Research Publications
Permanent URI for this communityhttps://rda.sliit.lk/handle/123456789/4194
This main community comprises five sub-communities, each representing the academic contribution made by SLIIT-affiliated personnel.
Browse
4 results
Search Results
Publication Open Access Effectiveness of Using Prepared and Impromptu Speeches to Evaluate Undergraduates’ Oral Proficiency in English as a Second Language Classroom(Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Jayathissa, K. D. MProficiency in English language can be considered as crucial because it has been commonly used as a lingua-franca in communication. This study was conducted to investigate the effectiveness of using prepared and impromptu speeches to evaluate undergraduates’ oral proficiency in English as a Second Language (ESL) classroom. The undergraduates’ perception on the importance of testing oral proficiency and the effectiveness of prepared and impromptu speeches to evaluate oral proficiency of the undergraduates were investigated. A sample of 74 first year undergraduates who are reading up for Bachelor of Science (Honors) in Software Engineering were selected for this study as a convenience sampling. The data were gathered under three stages by following a mixed methodology. As the first stage a questionnaire was distributed and as the second stage a prepared speech was done. As the third stage, a prepared-impromptu speech and an impromptu speech were evaluated. The data collected from the questionnaire and the marks of the three speeches were analyzed to answer the research questions. The analyzed data emphasized that the participants have identified the importance of oral proficiency in English language for their future career and prepared and impromptu speeches can be used as a testing technique to evaluate undergraduates’ oral proficiency. Thus, oral proficiency in English language is crucial for the undergraduates, as English language has been used for communication purposes. Hence, prepared and impromptu speeches can be considered as an effective testing tool to evaluate students’ oral proficiency in English Language in the Sri Lankan ESL classroom.Publication Open Access The Impact of Online Monolingual and Bilingual Dictionaries on Vocabulary Learning(Faculty of Humanities and Sciences (FHS) of the Sri Lanka Institute of Information Technology (SLIIT) Malabe, 2020-12-01) Wijesuriya, K.; Dissanayake, S.The studies on the comparison of online monolingual dictionary (OMD) and online bilingual dictionary (OBD) for English on undergraduate level have not been carried out. The objective of this study is therefore to identify the impact of online monolingual and online bilingual dictionary use in vocabulary acquisition and retention among undergraduates. Forty Engineering undergraduates in their first term at CEFR (Common European Framework of Reference) B1 level in proficiency were selected after having a pretest and this sample of students knew none of the intended vocabulary to be tested. The students were randomly allocated into two groups: Online Monolingual Dictionary (OMD) and Online Bilingual Dictionary (OBD) groups. 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. They were instructed to find the meanings of the target words using the respective dictionary. The same vocabulary tests, immediate test and posttest were then administered in both groups to check the effectiveness of the treatments. While the results of these two tests demonstrated that both groups were able to acquire and retain vocabulary under each online dictionary use, the independent sample t-test confirmed that mean scores of the immediate test and posttest were significantly higher (p < 0.05) in the OMD group than the corresponding values in the OBD group, irrespective of whether the variances between two groups were equal or not. The results confirmed that online monolingual dictionary use is significantly effective over online bilingual dictionary use in vocabulary acquisition and retention. Online monolingual dictionaries are thus recommended as a more successful tool to be used by English as a Second language (ESL) learners to improve vocabulary of the undergraduates.Publication Embargo Effectiveness of L2 Grammar Videos: A Dialogue between Teachers and Learners(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Kalinga, J.Throughout the years it has been debated whether it is necessary to teach grammar, and what the most effective methods of teaching grammar are. This research addressed several aspects of using technology in the field of education such as technology in language learning, the video as a learning tool, and its relevance to grammar learning and the teacher’s role in a technology-driven classroom. The study examined the perspectives of the teachers and the students towards L2 (Second Language) grammar videos and the effectiveness of such videos through a mixed method: Embedded Experimental Model. The sample included 120 young adults aged 18 - 24 who studied at a private campus in Sri Lanka and two teachers. A major finding of the study is that the students expect their teachers to explain what is on the video while playing it or after the video in order to clarify their doubts and for improved understanding. Consequently, the teachers can use L2 grammar videos as a scaffolding tool. The statistical analysis proved that the experimental group scored more in the tests compared to the control group. Further, there is a discrepancy between the teachers’ perceptions on L2 grammar videos and the students’ preferred types of grammar videos.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.