Browsing by Author "Samaraweera, S.G.S."

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Impact of Testing in the English Language Teaching Classroom
(Faculty of Graduate Studies, University of Kelaniya, 2015) Samaraweera, S.G.S.
Although language forms and grammatical structures are taught in the classroom to the students of Extension Courses in English program at the University of Ruhuna, it is difficult to realize whether they have understood them properly due to lack of a proper testing mechanism. It is advocated that testing plays a significant role in English Language teaching classroom.―Language teaching and learning and testing and evaluation are interdependent‖ (Samaraweera: 2009).―Language testing involves both linguistics and psychology because it is concerned with both language and learning. It is also experimental because it sets up learning tasks in order to study behavior; and also evaluative because it makes use of statistical techniques in order to study that behavior‖ (Davies (1968:01). But what the most effective way to test and evaluate is remains still debatable. The learners have individual differences. The teacher should understand the individual differences of the learners in order to understand their strengths and weaknesses. It is easy to understand the strengths and weaknesses of the students with the help of a proper testing and evaluation mechanism. Therefore this paper discusses the viability and validity of incorporating a proper testing and evaluation mechanism in the English language syllabus of my teaching situation, Extension Courses in English program at the University of Ruhuna. This paper suggests that a proper testing and evaluation mechanism should be maintained throughout the lesson so that the teacher can test and evaluate each student and give feedback to each student. The sample comprised 70 Certificate course students of the Extension Courses in English program at the University of Ruhuna. They come from a variety of socio-educational backgrounds. After implementing a proper testing and evaluation mechanism, Questionnaires, interviews, and observations were used to gain an in-depth insight into students‘ attainment of language skills. The findings of the study depicted that testing and evaluation plays a significant role in the language classroom. Thus the findings are significant in providing information to the relevant authorities so that they can prepare curricula to teach the English language effectively for the educational, professional and socio-economic benefit of the students.
Introducing an alternative testing and evaluation mechanism for the improvement of the quality and relevance of teaching English in the Faculty of Humanities and Social Sciences at the University of Ruhuna
(2010) Samaraweera, S.G.S.
A modernist approach to individual differences versus traditional class-based standpoint about adult learners of English from rural backgrounds
(University of Kelaniya, 2013) Samaraweera, S.G.S.
Individual differences that are innate in the ESL learners are decisive in determining the quality of language learning attainments. In the process of achieving proficiency in English as a second language, individual differences in intelligence, personality, memory, motivation and anxiety play a pivotal role. Although the lesson materials, the curriculum, the physical setting of the classroom and the competence and commitment of the teacher are properly orchestrated the expected outcomes may not transpire unless the teacher observes individual differences while developing and applying classroom management strategies. It is noted that most teachers of the Extension Course in English conducted by English Language Teaching Unit at the University of Ruhuna, usually do not consider individual learner differences in the process of enhancing their ESL proficiency. As there is a very close relationship between individual differences and second language achievement levels, with the help of a comprehensive account of individual differences, the ESL teachers should create a language learning setting that reduces the impact of individual differences on classroom management and provide students with the opportunity to evaluate themselves and manage their individual differences by developing confidence in the application of the target language. Language teachers have to be concerned, not only with the learners linguistic and cognitive development, but also with his/her emotional, social and interpersonal, cultural, psychological and physical development. The objective of the present paper is to discuss the major differences of adult ESL learners which in effect are the major findings of a survey conducted by the researcher in relation to a group of ESL adult learners of the Extension Course in English conducted by the ELTU at the University of Ruhuna. The methodology comprises classroom observation, interview, and a formal questionnaire with about hundred students, aims at investigating the ESL adult learner differences in enhancing ESL. The study examines the differences with reference to the relevant theoretical background. The pilot study findings reveal that the individual differences such as intelligence, aptitude, learning styles, personality, motivation and attitudes, and learner beliefs affect negatively in the process of enhancing ESL in adult learners.
Motivational Factors of Learning English in the Faculty of Humanities and Social Sciences, University of Ruhuna
(University of Kelaniya, 2015) Samaraweera, S.G.S.
Lack of understanding of the motivational factors of the 1st year students of the Faculty of Humanities and Social Sciences (HSS) at the University of Ruhuna in learning English has impacted negatively on the General English Programme conducted as a foundation course. Therefore it is crucial to identify the factors that motivate the learners to learn the target language in order to assist them to master the language up to the desired standard. Richards & Schmidt (2002:343) state that motivation “energizes” human behavior and “gives it direction”, while (Dornyei, 1998, p: 117) defines motivation as “the driving force in any situation that leads to action”. Further, (Gardner, 1989) states, “Motivation is a significant dimension in language learning”. Gardner (1990) states, “Motivation in second or foreign language learning as comprising three main elements, i.e. first, a desire to learn the language, second, effort expended towards learning the language and third, favourable attitudes towards learning the language”. Here it is clear that motivation plays a significant role in the process of language learning and the learner, the teacher and the administration should be aware of the factors of motivation that would stimulate learning. Hence, this study investigated the factors that motivate students to learn English in the Faculty of Humanities & Social sciences (HSS). The sample comprised 60 students of different socio-educational backgrounds and questionnaire surveys and interviews were conducted with the students to gain in-depth insights into the motivational factors. Descriptive statistics was used to analyze the data. The findings of the study depicted different integrative and instrumental motivational factors such as to find a job, to get promotion, to develop personality, to do higher studies, to upgrade their social status and to achieve prestige, etc. Thus the findings are considered significant in preparing curricula to teach the English language effectively with a focus on the educational, professional and socio-economic benefits to the students.
STRATEGIC APPLICATION OF TESTING AND EVALUATION MECHANICS IN THE DEVELOPMENT OF WRITING SKILLS IN ENGLISH.
(2016) Samaraweera, S.G.S.
This thesis is based on a case study carried out at the University or Ruhuna. Faculty or Agriculture. Emphasizing the strategic value or testing and evaluation mechanics. this thesis makes an effort to identify the decisive role evaluation can play in a teaching-learning process and makes a proposition for conferring on it the recognition it deserves in a teaching-learning programme. Moreover. it demonstrates how a writing syllabus gets activated through the proper treatment of testing and evaluation in all stages the leaners are supposed to proceed through in an effort to develop their writing in English. In that sense testing and evaluation is recognized as the measurement or the progress the students make individually as well as group-wise. On the whole. the thesis attempts to recognize new facets or evaluation in the identification or learning styles and in the promotion or learning strategies in a humanistic approach to learning English as an international language. This thesis introduces existing second language learning theories with special reference to the barriers that learners have in learning writing in English as a second language. It also highlights the need or a viable strategy for developing writing in English as a second language. Further. this thesis studies theoretical literature on testing and evaluation and present the impact or a strong strategic testing and evaluation application mechanism on a programme or developing writing in English in a model educational setting. Here the major findings in the literary review with regard to the strategic application or testing and evaluation mechanism in developing writing skills in English are discussed.