International Conference on Educational Trends and Technology [iCONETT] 2025

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Start date: 2025Has files: Yes

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    PublicationOpen 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.
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    PublicationOpen 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, including a questionnaire and pre-/post-test comparisons, to demonstrate how beneficial teaching aids are for student motivation, engagement, and the lesson's expected learning outcomes.
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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
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    PublicationOpen 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.
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    PublicationOpen 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.
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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
    An Analysis of the Relationship Between Ordinary Level English Performance and Cambridge English Placement Test Scores Among Foundation Programme Students in Sri Lanka
    (School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Amarasooriya, N; Wickramasinghe, N
    The teaching and learning of second languages in local educational settings is of great importance, particularly due to the need to enhance students' proficiency in the English language. This study aimed to conduct a comparative analysis of students’ Ordinary Level English results and their scores on the Cambridge English Placement Test(CEPT) among students enrolled in the foundation program at a higher educational institute in Sri Lanka.
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    PublicationOpen 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.
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    PublicationOpen 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.
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    PublicationOpen 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.