International Conference on Language, Culture, Technology, and Autonomy [ICLACTA] 2025

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Open Access
A Comparative Study on Narrative Techniques in the Novel Deutschstunde and its 2019 Film Adaptation
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Bandara, S.I; Wijewardhana, S; Sandaruwan, L.G.S.U.
The adaptation of literary works into films presents unique challenges and opportunities in translating narrative techniques across media. This study provides a comparative analysis of narrative techniques employed in Siegfried Lenz’s novel Deutschstunde and its 2019 film adaptation directed by Christian Schwochow. It explores the complexities of transforming a thematically dense literary narrative into the visual and auditory medium of film. The primary research problem addressed is the extent to whichnarrative strategies in Lenz’s novel Deutschstunde differ from its 2019 adaptation. The methodology consists of a qualitative comparative approach incorporating close reading of the novel and detailed frmal analysis of the film. Central narrative aspects focused on are focalisation, temporal structure, character representation, and the presentation of symbolic motifs. Results indicate that while the film effectively utilises cinematic techniques to depict the oppressive setting and Siggi Jepsen’s inner turmoil, it alters the pervasive frame narrative and extensive interior monologue utilised in the novel, subtly shifting the portrayal of the protagonist’s inner journey and the engagement of the audience with memory. This comparative analysis elucidates the adaptive processes, the impact of different media on narrative delivery, and the continuing relevance of Deutschstunde to adaptation studies.
Open Access
A Study on the Challenges Faced When Interpreting Expressions Made in Sri Lankan Sign Language into Sinhala
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Madushani, B. L
Sign Language is a visual means of communicating using gestures, facial expressions, and body language. Like other world languages, it has systematic grammatical and morphological structures. It is the primary mode of communication for individuals with hearing impairments. In Sri Lanka, many deaf children born into deaf families, use Sri Lankan Sign Language (SLSL) as their mother tongue. As such, deaf signers use SLSL fluently, embodying its cultural and community-specific nuances. However, it is observed that when translating ideas conveyed through SLSL into Sinhala, numerous challenges arise. Against this background, this study attempts to identify the key linguistic, cultural, and technical obstacles encountered in translating from SLSL into Sinhala and explore strategies for mitigating them. In this context, the data were collected from fifteen professional and community-based sign language interpreters via semi-structured interviews, questionnaires, and Google Forms surveys. The findings emphasize the challenges posed by the variations in the signing pace, regionaland abbreviated variants, semantic shifts, form–movement variations, grammatical incompatibility, lack of deaf cultural awareness, detection difficulties, community signing preferences, and unstructured signing. These challenges lead to misinterpretation, loss of meaning, and communicative reakdowns. Recommendations, include standardizing SLSL through a national corpus and lexicon, establishing accredited interpreter training programs, integrating deaf cultural competency modules, promoting public awareness, and leveraging technology such as video annotation tools. Implementing these measures is supposed to facilitate high-quality SLSL to Sinhala interpretation, ultimately empowering deaf individuals and fosteringinclusive communication in Sri Lanka.
Open Access
Assessment of an ESL Course Module Design Based on Its Representation of the Target Learner Needs: An Experiential Study Conducted at General Sir John Kotelawala Defence University
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wijesinghe, T
ESL course modules developed with discipline-specific technical language contents are considered a compulsory component in all the undergraduate degree programmes in the state universities of Sri Lanka. These modules scaffold the English-medium instruction, enabling the undergraduates to improve their English language skills, which are necessary in following their selected degree programs. The reasons for considering it necessary to maintain an advanced competency level in English in university education are mainly the disparities in the education system in the country, which cause the students’ demotivation and a lack of interest in studying English. Consequently, the perceived effectiveness of the ESL course modules offered to the undergraduates has also been much debated on their capability of presenting the language according to their specific English language needs. The study, therefore, explores the issue, utilizing a qualitative re-evaluation methodology, in which 30volunteer participants have provided in-depth analyses of their learning experiences. Prior to the main study, a comprehensive Needs Analysis was conducted to identify the specific language requirements of the participants, and the data collection included their writings on specific language needs, interviews as well as structured questionnaire surveys conducted for 15 weeks. The collected data were analysed using qualitative content analysis, and it was understood that the offered course module is generallyeffective in addressing their basic language needs only. However, the study emphasised the need for more and more engaging and integrated language support, under which the students are grouped according to their language proficiency levels.
