International Conference on Educational Trends and Technology [iCONETT] 2025

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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
Enhancing English Language Learning through Teaching Aids
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mahaarachchi, P; Salgado, S; Gamage, V
Language teaching has often been criticized as theoretical, boring, and uninteresting. To counteract this, teachers employ diverse approaches, including the use of teaching aids—tools that engage students’auditory and visual senses. This study explores the impact of teaching aids on English language learning in secondary classrooms. It emphasizes the significance of visual aids, assesses their effectiveness, and identifies challenges in their usage. The study uses a mixed-methods approach, includinga questionnaire and pre-/post-test comparisons, to demonstrate how beneficial teaching aids are for student motivation, engagement, and the lesson's expected learning outcomes.
Open Access
The Ear or the Eye? Decoding the Better Route to Incidental Vocabulary Growth
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Bandaranayake, R; Wijesuriya, K
Incidental vocabulary acquisition is crucial for improving learners' lexical competence. To facilitate learners' vocabulary acquisition incidentally, it is essential to understand which mode of input is more effective. This research aims to comparatively study the effectiveness of reading and listening input on incidental vocabulary acquisition and determine which modality best supports vocabulary acquisition and retention. This study employed a between-subjects design in which two groups of Grade 9 ESL learners of an international school were exposed to either reading or listening input. The input material consisted of 15 target words, which the learners were allowed to acquire incidentally. A pretest, immediate posttest, and delayed posttest design were employed to collect data. The areas of vocabulary knowledge tested were form and meaning recognition. When analyzing the data, statistical comparisons were made using independent samples t-tests. The results revealed no statistically significant difference between the groups for the acquisition scores. Similarly, the comparison of the retention scores revealed no statistically significant difference. Therefore, this study implies that both input modes produced similar acquisition and retention levels in the respective groups, concluding that both reading and listening are equally effective. The significance of this study lies in its contribution to understanding the effects of input modality in a real-world ESL context. Future research should explore the impact of combining input modalities, examine other aspects of vocabulary knowledge, such as production, and include learners of varying proficiency levels and age groups to allow for broader generalization of the findings.
Open Access
The Effect of TPACK on ESL Learners' Performance: An Investigation of Teacher Competency in Technology Integration in the Colombo District
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Colombage, L.U.; Abeywickrama,K.R.W. K.H.
Given the growing use of technology in education, it is essential to comprehend how Technological Pedagogical Content Knowledge (TPACK) contributes to teachers’ successful learning. This study investigates how the TPACK of secondary-level English as a Second Language (ESL) teachers affects the performance of ESL students byanalysing data gathered from secondary-level ESL teachers in seven schools in the Colombo District using a mixed method approach.
Open Access
The Effect of Knowledge Acquisition on Academic Development: A Comparative Study of English Medium and Sinhala Medium GCE (A/L) Arts Students in the Uva Province, Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Weerasekara, W. K. N. T.; Mahawattha, M. D. N. M. U.; Priyanath, H. M. S.
This study examines the impact of knowledge acquisition on the academic growth of GCE (A/L) arts students in Sri Lanka, comparing English-medium and Sinhala-medium students in the Badulla Educational Zone of Uva Province. A quantitative approach was employed, utilizing structured questionnaires to collect primary data from 204 students (102 English-medium and 102 Sinhala-medium) through a multi-stage sampling method. The data was analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM) to examine how individual, instructional, and contextual factors influenced academic development. The results indicate that all three factors have a positive impact on the academic progress of both groups. However, instructional and individual factors have a more substantial influence on English-medium students, while contextual factors are more significant for Sinhala-medium students. The study also revealed that English-medium students achieve higher academic success than Sinhala-medium students, likely due to differences in teaching methods, resource availability, and language skills. These insights provide valuable guidance for educators and policymakers to develop targeted instructionalstrategies that improve student outcomes in both modes of instruction.
Open Access
ESP Needs Analysis for Nursing Students at a Sri Lankan Higher Education Institution
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayarathna, A.K.S.; Wanasooriya, W.M.K.C.; Senarathne, D.D.H.G.Y.; de Silva, B.D.S.V.U.; Jayasinghe, D.R.W.; George, L.V.; Wijesekera, H.D.
