International Conference on Educational Trends and Technology [iCONETT] 2025

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    PublicationOpen 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.
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    PublicationOpen 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