Open Access
Depiction of the American Myth in Contemporary and Postmodern Literary Narratives: A Comparative Study of Charles Bukowski’s ‘Ham on Rye’ and Chimamanda Adichie’s ‘The Thing Around Your Neck.’
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Ponnamperuma, P
The American myth promotes the idea that everybody has access to all opportunities in the US if they are willing to work hard for it. The immigrants in the US passionately hold on to that belief. Based on Charles Bukowski’s ‘Ham on Rye’ and Chimamanda Adichie’s ‘The Thing Around Your Neck’, which both capture the contemporary situation with immigrants entrapped in the American dream from a postmodernist point of view, this paper attempts to investigate the reality behind the American myth as exposed by these two authors. The characters in both narratives arrive in the US under a grand deception about the American myth. They are first fascinated by the beauty of America. The methodology uses a qualitative research design where the two narratives are subjected to a ‘textual analysis’ from the dimensions of unemployment, poverty, and disillusionment, in a setting where the immigrants are bluntly marginalized and alienated. The findings reveal how Charles Bukowski provides an insight into the influence of the American myth on an immigrant family during the Great Depression and how Chimamanda Adichie depicted its impact on an immigrant working woman froma developing country who flies to the US in order to pursue her dreams. They reveal the patterns followed by the American myth during its journey under the contemporary postmodernist influence.
Open Access
Enhancing English Proficiency through Level-Based Flipped Learning: Insights from a First-Time Implementation in a Computing Faculty
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Nanayakkara, L; Welgama, N
This study reports on the first implementation of a flipped English module at the Faculty of Computing, Sri Lanka Institute of Information Technology (SLIIT), designed to improve students’ speaking proficiency through a custom mobile application integrated with AI-driven tasks. The flipped approach encouraged learners to engage with video lessons, quizzes, and practice activities before class, while classroom sessions were reserved for interactive assessments and communicative practice. Data were collected from 266 first-year undergraduates using a structured online survey consisting of Likert-scaleitems and open-ended questions. Quantitative data were analyzed using descriptive statistics, and qualitative responses were thematically coded to capture student perspectives in depth. The findings demonstrate high levels of engagement, particularly with quizzes and instructional videos, which students described as helpful in consolidating knowledge and preparing for class. Many participants reported improvements in pronunciation, confidence, and overall communication skills, indicating that the flipped model effectively supported oral language development. In-class sessions were also viewed positively, with students valuing the opportunities for practice and feedback, and recognizing the strong alignment between app-based tasks and classroom activities. Nonetheless, several challenges were identified, including technical glitches, loss of progress due to the lack of an autosave function, heavy workloads, and the need for more interactive speaking opportunities. These results highlight both the strengths and limitations of flipped CALL approaches in STEM-based higher education. Overall, the study suggests that integrating flipped learning with AI-driven tools can significantly enhance English proficiency, provided that issues of workload, app design, and feedback practices are carefully addressed.
Open Access
Fear of Peers: A Case Study of Speaking in the Sri Lankan Context
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Anderson, K
This paper examines the relationship between Sri Lankan students and the core skill of speaking English. Drawing on an informal needs analysis of 240 pre-service English teachers and American Corner students, the paper examines students’ self-reported needs and emotional relationship with speaking in English. Results shed light on the demotivating factors associated with speaking in front of others. Moreover, the paper acknowledges the myriad challenges of assessing speaking but also highlights the need for educators to differentiate between speaking activities that prompt students to read out loud and activities that encourage students to interact extemporaneously.
