International Conference on Educational Trends and Technology [iCONETT] 2025

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    Empowering Reflective Learners: An Action Research Study on Reflection-for-, in-, and on-Action in Junior Secondary English as Second Language Classrooms
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Fernando, H.S; Samarajeewa, C. A
    Reflective practice refers to learning through and from experience towards gaining new insights into self and practice. Zimmerman (2002) highlights the importance of self-regulated learning, where reflection enhances academic performance. This action research project was initiated by a teacher educator with the central aim of exploring the application and impact of reflective learning strategies among junior secondary English as a Second Language (ESL) learners. The sample consisted of two groups: three in-service teachers and 63 ESL learners in grade 9. The research was conducted over a four-month period as part of a teacher development program, in its ‘Current Trends and Practices in Education’ course. Various data collection methods were utilized, including teacher interviews, focus group discussions with students, classroom observations by the teacher educator, teacher reflective logs, student reflective journals and student portfolios. The findings, obtained through both quantitative and qualitative data indicated that irrespective of the fact that culture shock as the main challenge to be faced, reflective strategies such as goal setting (learning contracts), self-monitoring checklists, peer feedback cards, learner journals and whole class debriefs led to enhanced learner engagement, improved language awareness, and stronger self-directed learning habits. Thus, the study affirms the effectiveness of embedding reflective learning in ESL education.
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    PublicationOpen 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.