Browsing by Author "Rajapakse, R.W.D.N.K."

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Examining the Mode of Teaching English as a Second Language in Gampaha District Non-Urban Government Schools of Sri Lanka
(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Rajapakse, R.W.D.N.K.
Teaching English as a second language (TESL) has been a major educational policy in Sri Lanka since early 1950s. Moreover, the second language teaching commences from Grade 3; in fact, since late 1980s, the Communicative Teaching Method has been used and one of its key components is the student centered education (SDE), which means creating an interactive and supportive learning environment, where the teacher becomes a facilitator scaffolding the learning process (National Education Commission, 2014). However, as per the G.C.E.O/L English Language Performance Evaluation Report issued by the Department of Examinations (2017), nearly half of the students (45.10%) have failed English. In fact, the failure rate in Gampaha educational zone is higher (43.6%), than Colombo (27.3%), which further questions the plight of non- urban government schools in Gampaha district. Thus, the objective is to examine whether the prevailing English teaching mode and the environment is learner centered, and if not, what are its causes. The study adopts a mixed method approach, comprising both qualitative and quantitative data: questionnaires and lesson observations. The research sample consists of fifty- eight; fifty students and their relevant English teachers. The findings of the study indicate that the prevailing mode of TESL in the majority of schools is not learner centered. In fact, even though many teachers respond saying that they create cooperative learning in class, as per the observations and disparity between the responses given by students and teachers, it is evident that the respective approach is not followed practically in class.
Embargo
Online vs Face to Face: Perspective of Undergraduates on Learning English Literature at a Private University
(Faculty of Humanities and Sciences, SLIIT, 2022-09-15) Rajapakse, R.W.D.N.K.
Since 2020, with the spread of the pandemic, the face-to-face teaching mode transformed into online mode with no other alternative. With regard to the tertiary level, all courses which were offered physically had to be adopted to the novel approach making both teaching and learning challenging. The present study examines learners’ viewpoint and what they have experienced so far in learning literature online during the pandemic. Consequently, the study provides an insight into the prevalent teaching mode and explores effective strategies followed using the appropriate pedagogical online tools or platforms, when adopting the literary content for diverse learning styles, and student engagement synchronously and asynchronously. The study involves undergraduates at a private university following their Bachelor of Education in English. These students enrolled to a physical learning mode though the pandemic has made them into learning online. Thus, the study compares their views on learning physically and online. Due to the closure of the university, both qualitative and quantitative data are gathered via an online questionnaire with the due consent of the participants. The findings indicate learning literature online is more effective compared to the traditional face to face learning mode. The results indicate that online learning enhances leaners’ study skills, stimulates, and facilitates their interest in learning, which transforms learning into a collaborative experience.