Open Access
Implementing a Multiple Intelligence - Differentiated Instruction Model for Teaching Reading to Pre-Primary Students in the English as a Second Language Classroom in Sri Lanka
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Lorensuhewa, D
This research addresses the growing interest in catering to diverse learning needs, focusing on integrating Multiple Intelligences (MI) theory and differentiated instruction (DI) in pre-primary bilingual ESL classrooms. The study aims to explore how the MI-DI model can enhance the development of reading skills among pre-primary ESL learners, offering insights into its benefits and limitations. The research problem is rooted in the lack of empirical studies on the combined MI-DI model's application and impact, particularly in pre-primary ESL reading development. The study's significance lies in its potential to create more inclusive and effective learning environments by cateringto individual learning styles and intelligence. This research’s methodology involves several phases: initial assessment, model development, and application, with data collected through quantitative and qualitative measures. The study includes thirty pre-primary ESL students at a nursery in the Galle district known for its English-focused nursery education. Quantitative data were subjected to statistical analysis using SPSS, while qualitative data were thematically analyzed to capture the nuances of teachers' ideologies through transcriptions of teacher interviews by adhering to ethical considerations, ensuring comprehensive understand the MI-DI model's effectiveness in improving reading skills. The findings can be used to contribute to enhancing language education practices in bilingual settings, empowering both teachers and learners in the process. Furthermore, the study guides teachers by providing a universal strategy applicable to any ESL classroom. This strategy supports the diverse needs of learners by identifying different intelligences and framing them as assets rather than hindrances, thereby fostering more inclusive and effective learning environments.
Open Access
Investigating the Effectiveness of Shadowing as a Listening Technique in Enhancing Listening Comprehension of Undergraduate English as a Second Language Learners
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Liyanage, T
Shadowing is an advanced language learning technique that learners can use independently to improve their intonation and pronunciation. Through this technique, the learners are allowed to listen to a model (i.e., a video or audio of someone speaking) and repeat what is said in real-time. Unlike in the listenpause- repeat method of yesteryear, here one precisely repeats every utterance, sound by sound, wordby word, immediately after they are heard. Based on an experiment involving shadowing, this study examines the impact of shadowing on enhancing listening comprehension among a group of undergraduate English as a Second Language (ESL) learners in the Faculty of Humanities at the University of Kelaniya. The research employed a mixed-methods approach, combining quantitative and qualitative data through pre- and post-tests and structured interviews to evaluate the efficacy of shadowing in enhancing learners’ listening comprehension skills, while also documenting their perceptions of shadowing as a listening technique. The quantitative findings from the independent sample t-tests indicated a substantial enhancement of the listening comprehension scores during the post-test, with mean scores of 8.10 for the experimental group and 5.50 for the control group. The statistical study validated the importance of these techniques (p = 0.000). The qualitative results gathered from interviews highlighted the students’ initial scepticism and curiosity, increased focus and active engagement in listening, improvement in listening speed and word recognition, enhancement of their pronunciation and intonation, and the positive impact shadowing had on their listening comprehension test performance as the emerging themes. These results underscore the pedagogical value of shadowing as a listening technique under an interactive and cognitively engaging approach to ESL listening instruction. Hence, this study adds to the existing literature on listening instruction and provides practical implications for ESL instructors seeking to integrate the shadowing technique into their teaching practices.
Open Access
Is epilepsy solely a medical condition? A Review of “Fit Thamai” (2019), a Sri Lankan Autobiographical Short Film Representing Epilepsy
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Dissanayake, A.K
This study explores the representation of epilepsy in Channa Bawantha’s autobiographical Sri Lankan short film titled Fit Thamai: Channa’s Untold True Story (2019). Employing content analysis and a discussion of the medical, personal tragedy and social models of disability, the study highlights the importance of well-roundedrepresentations of epilepsy in the attempt to challenge misinformation and stigma that surrounds epilepsy. The strengths identified in this short film are both its autobiographical narration and its emphasis on the importance of people with epilepsy sharing their epilepsy experiences with each other, as this creates friendship and camaraderie among people with epilepsy. Also, the short film shows different reactions to epilepsy as well as different treatment approaches towards epilepsy in Sri Lanka. Furthermore, it creatively contributes a uniquely Sri Lankan meaning to the word ‘fit’ (a word used interchangeably with seizures) alongside the range of other meanings conveyed via this word. However, the short film also posits people with epilepsy as ‘sick’ persons, or as patients, and equates epilepsy to a personal tragedy. It also treats epilepsy as exclusively medical in nature and ignores the socio-cultural factors in Sri Lanka which lead to the stigmatisation and misinformation surrounding epilepsy. Furthermore, the short film seems to unwittingly generalise Bawantha’s experience with epilepsy treatment as well as his symptoms to the wider population of Sri Lankanswith epilepsy. Therefore, this paper emphasises the need for representations of epilepsy in Sri Lanka which are backed by more in-depth understanding, reflection and analysis of epilepsy lived experiences.
