SLIIT Conference and Symposium Proceedings
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All SLIIT faculties annually conduct international conferences and symposiums. Publications from these events are included in this collection.
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Publication Open Access The Ear or the Eye? Decoding the Better Route to Incidental Vocabulary Growth(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Bandaranayake, R; Wijesuriya, KIncidental vocabulary acquisition is crucial for improving learners' lexical competence. To facilitate learners' vocabulary acquisition incidentally, it is essential to understand which mode of input is more effective. This research aims to comparatively study the effectiveness of reading and listening input on incidental vocabulary acquisition and determine which modality best supports vocabulary acquisition and retention. This study employed a between-subjects design in which two groups of Grade 9 ESL learners of an international school were exposed to either reading or listening input. The input material consisted of 15 target words, which the learners were allowed to acquire incidentally. A pretest, immediate posttest, and delayed posttest design were employed to collect data. The areas of vocabulary knowledge tested were form and meaning recognition. When analyzing the data, statistical comparisons were made using independent samples t-tests. The results revealed no statistically significant difference between the groups for the acquisition scores. Similarly, the comparison of the retention scores revealed no statistically significant difference. Therefore, this study implies that both input modes produced similar acquisition and retention levels in the respective groups, concluding that both reading and listening are equally effective. The significance of this study lies in its contribution to understanding the effects of input modality in a real-world ESL context. Future research should explore the impact of combining input modalities, examine other aspects of vocabulary knowledge, such as production, and include learners of varying proficiency levels and age groups to allow for broader generalization of the findings.Publication Embargo A Study on the Impact of Online Monolingual and Bilingual Dictionary Use on ESL Learners’ Vocabulary Acquisition and Retention(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Wijesuriya, K.; Dissanayake, D.M.M.S.This experimental research comparatively analyzed the impact of online monolingual and online bilingual dictionary use in vocabulary acquisition and retention. Forty Engineering undergraduates in their first term at B1 level in proficiency were divided into two comparison groups: Online Monolingual Dictionary (OMD) and Online Bilingual Dictionary (OBD) groups. Then both groups were exposed to an unknown set of ten academic words using an online monolingual dictionary and an online bilingual dictionary (English-Sinhala/English-Tamil) respectively. After the treatment/exposure, the same vocabulary tests: pretest, immediate test and posttest, were administered in both groups to check the effectiveness of the treatments. While both classes significantly acquired and retained vocabulary under each online dictionary use, the independent sample t -test determined a statistically significant difference in the vocabulary retention of the online monolingual class over the online bilingual class at the immediate test as well as at the post test. The findings confirmed the hypothesis that online monolingual dictionary use is effective over online bilingual dictionary use in vocabulary acquisition and retention.