Browsing by Author "Priyanath, H.M.S."

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Open Access
Animated Films as a Pedagogical Tool for English Vocabulary Acquisition in Second Language Learners
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Ekanayake, E.M.K.G.M.T.; Priyanath, H.M.S.
The study investigates the effectiveness of animated films in enhancing English vocabulary acquisition among ESL learners in Sri Lanka. Research shows how animated films affect vocabulary retention, relevant understanding, and student engagement. The effectiveness of using animated movies as a tool for enhancing English vocabulary among English as a Second Language (ESL) learners has garnered increasing attention in recent years. Thus, this study explores the pedagogical benefits and potential challenges of integrating animated movies into ESL vocabulary learning. Further, the research aims to provide empirical evidence on how animated movies can facilitate vocabulary acquisition, retention, and contextual understanding among ESL learners. A quantitative research approach was used to measure the vocabulary advantage supported by survey responses to measure the pre-tests and post-tests. The study focused on grade 7 students and analyzed subtitle-based learning, learning contingency terminology, mnemonic techniques, and visual effects. The results revealed a significant improvement in terminology performance after the integration of animated films, especially when aligned with the objectives of the course. Conclusions advocate including animated multimedia in ESL education while suggesting positiveimplications for teachers, course designers, and education policy makers.
Open Access
Effect of Online Learning Environment on Behavioral Changes and Academic Performance of Children in Pre – Adolescence
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mudalige, C.M.; Samaraweera, S.G.S.; Priyanath, H.M.S.
The evolution of education paradigms in the new millennium has been influenced by the rapid integration of technology in learning environment worldwide, with Sri Lanka being a notable e x c e p t i o n until recent times. The global pandemic triggered an unprecedented shift in Sri Lanka’s educational landscape demanding a rapid transition from traditional classroom learning environment to online learning environment in 2020 as a resolution to the island-wide lockdown process. Very little was known about its effectiveness and challenges, although the process has become widely popular and mandatory in the system of education in the country. This paper aims to explore the impact of online learning environment on behavioral changes and the academic development of children in pre -adolescence. A survey questionnaire was administered to 120 participants studying in the Badulla educational zone to collectdata related to the study. The study adopted a subjective approach and analyzed quantitative measures of academic performance using Partial Least Square - Structural Equation Modelling (PLS - SEM) among pre -adolescent students engaged in an online learning environment. Findings of the study suggested that the online learning environment has a positive impact on both behavioral changes and the academicperformance of pre-adolescent students. The process has been empirically evaluated as an effective strategy for both learners and teachers to enhance their knowledge and skills in accomplishing intended academic goals in the new millennium. The study also demonstrated that the process fosters learner autonomy and motivates them to be authentically engaged in academic activities even though it bringschallenges in social interaction and emotional well-being. These insights underscore the significance of educators and policy makers to design online curricula that not only promote academic achievement but also nurture the holistic development of pre-adolescent children during their critical formative stage.
Open Access
The Effect of Emotional Well-being on Polite Behavior and Teaching Effectiveness of English Teachers in Government Schools of Badulla District in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Gunawardana, K.P.; Priyanath, H.M.S.
Many empirical studies agree that emotional well-being plays a critical role in influencing individual behavior, and the impact can directly affect work efficacy. However, the correlation between emotional well-being, behavior, and effectiveness has not been previously explored. Similarly, teachers’ emotional well-being can also influence their behavior, leading to varying levels of teaching effectiveness. This study attempted to examine empirically how emotional well-being affects polite behavior and teaching effectiveness among English teachers in government schools of the Badulla District in Sri Lanka. Primary data collection was conducted using a quantitative method, involving a structured questionnaire administered to 297 randomly selected government English teachers. The study used Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze data. The results revealed that emotional well-being has a significant effect on polite behavior, which in turn has a substantial influence onteaching effectiveness. Supported by empirical evidence, this study concluded that the emotional well-being of English teachers directly influences polite behavior and teaching effectiveness. Furthermore, polite behavior plays a partial mediating role, implying that emotional well-being improves teaching effectiveness by fostering polite behavior. The findings of this study provide important insights for policymakers to enhance teachers' emotional well-being to improve the teaching effectiveness of English teachers by focusing on their polite behavior.