Browsing by Author "Wickramage, U.C."

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    The Effects of Podcasting on Speaking Skills: An Investigation on Upper Intermediate ESL Learners in a Local University
    (International Postgraduate Research Conference 2019, Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2019) Wickramage, U.C.
    In contemporary English as a Second Language (ESL) classroom, technology and language learning are two interrelated components. Language learning is encountering a shift in research area from CALL, to Mobile Assisted Language Learning (MALL) which is defined by Moura and Carvalho (2012) as any type of language learning that takes place anywhere and anytime, supported by mobile devices (Moura & Carvalho, 2012). Podcasting is one of the mobile technologies which is increasingly used by language teachers as a tool for delivering language related resources and encouraging the learners to learn outside the traditional classroom. The primary aim of this study is to investigate the effects of podcasting in improving students’ speaking skills in the ESL classroom. A total of 40 upper intermediate first year undergraduates of a local university have been investigated by assigning them into experimented and control groups. 20 students have been assigned for each group based on the random sampling method. Communicative Language Teaching (CLT) approach was used for the control group. The treatment meetings comprised podcasts to assist the learners in addition to the given activities in their lessons. Moreover, the learners produced podcasts of their own as pairs and uploaded them into podcasting service with the intention of sharing their podcasts with the peers and refer to them throughout the treatment process. A quantitative data analysis approach was used where the analysis of the pre and post-test scores of the experimental and control groups were conducted using SPSS software with statistical techniques including mean, standard deviation, frequencies and paired sample t-tests. Both Pre and post-tests comprised an oral presentation on a given topic. The analysis of the post-test scores of the control and experimental group indicates a statistically significant difference; t(19) = -5.327, p = 0.000. The statistical analysis of the pre and post-test scores of experimental group (within-group) depicts a statistically significant difference; t(19) = 9.718, p = 0. 000. The statistical analysis of pre and post-test scores of control group shows a slight statistically significant difference; t(19) = -3.688, p = 0.002. Thus, the study affirms that the podcasting enhances the speaking skills of the ESL learners and the use of podcasting is identified as one of the effective MALL technologies that can be incorporated into the ESL classroom.
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    Metacognitive Strategy Instruction for Appreciating English Literary Texts in a Second Language Context: An Investigation on G.C.E. Ordinary Level Classroom in a Semi-Government School in Kaluthara District
    (19th Conference on Postgraduate Research, International Postgraduate Research Conference 2018, Faculty of Graduate Studies,University of Kelaniya, Sri Lanka, 2018) Wickramage, U.C.; Weerasinghe, B.A.I.R.
    Distinct researchers have hypothesized about the teaching theories of literary interpretation. Yet, less recognition has been given to metacognitive awareness of literary interpretation process. This study aims at how metacognitive strategies can be applied explicitly in teaching and interpreting poetry in G.C.E. Ordinary Level classroom while focusing on critical and analytical thinking. The primary objective of the study reflects how the systematic implementation of metacognitive strategy instruction affects the critical and analytical thinking of the learner. 40 students of grade 10 in a semi-government school in Kaluthara district has been investigated by assigning them into an experimental group and a control group. 20 students have been assigned for each group. Three poems from the G.C.E. O/L Anthology have been selected from the category of Humor. Chamot & O'Malley’s (1994) Cognitive Academic Language Learning Approach (CALLA) is chosen to apply in the metacognitive strategy training. The metacognitive strategy instructions were implemented for the experimental group. Yet, a traditional teaching approach was administered for the control group. A pre-test and post-test which comprise essay typed questions based on the selected poems were administered. A quantitative data analysis approach was implemented where the analysis of the pre and post test scores of the experimental and control group were conducted using the SPSS software with statistical techniques including mean, standard deviation, frequencies and T-tests. The analysis of the posttest scores of the experimental group and control group does not indicate a statistically significant difference; t (14) = -0.506, p = 0.621. The analysis of the statistics of the pre and post-test of experimental group (within-group) depicts a statistically significant difference; t (14) = -7.6, p = 0.00. The statistical analysis of pre and post-tests of control group shows a slight statistically significant difference; t (14) = 2.7, p = 0.015. Thus, the study elucidates that the systematic implementation of metacognitive instructions enhances the critical thinking and analytical skills of the English literature learners in a second language context. In this regard, learning metacognitive strategy instruction is productive in English literature learning classroom