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

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    PublicationOpen 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.
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    PublicationOpen 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.