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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Subject: search.filters.subject.Tertiary education

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    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. D
    This 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.
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    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. M
    This 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.