Browsing by Author "Wijesekera, H. D"

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Open Access
Learning and Innovation Skills in the General English Textbook for Advanced Level in Sri Lanka: A Qualitative Content Analysis
(Faculty of Humanities and Sciences, SLIIT, 2024-12-31) Lawrence, D; Wijesekera, H. D
The dawn of the 21st century and the associated technological, demographic, and socio-economic changes necessitated reforms in language education to equip learners with a diverse variety of skills, commonly referred to as 21st century learning and innovation skills, in addition to content and knowledge. Language teaching material, an integral and important element in teaching/learning, must evolve correspondingly to meet the demand for these skills. Centrally developed textbooks are the primary materials used in English as a second language teaching/learning in the Sri Lankan public education system. This paper investigates the representation of learning and innovation skills (Creativity, Critical Thinking, Communication, and Collaboration) in the current General Certificate of Education Advanced Level (G.C.E. (A/L)) English textbook of Sri Lanka. Qualitative Content Analysis (QCA) was employed as the research methodology, and a coding frame was developed and utilized as the primary analytical tool. Two additional independent co-coders with diverse expertise also engaged in coding to boost the study’s trustworthiness. The findings reveal that the textbook contains a variety of activities that promote Creativity, Critical Thinking, Communication and Collaboration skills. However, the results indicate that certain subskills are not adequately emphasized to enhance the holistic development of the 21st century skills. The study offers insightful recommendations for curriculum and material developers.
Open Access
The Role of Content and Language Integrated Learning (Soft CLIL) in Developing Academic Language Functions in Tertiary Education
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayarathna, G.A.R.C.; Wijesekera, H. D
This paper explores the role of Soft Content and Language Integrated Learning (Soft CLIL) in developing academic language functions (ALFs) among tertiary level learners, focusing on speaking skills. Soft CLIL integrates language with subject-related content, prioritizing language development while introducing subject concepts lightly. ALFs refer to the specific language required for academic tasks such as describing, explaining, comparing, and arguing. This qualitative action research was conducted in a Sri Lankan state university, involving fourth-year students following the Bachelor of Arts (Honors) degree in Pali and Buddhist Studies, and their English language teachers. It employed a single-cycle action research design of planning, acting, observing, and reflecting, to examine learner and teacher perceptions of Soft CLIL and its impact on developing ALFs. Multiple data sets were gathered for corroboration. To probe into learner perceptions, focus group discussions, reflective diary entries, and guided essays were utilized. Teacher perceptions were elicited through self-reflections and peer classroom observations. The analysis followed a deductive approach, and the interpretation was supported by Krashen’s Theory of Second Language Acquisition. Though more demanding to plan than general English for Academic Purposes (EAP) lessons, the approach proved effective. The findings show that Soft CLIL positively impacted learner comprehension, interaction, confidence, and the development of ALFs. Learners showed progress in using key ALFs needed for their degree. Thus, this study highlights the need to promote Soft CLIL among curriculum developers and English Language Teaching (ELT) practitioners. The findings offer insights for stakeholders, advocating for the wider adoption of the approach within the faculty and beyond to enhance ALFs among tertiary-level learners.