This study analyzes the effectiveness of existing English for Academic Purposes (EAP) modules in meeting the English language requirements of the Higher National Diploma Nursing program at a non-state Higher Education Institute (HEI) in Sri Lanka. Drawing on the Nation and Macalister’s Language Curriculum Design framework, a needs analysis was conducted. This comprised determining students’ linguistic needs, aspirations, and gaps in academic and clinical settings through a validated questionnaire, followed by interviews with two lecturers of core subjects, one English language lecturer, and twenty-eight students. The data were analyzed thematically using an inductive approach. The findings indicate that the current EAP modules are insufficient to meet the professional communication needs of nurses. A substantial proportion (65%) of students reported not using English daily, while (52%) reported low confidence, mainly in oral communication, and (57%) emphasized the need for improving medical communication. Students and lecturers emphasized the need for interactive language instruction with a nursing focus. Next, the study compared the international ESP curriculum models with the existing EAP module, supported by the findings, and observed significant content differences. The study recommends that English for Specific Purposes or English for Nursing should be integrated into nursing school curricula along with faculty development support, differentiated instruction, and authentic materials. Language instruction should be keyed to actual communication needs to promote academic achievement and professional competence at the global level.
Open Access
Mindfulness for equity and engagement: A case study of innovative pedagogy in rural Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Hapuarachchi, H. S. C; Samarasinghe, C
This study examines the impact of mindfulness practices as an innovative pedagogy on holistic student development of grade 10 and 11 students at a secondary school in a rural area of Sri Lanka. Using a quasi-experimental design (N = 154), the study implemented structured mindfulness sessions three times per week over a six-week period, assessing their effects on students’ emotional well-being, social behavior, and academic performance. Quantitative results using DASS-21 revealed significant reductions in stress, anxiety, and depression (p < 0.001) among the mindfulness group. Quantitative self-report questionnaire data showed increases in social relations, focus, and concentration, but no statistically significant difference in academic achievement was discovered. This study shows that mindfulness intervention can effectively improve students' emotional control, attentiveness, and social interactions, supporting its potential as an inclusive, lifelong learning strategy aligned with global educational priorities.
Open Access
Bridging Policy and Practice: Investigating Non-Compliance with School-Based Professional Teacher Development Guidelines in Sri Lankan Schools
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Fernando, S
School-Based Professional Teacher Development (SBPTD) plays a crucial role in improving instructional quality and promoting the continuous professional growth of educators. When implemented systematically, SBPTD fosters a culture of reflective practice, collaboration, and ongoing learning, ensuring that teachers consistently refine their skills to meet evolving educational needs. In Sri Lanka, despite comprehensive national-level planning and the introduction of a mandatory SBPTD handbook, schoollevel implementation has remained inconsistent, with only 8% adherence recorded within a selected Education Zone. This study investigates the reasons behind such non-compliance and proposes structured, context-responsive interventions to bridge the gap between policy and practice.
Open Access
Leveraging LLMs for Dynamic Content Generation and Creating Contextual Quizzes to Enhance Learning Outcomes in Personalized Education
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wanigasekara, S; Gunawardhane, K; Kumara, S
The research study developed an adaptive learning system based on LLMs and RAG technology to deliver customized educational content. The system differentiates from traditional LLM educational software by accepting complete lecture materials, which ensure quiz responses and feedback match the specific content of the current course. The application retrieves dynamic, relevant content from lecture slides to provide focused, structured learning that goes beyond standardized, pre-trained responses. Pinecone serves as a vector database for semantic content retrieval, and OpenAI provides GPT for natural language generation from the system architecture. The educational materials undergo Sentence Transformers processing to create semantic embeddings that enable both precise content retrieval as well as contextual adjustments.
Open Access
Effect of the Use of Videos vs. Images in Instruction on the Achievement in Science of Grade 9 Students
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayawardhana, K.V. A. T. K; Perera, K.G.S.K.
Multimedia contributes to a well-equipped, interactive, and student-centered learning environment. Integration of multimedia into science education can enhance students’ achievement and motivation to learn. This study attempts to find out which multimedia tools are more effective for students, to investigate the challenges and barriers teachers face in integrating multimedia into science classrooms, and to examine the motivation and attitudes of students. A one-group quasi-experimental design was used. The same group of students were taught using images in control condition and later with both images and videos during experimental conditions. Data was collected through both quantitative and qualitative methods using unit tests, observations, and questionnaires.
