Browsing by Author "Kalinga, J."

Now showing 1 - 2 of 2

Embargo
Effectiveness of L2 Grammar Videos: A Dialogue between Teachers and Learners
(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Kalinga, J.
Throughout the years it has been debated whether it is necessary to teach grammar, and what the most effective methods of teaching grammar are. This research addressed several aspects of using technology in the field of education such as technology in language learning, the video as a learning tool, and its relevance to grammar learning and the teacher’s role in a technology-driven classroom. The study examined the perspectives of the teachers and the students towards L2 (Second Language) grammar videos and the effectiveness of such videos through a mixed method: Embedded Experimental Model. The sample included 120 young adults aged 18 - 24 who studied at a private campus in Sri Lanka and two teachers. A major finding of the study is that the students expect their teachers to explain what is on the video while playing it or after the video in order to clarify their doubts and for improved understanding. Consequently, the teachers can use L2 grammar videos as a scaffolding tool. The statistical analysis proved that the experimental group scored more in the tests compared to the control group. Further, there is a discrepancy between the teachers’ perceptions on L2 grammar videos and the students’ preferred types of grammar videos.
Embargo
Lessons Learnt: A Study of Student Feedback Regarding Online Proficiency Assessment
(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Rathnasena, U.; Kalinga, J.
Subsequent to the revolutionary advances in technology and its remarkable impact on universities, online summative assessment has become increasingly commonplace and popular in the academia. Consequently, online English language proficiency assessment has also gained momentum globally. This study was conducted at a Sri Lankan private university where online assessment is utilized as the standard summative test for several modules including EAP (English for Academic Purposes) module. The main objective was to explore undergraduates’ perceptions of the online EAP assessment and its effectiveness and feasibility in gauging competency of English among ESL (English as a Second Language) learners. A quantitative approach was chosen for this study where a questionnaire was used as the primary data collection tool. The sample was a convenience sample of 120 undergraduates who had taken the online test. The findings revealed the undergraduates’ displeasure regarding several aspects of online English assessment. They were critical of the reading component of the online test in addition to experiencing time management issues, technical limitations that marred their performance.