Browsing by Author "Wijesekera, H.D"

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Open Access
An Analysis of Creati vity, Criti cal Thinking, Communicati on, and Collaborati on Skills in the G.C.E. (Advanced Level) General English Textbook in Sri Lanka
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Lawrence, D; Wijesekera, H.D
The Advanced Level General English (GE) Course in Sri Lanka aims to prepare students for success in higher educati on, work, and social life. To achieve this objecti ve, it is necessary to equip students with “21st century skills” in additi on to language skills. A crucial factor that determines the success of the programme is the teaching material. The Advanced Level GE textbook is the primary teaching material for the GE course in schools nati onwide. This study explored the representati on of 21st century skills in this textbook by employing Qualitati ve Content Analysis (QCA) to systemati cally categorize and evaluate instances of 21st century-related acti viti es and discussions within the textbook. Although the study investi gated twelve 21st century skills, in this paper, we focus on the 4Cs (Creati vity, Criti cal Thinking, Communicati on, Collaborati on). The results indicate that although the 4Cs were the most visible skills and consti tuted the majority of occurrences (85.27%), some important aspects or subskills were not adequately represented. In additi on to other outcomes, the presentati on will mainly contribute to English Language teaching material development and evaluati on at both policy and implementati on levels.
Open Access
Enhancing Higher Order Thinking Skills in a Sri Lankan English Medium Instructi on Science Classroom: An Acti on Research
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Hameed, R; Wijesekera, H.D
This interventi onist acti on research aimed to enhance Higher-Order-Thinking Skills (HOTs) which are essenti al for the 21st- century to face unprecedented challenges. The parti cipants were Grade eight students who learn Science through English Medium Instructi on (EMI) in a Sri Lankan public school. The study also aimed to address the examinati on-oriented mindset that prioriti zes memorizati on over criti cal thinking, and scaff olding language gaps. The pre-interventi on questi onnaires and pre-tests revealed that students grapple with higher-order questi ons and primarily rely on lowerorder thinking. To address this, “What If” questi oning and “Noti ce and Wonder” techniques were adopted in collaborati ve group work over fi ve 40-minute lessons to sti mulate curiosity and encourage deeper cogniti ve engagement necessitati ng peer feedback, consciousness-raising, and co-constructi on of knowledge. The study combined quanti tati ve stati sti cal analysis of test scores with qualitati ve themati c analysis of student percepti ons about their experiences elicited through questi onnaire responses and corroborated through teacher refl ecti on. Results demonstrated a signifi cant improvement in students’ use of HOTs, also evidenced by increased post-test scores and student self-refl ecti ve feedback. Students reported enhanced engagement, moti vati on, and confi dence in tackling complex problems, showing the eff ecti veness of the interventi on in initi ati ng, and developing a more analyti cal/curious mindset. The fi ndings suggest that incorporati ng these pedagogical strategies into the curriculum can eff ecti vely shift focus from rote memorizati on to criti cal thinking, bett er preparing students for 21stcentury challenges. This study contributes valuable insights into eff ecti ve pedagogical approaches for developing HOTs in secondary science educati on, with potenti al implicati ons for curriculum development and teaching practi ces in similar educati onal contexts.
Open Access
Enhancing Interactive Learning in English-Medium Science: A Practitioner Intervention within the CLIL Framework
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mukarrama, M; Wijesekera, H.D
Interactive learning is essential for meaningful engagement in science classrooms, especially in Sri Lanka’s bilingual education (BE) system, where students transition from Mother Tongue Instruction (MTI) to English Medium Instruction (EMI) in Grade Six. Student reluctance to participate in EMI science lessons, often due to limited English proficiency, remains underexplored in this context. This study investigated the root causes of student reticence and implemented targeted interventions to enhance interaction through collaborative group work, evaluating the efficacy of these interventions. The research involved 21 Grade 8 Tamil-English emerging bilingual female students from a government school in the Western Province of Sri Lanka, who exhibited varied levels of English proficiency. None had prior exposure to Content and Language Integrated Learning (CLIL), the specified teaching approach to EMI, which is the main strategy deployed in the study. For this purpose, a single-group, quasi-experimental mixed- methods action research design was employed, structured around Lim’s (2007) balanced model. Data collection occurred over three stages: before, during, and after intervention, using academic records, structured oral tasks, focus group discussions, classroom observations, and questionnaires. The intervention used collaborative group strategies within a CLIL framework, incorporating multimodal scaffolding, translanguaging (navigation between L1 and L2), and motivational techniques to foster engagement. Qualitative data underwent Thematic Content Analysis (TCA), and the quantitative written and oral evaluation marks from pre-test, test during the intervention, and post-test were compared using a Paired t-test. Foreign Language Classroom Speaking Anxiety (FLCSA) was inferred through pre-test qualitative indicators. The mid-intervention and the post-test findings confirm that collaborative CLIL activities, when novel, cognitively stimulating, and linguistically supportive, can significantly enhance interactive learning, reduce anxiety, and promote engagement in bilingual EMI classrooms. This study offers practical implications for science educators seeking to apply integrative pedagogical approaches tailored to the linguistic and cognitive needs of BE learners. Further research should explore long-term retention and use validated anxiety measures within control group settings.
Embargo
From rote learning to critical inquiry: fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom
(Elsevier Ltd, 2025-12-03) Wijesekera, H.D; Hameed, R
Fostering higher-order thinking for inquiry-driven learning is a critical priority in Sri Lanka’s English-Medium Instruction (EMI) science classrooms, where examination-oriented learning and English language barriers limit critical thinking and meaningful cognitive engagement. This practitioner interventionist action research (PIAR) examined how to foster higher-order thinking (HOT) in EMI science classrooms in Sri Lanka. Twenty-one eighth-grade students participated in a mixed-method, quasi-experimental single-group pre-test/post-test design. The intervention comprised two strategies: “What If” questioning and “Notice and Wonder” within collaborative groups. Findings revealed a significant improvement in HOT, with students' mean test scores increasing from pre- to post-test. Qualitative analysis of student perceptions and teacher reflections indicated enhanced deeper cognitive engagement by necessitating co-construction of knowledge through peer feedback and increased problem-solving autonomy - shifting students towards a more analytical mindset. Students also demonstrated greater curiosity and willingness to engage with complex scientific concepts. By showing how simple yet intentional strategies can expand learning opportunities in linguistically and resource-constrained EMI contexts, this study contributes to understanding how HOT can be cultivated in environments where rote memorization dominates. The study provides insights into effective pedagogic practices, curriculum design, and education policy. It also suggests that targeted interventions can transform classroom culture by bridging language, content, and thinking skills gaps in science education.