SLIIT Conference and Symposium Proceedings

Now showing 1 - 3 of 3

Open Access
Incorporation of Digital Games in a TESL Methodology: An Innovative Approach to Teaching and Learning English Grammar in the ESL Classroom
(Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Poshitha, M. G . S.
The incorporation of digital games in the TESL methodology is considered an innovative approach to teaching and learning English based on its popularity over traditional teaching methods due to its ability to engage and motivate learners. In learning English grammar, digital games have proven mechanisms to offer an interactive fun way, enjoyable but challenging, for learners to practice and reinforce the newly learned grammatical elements with better retention and mastery. Accordingly, this paper proposes that using digital games to teach English grammar can be an effective and an engaging way to help Sri Lankan students improve their English language skills. In Sri Lanka, where traditional methods of teaching English often emphasize rote learning and memorization, approaches to learn based on digital games can be an effective innovation that boosts student-centred and immersive learning by allowing students to proceed at their own pace, receive immediate feedback, and practice skills in a safe and supportive environment. Against this backdrop, this study explores the perceptions of teachers and students about digital game-based learning in a Junior secondary ESL classroom in the Baddegama Educational Division, Sri Lanka. The data is investigated by a questionnaire served to 35 junior secondary level (grades 8-9) students and 10 English teachers in the age group of 24– 35 years. Although most of them responded positively, they pointed out several limitations in the usage of digital games in the classroom and accorded digital games only a supplementary status in TESL endeavours in the Sri Lankan context. The collected data was analysed manually using graphs, pie charts and tables.
Embargo
Lessons Learnt: A Study of Student Feedback Regarding Online Proficiency Assessment
(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Rathnasena, U.; Kalinga, J.
Subsequent to the revolutionary advances in technology and its remarkable impact on universities, online summative assessment has become increasingly commonplace and popular in the academia. Consequently, online English language proficiency assessment has also gained momentum globally. This study was conducted at a Sri Lankan private university where online assessment is utilized as the standard summative test for several modules including EAP (English for Academic Purposes) module. The main objective was to explore undergraduates’ perceptions of the online EAP assessment and its effectiveness and feasibility in gauging competency of English among ESL (English as a Second Language) learners. A quantitative approach was chosen for this study where a questionnaire was used as the primary data collection tool. The sample was a convenience sample of 120 undergraduates who had taken the online test. The findings revealed the undergraduates’ displeasure regarding several aspects of online English assessment. They were critical of the reading component of the online test in addition to experiencing time management issues, technical limitations that marred their performance.
Embargo
Improving Oral Communication Skills Through Online Collaborative Activities
(Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Gurunada, G. H. D. J. P
Pasdunrata National College of Education as a provider of teachers to the system of education, especially English teachers, has an utmost responsibility of moulding them into quality competent teachers. It is of great importance that these teachers are taught to be capable of handling classes with a good command of English. Though Covid 19 pandemic restrained the physical functioning of the college, the skill development of the student teachers has to be incrementally maintained to achieve the aforesaid goal. The objectives of this research were to study the perceptions of the student teachers on the effectiveness of pair work and group work in improving their speaking skills in English, to examine the challenges they faced in adopting online mode in their learning process and to identify the most suitable teaching techniques to improve their communication skills. The research design selected was action research with two cycles. Thus, data were collected through questionnaire with five-point Likert scale questions, open-ended questions, focus group discussions, marks obtained from the pre-test, post-test and notes taken from my own reflective journal. Data thus collected were analysed using Microsoft excel, paired sample ttest and thematic analysis. The results revealed that proper planning and implementation of pair and group work online, employing new techniques, constant practice and constructive feedback greatly influenced student teachers to improve oral communication skills and to promote their confidence.

SLIIT Conference and Symposium Proceedings

Browse

Filters

Advanced Search

Filter by

Settings

Sort By

Results per page

Search Results