Wong, L. L. C., Lai, P., & Ngai, C. S. B. (2026). Enhancing academic English instruction through pedagogically integrated GenAI: Effects on students’ AI literacy and engagement. Journal of English for Academic Purposes. https://doi.org/10.1016/j.jeap.2026.101729
  3. Top Teachers Awards. (n.d.). Top Teachers Awards. https://topteachers.net/