Open Access
Impact of Psychological Capital of Parents on English Language Proficiency of Students
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Dhammaweera, W; Samaraweera, D
This study examines the impact of parental psychological capital (PsyCap) on children's English language proficiency. PsyCap comprises four key components: self-efficacy, optimism, hope, and resilience. While previous research highlighted the role of PsyCap in workplace performance and education, its influence on English language competency remains underexplored. This study aims to bridge this gap by analyzing the relationship between parental PsyCap and student English proficiency. A correlational quantitative research design was employed, treating parental PsyCap as the independent variable and English proficiency as the dependent variable. A randomsample of 104 Grade 11 students and their parents participated. Parental PsyCap was assessed using a questionnaire based on the Compound PsyCap Scale (CPC 12), while student proficiency was measured through their last-termtest scores, a specially designed test, and speaking and listening assessments. Data analysis, conducted using SPSS software, revealed a strong positive correlation between parental PsyCap and student English proficiency (R = 0.862). The R-squared value (0.743) indicated that 74.3% of the variance in students' proficiency is explained byparental PsyCap, demonstrating its strong predictive ability. Additionally, the unstandardized coefficient (B = 1.356, p = 0.000) suggested that for every one-unit increase in parental PsyCap, students' English proficiency improves by 1.356 units. The high t-value (17.155) further confirms the significant impact of parental PsyCap. Inconclusion, this study highlights the critical role of parental psychological capital in shaping students' English language proficiency, emphasizing the need to consider parental mindset as a key factor in language development.
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. ALFsrefer 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 tertiarylevel learners.
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.
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.
Open Access
Improving Text Adaptation Practices among Bilingual Teachers in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Pakeerathy, S.; Asoka, G.H
In the context of Sri Lanka’s Content and Language Integrated Learning (CLIL), the adequacy of pedagogical materials continues to be a significant challenge within bilingual education (BE). This study investigates the role of text adaptation in improving bilingual learners’ academic performance, language development, and classroom engagement, based on teachers’ perspectives. A total of 250 Sri Lankan bilingual teachers participated in the research, which employed an action research design implemented cluster-based (province-wise) and incorporated both quantitative and qualitative approaches. Using purposive sampling, data were gathered through a pre-test and post-test. The analysis involved descriptive statistics, thematic analysis, and paired t-tests. The study revealed a statistically significant enhancement in teachers’ awareness, confidence, and capacity to implement adaptation strategies effectively. Both pretest and post-test results indicated notable improvement, with the mean score increasing from M = 9.65 to M = 113.53 and an extremely large effect size (Cohen’s d = 12.93). The p-value of 0.0003 confirmed the significance of this change. Teachers demonstrated improved skills in identifying content mismatches, applying techniques such as simplification, elaboration, and discursification. Post-intervention feedback further highlighted educators' recognition of the importance of adapting curriculum materials to support effective CLIL practices and to ensure that resources are both contextually appropriate and pedagogically sound. The findings emphasize the critical need for structured text adaptation strategies to address linguistic and instructional challenges in bilingual classrooms. Moreover, the study suggests that such interventions can support student learning, reduce dropout rates, provide maximum learning outcomes, and encourage greater participation in the bilingual education system. The duration of this research was one year
Open Access
Improving Text Adaptation Practices among Bilingual Teachers in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Pakeerathy, S; Asoka, G.H
In the context of Sri Lanka’s Content and Language Integrated Learning (CLIL), the adequacy of pedagogical materials continues to be a significant challenge within bilingual education (BE). This study investigates the role of text adaptation in improving bilingual learners’ academic performance, language development, and classroom engagement, based on teachers’ perspectives. A total of 250 Sri Lankan bilingual teachers participated in the research, which employed an action research design implemented cluster-based (province-wise) and incorporated both quantitative and qualitative approaches. Using purposive sampling, data were gathered through a pre-test and post-test. The analysis involved descriptive statistics, thematic analysis, and paired t-tests. The study revealed a statistically significant enhancement in teachers’ awareness, confidence, and capacity to implement adaptation strategies effectively. Both pretest and post-test results indicated notable improvement, with the mean score increasing from M = 9.65 to M = 113.53 and an extremely large effect size (Cohen’s d = 12.93). The p-value of 0.0003 confirmed the significance of this change. Teachers demonstrated improved skills in identifying content mismatches, applying techniques such as simplification, elaboration, and discursification. Post-intervention feedbackfurther highlighted educators' recognition of the importance of adapting curriculum materials to support effective CLIL practices and to ensure that resources are both contextually appropriate and pedagogically sound. The findings emphasize the critical need for structured text adaptation strategies to address linguistic and instructional challenges in bilingual classrooms. Moreover, the study suggests that such interventions can support student learning, reduce dropout rates, provide maximum learning outcomes, and encourage greater participation in the bilingual education system. The duration of this research was one year
Open Access
Impact of Artificial Intelligence on Academic Integrity in Higher Education, Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wijayasiri, K. D.S.N
The blistering pace of artificial intelligence (AI) adoption in the college and university sector has, in effect, revolutionized the academic sector, offering high potential while simultaneously encompassing numerous obstacles regarding academic integrity. This study examines the various ways in which artificial intelligence has impacted academic integrity in higher education institutions in Sri Lanka. Investigating the ever-developing field of AI through the prism of professional literature, this research addresses the issue of how the use of AI tools, mainly large language models, such as ChatGPT, is reinventing the familiar pattern of assessments, establishing new patterns of academic dishonesty, and causing the emergence of new solutions to the problem of preservingacademic integrity. The results indicate that although current AI-based technologies provide significant value to personalized learning and educational improvement, they also present significant risks to academic integrity,which must be addressed promptly by educators, policymakers, and institutional officials. The following paper proposes an approach to addressing these issues by redesigning policies, course and examination evaluation, and incorporating ethical AI strategies tailored to the specific context of Sri Lankan higher education.
