Browsing by Author "Gunawardana, A.S.W."

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Encouraging the dominant perceptual learning style in ESL teaching
(Book of Abstracts, Annual Research Symposium 2014, 2014) Gunawardana, A.S.W.
Mastering English language is still a challenging task for the second language learners where four skills are concerned. In contrast to the long term commitment of the learners, majority of the adult ESL (English as a Second Language) learners display low or medium level of proficiency in four skills in Sri Lanka.
Excellence of Technology as a Mode of Self Learning
(University of Kelaniya, 2012) Gunawardana, A.S.W.
Role of self learning in English as a Second Language (ESL) learning is significant as it consists of processing information and comprehending it without the need of another individual. Further, the ability of a student to work independently, which is an essential factor in acquiring second language proficiency, is enhanced through self learning. Thereby the approach of Computer Assisted Language Learning can be exercised as an effective method in self learning. While CALL has expanded itself to the pedagogical and methodological approaches of “Behavioristic CALL, Communicative CALL, and Integrative CALL” (Warschauer M, 1996), the traditional methods of self learning are highly challenged. The multiple functions performed by CALL as a stimulus, tutor and tool in self learning outdo the traditional self learning methods of using libraries, study rooms etc., manifestly. Accordingly, this study focuses on the effectiveness of CALL as a method of self learning when compared with the traditional self learning methods. Thereby it observes the ability of acquiring English grammar by second language learners of English. In this research, the focused grammar component was 12 tenses of English. The sample consists of 80 students from the Advanced Technological Institute, Kegalle who are within 20 -23 years of age. The sample showed the same level of competence in English (selected by a pre test). The sample was regrouped into 2 groups of 40 in each group. One group was employed in the traditional methods of self learning while the other group incorporated CALL as the method of self learning. At the completion of the given time period their acquired knowledge was tested by a post test. As to the hypothesis, results indicated that self learning has become more effective with collaboration of CALL, surpassing the traditional methods.