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 Animated Films as a Pedagogical Tool for English Vocabulary Acquisition in Second Language Learners(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Ekanayake, E.M.K.G.M.T.; Priyanath, H.M.S.The study investigates the effectiveness of animated films in enhancing English vocabulary acquisition among ESL learners in Sri Lanka. Research shows how animated films affect vocabulary retention, relevant understanding, and student engagement. The effectiveness of using animated movies as a tool for enhancing English vocabulary among English as a Second Language (ESL) learners has garnered increasing attention in recent years. Thus, this study explores the pedagogical benefits and potential challenges of integrating animated movies into ESL vocabulary learning. Further, the research aims to provide empirical evidence on how animated movies can facilitate vocabulary acquisition, retention, and contextual understanding among ESL learners. A quantitative research approach was used to measure the vocabulary advantage supported by survey responses to measure the pre-tests and post-tests. The study focused on grade 7 students and analyzed subtitle-based learning, learning contingency terminology, mnemonic techniques, and visual effects. The results revealed a significant improvement in terminology performance after the integration of animated films, especially when aligned with the objectives of the course. Conclusions advocate including animated multimedia in ESL education while suggesting positiveimplications for teachers, course designers, and education policy makers.Publication 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, NThis 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.Publication Open Access Assessment of an ESL Course Module Design Based on Its Representation of the Target Learner Needs: An Experiential Study Conducted at General Sir John Kotelawala Defence University(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wijesinghe, TESL course modules developed with discipline-specific technical language contents are considered a compulsory component in all the undergraduate degree programmes in the state universities of Sri Lanka. These modules scaffold the English-medium instruction, enabling the undergraduates to improve their English language skills, which are necessary in following their selected degree programs. The reasons for considering it necessary to maintain an advanced competency level in English in university education are mainly the disparities in the education system in the country, which cause the students’ demotivation and a lack of interest in studying English. Consequently, the perceived effectiveness of the ESL course modules offered to the undergraduates has also been much debated on their capability of presenting the language according to their specific English language needs. The study, therefore, explores the issue, utilizing a qualitative re-evaluation methodology, in which 30volunteer participants have provided in-depth analyses of their learning experiences. Prior to the main study, a comprehensive Needs Analysis was conducted to identify the specific language requirements of the participants, and the data collection included their writings on specific language needs, interviews as well as structured questionnaire surveys conducted for 15 weeks. The collected data were analysed using qualitative content analysis, and it was understood that the offered course module is generallyeffective in addressing their basic language needs only. However, the study emphasised the need for more and more engaging and integrated language support, under which the students are grouped according to their language proficiency levels.Publication Embargo To Comment or Not to Comment: Exploring the Engagement Levels of ESL Learners in Facebook Groups(Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Rathnasena, UPhenomenal changes have taken place in English Language Teaching (ELT) in the last few decades. With e -Learning being the norm, Technology has become an integral part of education and Computer-Mediated Communication (CMC) has revolutionized human communication. Proving to be a very useful tool with its abundance of input, authentic materials, and interaction opportunities the positive influence of CMC has been documented. Lately, the immense popularity of Social Networking Sites (SNSs) such as Facebook and Twitter have reshaped the pedagogical landscape of ESL as more ESL practitioners are adopting SNSs as learning platforms. Its potential as a learning tool in L2 is being widely researched. Facebook has become the way the 21st century communicates and especially the young adults worldwide whose primary medium of communication is Facebook. The advantage of using Facebook as a tool is its unchallenged popularity and the array of options such as uploading, tagging, comments, personal information sharing, connecting with other users, creating groups with common interests offered. This paper examines the impact a Facebook group has on the engagement levels of a class of young adults in a General English Course at a private institute. In a one-year course, the researcher who is also the teacher created a private Facebook group for the students. Incorporated with the regular classroom activities, the students were assigned scaffolding activities, which could be done online. Further, this paper discusses the levels of engagement and the features of interaction observed in the participants’ Facebook Page behavior. In addition, the study provides insights for ESL practitioners regarding the usage of Facebook activities in order to enhance their learners’ engagement levels.Publication Embargo An Exploratory Study of the Variance in Learner Conviction in Learning English Between Undergraduates of the Two Faculties(Faculty of Humanities and Sciences,SLIIT, 2021-09-25) Jayarathna, G. A. R. C; Weerakoon, H. R. D. F. G. A; Udugahapattuwa, S. V. W; Wijayawardhana, R. MThis qualitative research was carried out using a sample of 72,third year undergraduates from two facultiesto explore the variance(s) in learner conviction. inlearning English between undergraduates. LC was explored under the themes of learner ambition, English as a medium of instruction (EMI), and English language teaching purpose.Learner ambition studied through the lenses ofthe Goal Orientation theory projected a disparity among those students. EMI which was compulsory at the faculties of Management,and a choice at the faculties of HSS, further led to a significant variance of learner conviction among selected undergraduates of the two fields of study. The purpose of teaching in the two types of faculties highlighted a clear distinction in the use of English for Occupational Purposes and English for Academic Purposes which concludes that the learner ambition, EMI and English language eaching purpose(s) were significant determinants in creating the said variance in LC among the selected studentsengaged in the two fields of study. The study asserts that while learner ambition is a personalfactor that affects learner conviction, EMI is a means through which university policies can influence learner conviction. The English language teaching purpose, on the other hand, signifies how a curriculum can affect LC.It is suggested that policies and curricula forlearners should focus around EMI.