Open Access
Letters from the Id: A Psychoanalysis on Wicked Little Letters
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Liyanarathna, U
This study presents a psychoanalytic examination of the film Wicked Little Letters, analysing the underlying psychological dynamics and suppressed desires that drive the narrative of the protagonist, Edith Swan. Set in a 1920s conservative English town, the film juxtaposes the outward respectability of Edith with the eruption of anonymous, obscene letters that expose hidden tensions, desires, and social hypocrisies. Drawing on Freudian and Lacanian theory, this study examines the protagonist’s internal conflicts, the symbolic function of language and letters, and the manifestation of suppression and projection. Special focus is given to the character dynamics between Edith Swan and Rose Gooding, analysing how moral panic and female sexuality are negotiated within patriarchal structures. The film employs humor and scandal to critique social repression, revealing the unconscious drives that undermine the illusion of civility. Ultimately, Wicked Little Letters becomes a cinematic expression of how the unconscious erupts into the public, exposing the fragile boundaries between propriety and human desire.
Open Access
Motivation Factors Influencing English Language Learning Among the Agriculture Students at Rajarata University of Sri Lanka
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Nandarathna, B G D S; Nizam, A A M; Pathirana, H P K; Bandara, S M C
Proficiency in English is integral to higher education in Sri Lanka, facilitating academic success and global engagement. Despite extensive instruction, the students’ English language proficiency varies considerably, predominantly under motivational factors. Although prior research underscores the importance of intrinsic and extrinsic motivators in second language acquisition, a notable gap exists regarding their specific impact on university students within the Sri Lankan context. Therefore, this study attempts to address this gap by exploring the motivational determinants that affect English language learning among the undergraduates at the Faculty of Agriculture, Rajarata University of Sri Lanka. Using a quantitative approach, the data were collected through a structured questionnaire comprising 27 Likert-scale items, administered to a stratified sample of 250 randomly selected students. The research instrument formulated in this way helped to measure the elements of intrinsic motivation— such as curiosity and perceived relevance—and extrinsic motivators, including academic performance and future career aspirations. The data analysis involved descriptive statistics, reliability testing, ANOVA, and independent samples t-tests. The results reveal that intrinsic motivation significantly influences the students’ engagement and proficiency in English, along with enthusiasm for the mastery of the target language and personal development. External factors, such as classroom environment and peer influence, also affect motivation to a lesser degree. Gender differences emerged,with females demonstrating higher motivation and perceived benefits. Challenges such as language anxiety and waning enthusiasm hinder participation; nonetheless, students recognize English’s role in effective communication and personal growth. The findings thus highlight the importance of fostering intrinsic motivation and supportive learning environments to enhance language acquisition among the Sri Lankan university students through pedagogical strategies aimed at sustainable language proficiency development.
Open Access
Reclaiming Inquiry: Rethinking Research in the Age of AI
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Bhattacharya, U
To speak of “research excellence” today is to navigate an unsettled epistemological terrain where artificial intelligence is reshaping how we recognize, value, and produce knowledge. What constitutes rigor, originality, or discovery when algorithmic processes increasingly thread through research practice? The terms we inherit—authorship, creativity, novelty, discovery—are being recast, their meanings destabilized and renegotiated in ways we are only beginning to articulate. In these remarks, I discuss AI not as a tool or a threat but as a force that exposes the assumptions, hierarchies, and aspirations embedded in research culture itself. Language, as the medium through which we constitute knowledge, becomes the critical site for this reckoning. I argue that universities must meet this transformation with both rigor and imagination—alert to the genuine risks of superficiality, proprietary enclosure, and eroded judgment, while actively reclaiming inquiry as moral practice and intellectual adventure: transforming what becomes possible without relinquishing what remains irreducibly human.
