Browsing by Author "Wickramasinghe, Samantha"

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An Analysis of the Impact of Task-Based Learning on Peer Interaction, Peer Learning and Presentation: SLTC Research University
(Faculty of Humanities, University of Kelaniya, 2023) Wickramasinghe, Samantha; Maddekana, Anupama; Jayasundara, Ashani
Task-Based Learning (TBL) is a popular teaching method that encourages students to apply their learning practically to real-life situations. TBL- inspired small group activities compel students to interact, converse with their peers and achieve a common goal. The current study investigated the impact of TBL on peer interactions and peer learning in small groups. Three classes of first-year undergraduates who varied in proficiency levels at the SLTC Research University were given a task to complete as a follow-up activity integrated into a lesson. Each class consisted of nearly 15-25 students who were further divided into small groups. At the end of the activity, the undergraduates had to present their progress to the class through group presentations. At the end of the presentation, students were given a questionnaire. The study is ongoing, and the findings from the pilot study suggested that peer interactions helped students to complete the task successfully. However, peer interactions and peer learning did not help with other important aspects of learning such as the importance of observing communication ethics within groups and when executing the given task. The students majorly paid attention to completing the task and most of them succeeded.
Bridging the Gap between English Medium Instruction (EMI) and EMI- specific Language needs in Higher Education: A Study on EMI Lecturer Perceptions, EMI Student Needs, and EMI Pedagogy in a University Setting
(Faculty of Humanities, University of Kelaniya, 2023) Wickramasinghe, Samantha; Wimalapala, Nipuni
Learning core subjects in compulsory English Medium Instruction (EMI) is challenging for a majority of university students in Sri Lanka since their primary and secondary education is largely conducted in Sinhala or Tamil. Although English is taught as a Second Language (ESL) or an Academic Language (EAP) by designated language teaching units at universities, students’ EMI language needs are understudied. Hence, the current study aims at finding the EMI-specific language needs of the first-year undergraduates of the SLTC Research University. Therefore, first-year undergraduates were subjected to a survey. The researchers conducted semi-structured interviews of the EMI lectures followed by classroom observations. The results indicated that the EMI lecturers and the undergraduates perceived that English language knowledge affected the learning of the core subjects. Both parties had high expectations from each other when it came to the conduct of English language, language knowledge, skills and proficiency in the EMI classroom learning/teaching, although a majority of undergraduates were inexperienced and not exposed to EMI learning. Code-switching and native language-based instruction, and native-language-based communication were commonly practiced in EMI classrooms.