SLIIT International Conference on Advancements in Science and Humanities [SICASH]

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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, T
ESL 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.
Open Access
Challenges and Coping Strategies of Sri Lankan Undergraduates in Non-English- Speaking Countries: A Qualitative Exploration Using Schlossberg’s Transition Theory
(School of Psychology. Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Fahumudeen, H; Goonetilleke, N
International students pursuing higher education in foreign countries are vulnerable to numerous challenges diminishing their experience. Presently, research is dominated by the perspectives of Western students and English-speaking countries; neglecting the perspectives of international students in non-English speaking countries. Through Schlossberg’s transition theory, this qualitative study explored the perspectives of South Asian, specifically Sri Lankan, students in the challenges faced and the coping strategies used – to ultimately develop recommendations improving student experiences. Semi-structured interviews were conducted on eight undergraduates consisting of six women and two men studying in non-English-speaking countries varying from Eastern Europe to Middle Eastern nations. During Thematic Analysis three themes emerged: the role of host country language, discrimination experienced, and how challenges were navigated. Role of language emerged as a significant theme that influenced students’ daily experiences and quality of support provided. Additionally, Sri Lankan students demonstrated agency by developing and maintaining strong socialsupport systems. However, institutions must ensure that international students are provided adequate resources to navigate the challenges they face and encourage intercultural interactions.
Open Access
Sinhala-English Code-Switching in Text Messaging: A Study Based on Undergraduates of Two State Universiti es in Sri Lanka
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Wickramasinghe, S. T. A.
This research investi gates Sinhala-English codeswitching in text messaging among undergraduates from two state universiti es in Sri Lanka. Despite the widespread occurrence of code-switching in spoken and writt en communicati on, there is a signifi cant gap in research addressing this phenomenon in writt en forms, parti cularly within text messaging. This study aims to bridge this gap by exploring the functi ons of code-switching for eff ecti ve communicati on in a bilingual context. A sample of 40 undergraduates from the University of Colombo and the University of Kelaniya was selected using strati fi ed random sampling. The primary data comprised 1500 text messages. Qualitati ve content analysis was employed to examine the messages, focusing on identi fying the functi ons of code-switching and its role in facilitati ng communicati on. The analysis was guided by Myers-Scott on’s Matrix Language Frame (MLF) model, which diff erenti ates between the matrix language and the embedded language in bilingual utt erances. The fi ndings revealed seven key functi ons of code-switching: socio-cultural and religious functi ons, greeti ngs, academic, scienti fi c and technical terms, idioms and expressions, aff ecti ve functi ons, quotati ves and politeness markers. The results indicate that parti cipants switch between the two languages to meet their communicati ve needs eff ecti vely. Code-switching to English mostly serves functi ons related to academic and technical terms, greeti ngs, socio-cultural contexts and politeness markers, while code-switching to Sinhala is mostly used for aff ecti ve functi ons, expressions and quotati ves. This study contributes to the relati vely unexplored area of writt en code-switching, off ering insights into how bilingual undergraduates in Sri Lanka use code-switching in text messaging.

SLIIT International Conference on Advancements in Science and Humanities [SICASH]

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