Symposia & Conferences
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Item Analysing the effectiveness of group work in the ESL classroom(International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Deveniguru, D.K.L.C.; Ratnayake, A. R. M. J. C.; Thilakawardana, I.G.L.S.The purpose of this study was to investigate the effectiveness of using Cooperative Learning, (CL) which is also known as Group work, in the English as a Second Language (ESL) Classroom. The survey was conducted at the Faculty of Arts, University of Peradeniya and the data was gathered through a randomly selected sample of 25 undergraduates of the first year belonging to the Basic Level. The selected group had scored marks ranging from 0-39 at the English Placement Test conducted by the Faculty of Arts. A majority of the undergraduates who follow the Basic Level pay less attention to ESL as most of the courses in their curriculum are offered in either Sinhala or Tamil. So, they show less interest in most of the activities done in the ESL classroom. Moreover, their inhibition towards English language learning as well as the lack of self-confidence can be identified as major obstacles in their learning process. Therefore, a group speech activity was chosen as a remedial method to assess the effectiveness of co-operative learning. To carry out this study, the randomly chosen undergraduates (25) were instructed to do a speech activity. The target group of students were divided equally into 05 groups and they were asked to do a group presentation on a topic related to a current issue. The data gathered from the students were then analysed and the findings were discussed. Through this study, the following main hypotheses can be drawn forward. (a) CL technique enables the learners to feel more comfortable in using the Second Language (L2) spontaneously. (b) CL technique has a positive impact on the level of motivation which ultimately leads to a higher level of proficiency in the Target Language (TL). Data collection involved both qualitative and quantitative methods. Both, students and instructors were given questionnaires to mark their preferences. Both questionnaires were then analysed and compared. The students‘ questionnaire demonstrated that they have a positive attitude towards CL or group work. The results of the instructors‘ questionnaire revealed that CL can play a vital role in language learning and teaching. Through the responses stated at the interviews both the students and instructors revealed that the CL technique creates a positive atmosphere and a less threatening classroom. Moreover, through the findings of this research it was posited that CL technique develops self-confidence of the students, reduces classroom anxiety and inhibition and most importantly that it allows students to learn from each other.Item Teacher Code Switching: Functions and Impact on Students‟ Performance and Attitudes.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Edirisinghe, E. M. H. J.; Ratwatte, H.V.Code switching (CS) or translanguaging in the ESL classroom has been viewed from different perspectives. Some scholars like Chi (2000), Brown (2001), Macaro (2001), Tang (2002), Lie and Martin (2009) have shown that the use of the L1 in the language classroom may lead to more dependence on L1 and that it may hinder progress in mastering the target language (TL). In contrast, researchers like Larsen and Freeman (2011), Makuloluwa (2013), Magid & Mugaddam (2013) and Ratwatte (2014) have argued that CS may facilitate the learning process and the teaching of the TL, as teachers can explain complex ideas more effectively in learners‟ L1. The present study investigates the effectiveness of CS in the teaching and learning of L2 grammar, the attitudes of the students towards teachers‟ CS practices in a university ESL classroom. Qualitative and quantitative data was obtained from 60 first year undergraduate students and 2 teachers of the Wayamba University. Teacher talk was recorded and transcribed. The analysis of the pre and post-test marks reveals a significant relationship between teacher‟s CS and learners‟ learning of verb tenses. The student attitude questionnaires and focus group discussions further confirm that the majority of students perceive CS as an effective teaching strategy because it enables learning in different ways. Consequently, it can be concluded that although the use of the L1 has been criticized by some scholars, a balanced and judicious use of teacher CS can be a useful strategy in classroom interaction with adult learners.Item Overcoming fissures in adopting Digital Humanities in ESL classrooms: A hybridized approach.(International Conference on the Humanities (ICH), 2017 Faculty of Humanities, University of Kelaniya, Sri Lanka., 2017) Abeysinghe, A.Digital humanities have changed human perceptions about domains of traditional humanity principles as data is becoming more preferable over literature. The role of this transformation has created a digitized culture in the way humans handle information and this trend has become a massive boom in ESL (English as a Second Language) based e-learning centres. With the development of Information Communication Technology (ICT), using digital humanities in ESL classes is essential to make language teaching and learning interesting and interactive as teachers can use web-based stories, computer games, podcasting, listening to online news and use of weblogs to encourage students to learn the language. These practices change students’ learning processes in the ESL classroom because they can use a multiplicity of communication channels and social networking in their learning process to encourage and make language learning interesting. Nevertheless, learning English in a digital culture has caused learners in hasty hitherto futile adoption of e-learning materials causing a snag in this embrace. Potential solutions to these include a hybridized culture whereby students gain sufficient knowledge via traditional practices and later using online resources as verification systems for their productiveness, using online chats and participating in forums and virtual classrooms with online mentors and preferring materials with minimum presentational designs over high graphic content. Therefore, this research paper describes how this hybridized approach could be implemented using quantitative analysis acquired through ESL student sampling. Then questionnaires and surveys are used to identify how contemporary students perceive this transformation. Then a system that could be implemented in all demographic and socio-cultural background is presented. Finally, this system’s productivity is evaluated and fine-tuned.