Open Access
Students’ Perceptions towards Learning English Online via Zoom: with Special Reference to Young Learners in an Urban Context
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayaweera, C
The COVID-19 pandemic disrupted traditional education globally, prompting a rapid shift to online learning. In Sri Lanka, platforms such as Zoom introduced a new mode of instruction known as “Learn from Home,” especially for subjects like English as a Second Language (ESL). This study investigates the perceptions of Grade 11 students from one government and one international school in Nugegoda toward learning English online. Using a mixed-methods approach—comprising a structured Likert-scale questionnaire (n = 100) and semistructured interviews—the study explores students’ views on learning English online, particularly their experiences with the four language skills, and the influence of IT literacy and study time. Quantitative data were analyzed using One-Way ANOVA and post-hoc tests via SPSS, while qualitative data were thematically analyzed. Findings show that students with higher IT literacy and longer study hours reported more positive perceptions. Reading was the most positively perceived skill, while speaking and writing were the most challenging. Students appreciated some features of Zoom but expressed dissatisfaction with limited teacherattention and peer interaction. The study highlights the importance of digital readiness, interactive engagement, and skill-specific instructional strategies in online ESL learning, offering insights for educators and policymakers.
Open Access
The Use of Feedback Strategies Implemented by Teacher and Peer Involvement in Developing Writing Proficiency among ESL Learners: An Action Research
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Rathnayaka, U.R.D.I; Dissanayake, D.M.M.S
This study endeavours to explore the effectiveness of teacher-monitored peer feedback in enhancing proficiency in writing paragraphs among secondary-level English as a Second Language (ESL) learners in Sri Lanka. Over a period of two months, focusing on paragraph writing activities carried out with 20 ESL students from a semi-government school, the study experimented with a set of qualitative methods, including semi-structured interviews, preplanned classroom observations, and reflective teacher references. There, peer feedback was guided by a rubric, while the teacher’s verbal feedback was aligned with the routine instructional practices. The thematic analysis revealed that both feedback strategies enhanced students’ engagement, confidence, and motivation in carrying out paragraph writing exercises. It was noticed that peer feedback helped encourage collaboration and critical thinking among the subjects, while teacher feedback provided them with clarity and direction. The reflective teacherreferences ensured improvement in student participation and independence. Challenges such as discomfort with peer evaluation and concerns about peer accuracy could be mitigated through structured guidance provided as and when required. The study thus concluded that integrating peer and teacher feedback helps foster a supportive, interactive environment for ESL writing development by establishing learner autonomy in ESL classrooms.
Open Access
Weekly Paragraph Writing in Enhancing ESL Writing Confidence: A Classroombased Action Research Focused on Engineering Students
(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Maheshika, H. G. P.
Effective written communication is vital in engineering education, particularly for ESL (English as a Second Language) learners who face additional challenges in articulating the technical content in their assignments. This study investigates the pedagogical impact of weekly paragraph writing on ESL engineering students’ writing confidence and performance. Addressing the lack of sustained, lowstakes writing opportunities within technical curricula, the study was conducted as a five-week classroom-based action research intervention at a government technical institute in Sri Lanka. The research aimed to (1) assess whether short-form writing tasks could improve the students’ academic writing confidence and (2) evaluate the feasibility of integrating writing into large, discipline-diverse ESL classrooms. The participants included 25–30 second-year students from eight engineering disciplines. The data were collected through weekly student paragraphs, instructor field notes, feedback logs, and pre- and post-intervention surveys. A thematic content analysis revealed steady improvements in their paragraphs in terms of structure, coherence, and grammar. The mean scoresincreased from 3.43 to 3.79 over five weeks, with further gains observed in the revised drafts. While the students showed modest gains in self-reported confidence, many valued the opportunity to practice writing in a technical context. The findings support the integration of short, structured writing tasks into technical education as a low-cost, scalable strategy for language development. The study highlights the importance of scaffolding, formative feedback, and peer review in fostering learner autonomy and writing fluency. It contributes a practical, replicable model for embedding language instruction into engineering curricula, especially in multilingual and resource-constrained environments.