Symposia & Conferences
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Item A Case Study on the Impact of Task-based Language Teaching on Improving English Speaking Skills.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Chandrasoma, K.M.K.U.Teaching English as a second language is gaining prominence within the scope of language teaching, where Task-based Language Teaching plays a major role, as it is comparatively a new method of English language teaching. The current study is a qualitative research, which is designed to identify the impact of practicing authentic tasks based on task-based language teaching in the ESL classroom in order to improve English speaking skills. Since most of the Sri Lankan students find it difficult to speak in English fluently even after learning English for almost 10 years at school denotes that an alteration in teaching methodology is required. The research sample was a randomly selected fifty students of English diploma followers at the Department of English and Modern Languages of Sri Lanka International Buddhist Academy. The sample was supposed to face a pre-test along with a questionnaire. As the second step, they were subjected to a teaching program based on Task-based Language Teaching for three months proceeding with a post-test which was the same test they faced at the very beginning of the study. The ultimate objective of the study was to figure out the impact of Task-based language teaching method on improving English-speaking skills, and to obtain a clear idea about how they learnt English at school. When comparing the marks of each criterion of both the tests, it was obvious that speaking skills of the research sample has been improved by 20.9% in the post-test than the results of pre-test. The data collected through this research evidenced both the facts that, there is a positive impact of Task-based Language Teaching on improving English-speaking skills as a second language and the majority of the students are not satisfied with how they learnt English at school. Finally, it has been identified that, one‟s English speaking skills can effectively be nourished with the practice of Task-based Language Teaching Methodology.Item Assessing Practical Constrains in Implementing Web 2.0 Tools for Teaching English as a Second Language at Higher Education Sector in Sri Lanka: A Case Study- Sri Lanka Institute of Advanced Technological Education(University of Kelaniya, 2015) Jayathilake, M.V.M.; Shantha, P.H.A.B.In an era of globalization and with the advancement of information technology, web 2.0 tools are used increasingly in education sector and there is also a growing interest in how and whether Web 2.0 tools could be used for second language teaching. Those tools are creating a collaborative environment in which users have the opportunity to contribute to a growing knowledge base and participate in online communities. On the other hand these tools can access anytime and anywhere. Due to that number of researches state that these tools are useful for teaching second languages. The Web 2.0 tools are beginning to play a role within the more formal learning environment of English classrooms. The objective of this study is investigating the practical constrains facing when implementing Web 2.0 tools for teaching English as a second language in Sri Lanka Institute of Advanced technological Education (SLIATE). Clustering sample technique was used to select the sample among English lecturers in SLIATE. Sample size was thirty five. Questionnaire was used to collect data. Questionnaire was based on four factors, awareness, computer and hardware facilities, internet facilities and attitude. Qualitative and quantitative methods were used for the data analyzing. The data of this study reveals the most aware Web 2.0 tools are wikis and social network. And the least aware tool is vodcasts. More than 60% show the positive attitudes towards these tools. The study found that computers and other facilities are available but need to extend usage time of them. Internet facility is also available but bandwidth and data amount should be increased. Although they believe these are effective tools for teaching, they need a proper training of how to use them in a class room teaching.