Open Access
Enhancing Geometric Construction Skills Through Targeted Interventions: A Case Study of a Grade 10 Student
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Abeykoon, P; Gamage, V
Geometric construction has been one of the topics in Mathematics that accounts for poor performance in both internal and external examinations among students in school. Geometric construction has consistently posed challenges in mathematics education, contributing to low student performance. This action research aimed to identify the causes of poor engagement and errors in geometric construction among Grade 10 students, focusing on a single case study of a student from government school in the Badulla district. Using interviews, observations, and document analysis, the study diagnosed the student’s difficulties and implemented a three-stage intervention strategy: integrating digital tools, introducing design rulers, and applying traditional mathematical instruments. The results indicate that the student’s engagement and construction skills improved significantly through targeted and student-centered learning activities. The study underscores the value of adaptive teaching strategies inpromoting geometry learning in the 21st-century classroom.
Open Access
Attitudes of Sri Lankan Medical Students Towards the Medium of Instruction
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wickramasinghe, S; Hakadewaththe, N
This study explores the attitudes of medical undergraduates at a Sri Lankan state university towards English as the Medium of Instruction (EMI) within the framework of Sri Lanka’s higher education language policy. It examines how EMI impacts students academic engagement, performance, and language development. A mixed methodsapproach was employed, using Google-based questionnaires completed by 50 students and in-depth interviews with five second-year undergraduates. Quantitative data were analyzed using descriptive statistics to identify patterns in student attitudes, while qualitative interview responses were thematically analyzed to highlight recurring challenges, coping strategies, and language preferences. Findings reveal that while students acknowledge the global relevance of English in medicine and higher education, many face challenges in comprehension and communication due to limited prior exposure and inadequate language proficiency. A notable number expresseda preference for flexible or bilingual instruction, particularly in the early stages of their academic journey. Interviews highlighted that students often refrain from participating in class discussions due to language-related anxieties and fear of negative peer judgment. These difficulties stem from both internal factors, such as low confidence and motivation, as well as external factors, including poor English instruction at school and limited access to language resources. The study concludes that EMI, when implemented without sufficient preparatory support, can hinder academic progress. It advocates for a more inclusive and adaptable language policy at the university level, particularly in demanding professional disciplines like medicine. Key recommendations include conducting needs assessments, incorporating bilingual instruction, and providing staff training to support equitable, linguistically inclusive education.
Open Access
Fostering Communication and Social Engagement in Quiet Learners Within the Classroom: A Case Study
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Vayathmi, O.K.P.; Tennekoon, S
This study investigated some of the barriers faced by students when participating in the teaching learning process actively, such as social anxiety, lack of confidence, or difficulty in communication. The study focused on a student in a Grade 6 classroom who consistently remained silent, avoided discussions, group work, and peer interactions. This behavior not only affected the student’s learning but also influenced the classroom dynamics. Recognizing the importance of inclusive education, we conducted action research to identify the reasons behind the student’s silenceand to develop strategies to encourage his engagement through structured peer collaboration activities and lowpressure strategies. These strategies aimed to build confidence, foster connections with classmates, and create a supportive environment where the student felt safe to contribute. The efficacy of the strategies was assessed through teacher observations and by comparing the student’s participation before and after the intervention was implemented. Findings revealed that small-group interactions and non-verbal participation methods helped the student to gradually increase his engagement in the classroom activities. Over time, his willingness to communicateimproved, positively influencing classroom inclusivity. This study highlights the need to address silent learners who are often overlooked in traditional teaching approaches. By identifying individual challenges and adapting classroom practices, educators can ensure that all students feel valued and empowered. Therefore, this research underscores the importance of fostering an inclusive learning environment where every student’s voice can be heard.