Research Publications

Now showing 1 - 3 of 3

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.
Embargo
Learning Assistant To Acquire The Fundamental Language Skills for Non-Native Learners Using AI
(2020 2nd International Conference on Advancements in Computing (ICAC), SLIIT, 2020-12-10) Srikanthan, P.; Nizar, R.; Ravikumar, A.; Lalitharan, K.; Harshanath, S.M.B.; Alosius, J.
The ability to speak and learn a language properly requires good practice, experience and good learning strategies but the existing solutions do not provide proper guidance to learn a language with instant feedback. This research is an approach to devise an improved language learning assistant with practices that will help to improve the fundamental language skills for non-native learners and children who are in the early stage of their education. The four main skills focused on this application will be conversation, pronunciation, listening and grammatical skills. The implementation of this research is done by using technologies like natural language processing, machine learning, and deep learning approaches to come up with components to train the learner. The solution of this research is delivered by using a cross-platform application called GLIB which facilities to improve all the English language skills mentioned above along with guides, tips, practices, and feedback based on an evaluation to improve the English language.
Embargo
Attitude of the Students Towards the Usage of Group Activities as a Remedy for Speaking Anxiety
(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Peiris, A.E.
As literature suggests Second Language (L2) speaking has always been a challenge for students. One of the main issues is the apprehension occurring when a learner is expected to perform in the second language (Gardner and MacIntyre, 1993). As facilitators at the tertiary level, it is vital to create a low-anxiety classroom to aid students with L2 speaking anxiety. This research attempts to investigate the perspective of students towards using group activities to alleviate speaking anxiety in the ESL classroom. The sample group consisted of forty-five Post Advanced Level Students from an intensive course in a private institute. A questionnaire prior to any speaking activity and weekly questionnaires while conducting both group and individual speaking activities were given to this mixed ability group to study their attitude towards L2 speaking for three weeks. The participation, behaviour and responses of the closely monitored sample group were observed and evaluated to meet the intended objectives. Initial questionnaire revealed that majority was afraid of L2 speaking due to several reasons. During the second week there was a slight attitudinal change towards the perception on L2 speaking, but there was a drop in the attendance towards the end of the three weeks. As revealed, group activities have helped the students to make an effort to speak as there were students who did speaking activities for the first time in their life. It was concluded that Group activities can be used effectively to a certain extent, and since students preferred group activities more than individual activities, they can be used to bridge the gap between students and L2 Speaking.

Research Publications

Browse

Filters

Advanced Search

Filter by

Settings

Sort By

Results per page

Search Results