SLIIT International Conference on Advancements in Science and Humanities [SICASH]
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SLIIT International Conference on Advancements in Science and Humanities is organized by the Faculty of Humanities and Sciences of the Sri Lanka Institute of Information Technology (SLIIT), the annual research multi-conference of the faculty.
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Publication Open Access The Role of Content and Language Integrated Learning (Soft CLIL) in Developing Academic Language Functions in Tertiary Education(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayarathna, G.A.R.C.; Wijesekera, H. DThis paper explores the role of Soft Content and Language Integrated Learning (Soft CLIL) in developing academic language functions (ALFs) among tertiary level learners, focusing on speaking skills. Soft CLIL integrates language with subject-related content, prioritizing language development while introducing subject concepts lightly. ALFs refer to the specific language required for academic tasks such as describing, explaining, comparing, and arguing. This qualitative action research was conducted in a Sri Lankan state university, involving fourth-year students following the Bachelor of Arts (Honors) degree in Pali and Buddhist Studies, and their English language teachers. It employed a single-cycle action research design of planning, acting, observing, and reflecting, to examine learner and teacher perceptions of Soft CLIL and its impact on developing ALFs. Multiple data sets were gathered for corroboration. To probe into learner perceptions, focus group discussions, reflective diary entries, and guided essays were utilized. Teacher perceptions were elicited through self-reflections and peer classroom observations. The analysis followed a deductive approach, and the interpretation was supported by Krashen’s Theory of Second Language Acquisition. Though more demanding to plan than general English for Academic Purposes (EAP) lessons, the approach proved effective. The findings show that Soft CLIL positively impacted learner comprehension, interaction, confidence, and the development of ALFs. Learners showed progress in using key ALFs needed for their degree. Thus, this study highlights the need to promote Soft CLIL among curriculum developers and English Language Teaching (ELT) practitioners. The findings offer insights for stakeholders, advocating for the wider adoption of the approach within the faculty and beyond to enhance ALFs among tertiary-level learners.Publication Open Access Weekly Paragraph Writing in Enhancing ESL Writing Confidence: A Classroombased Action Research Focused on Engineering Students(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Maheshika, H. G. P.Effective written communication is vital in engineering education, particularly for ESL (English as a Second Language) learners who face additional challenges in articulating the technical content in their assignments. This study investigates the pedagogical impact of weekly paragraph writing on ESL engineering students’ writing confidence and performance. Addressing the lack of sustained, lowstakes writing opportunities within technical curricula, the study was conducted as a five-week classroom-based action research intervention at a government technical institute in Sri Lanka. The research aimed to (1) assess whether short-form writing tasks could improve the students’ academic writing confidence and (2) evaluate the feasibility of integrating writing into large, discipline-diverse ESL classrooms. The participants included 25–30 second-year students from eight engineering disciplines. The data were collected through weekly student paragraphs, instructor field notes, feedback logs, and pre- and post-intervention surveys. A thematic content analysis revealed steady improvements in their paragraphs in terms of structure, coherence, and grammar. The mean scoresincreased from 3.43 to 3.79 over five weeks, with further gains observed in the revised drafts. While the students showed modest gains in self-reported confidence, many valued the opportunity to practice writing in a technical context. The findings support the integration of short, structured writing tasks into technical education as a low-cost, scalable strategy for language development. The study highlights the importance of scaffolding, formative feedback, and peer review in fostering learner autonomy and writing fluency. It contributes a practical, replicable model for embedding language instruction into engineering curricula, especially in multilingual and resource-constrained environments.