International Conference on Language, Culture, Technology, and Autonomy [ICLACTA] 2025
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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 Implementing a Multiple Intelligence - Differentiated Instruction Model for Teaching Reading to Pre-Primary Students in the English as a Second Language Classroom in Sri Lanka(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Lorensuhewa, DThis research addresses the growing interest in catering to diverse learning needs, focusing on integrating Multiple Intelligences (MI) theory and differentiated instruction (DI) in pre-primary bilingual ESL classrooms. The study aims to explore how the MI-DI model can enhance the development of reading skills among pre-primary ESL learners, offering insights into its benefits and limitations. The research problem is rooted in the lack of empirical studies on the combined MI-DI model's application and impact, particularly in pre-primary ESL reading development. The study's significance lies in its potential to create more inclusive and effective learning environments by cateringto individual learning styles and intelligence. This research’s methodology involves several phases: initial assessment, model development, and application, with data collected through quantitative and qualitative measures. The study includes thirty pre-primary ESL students at a nursery in the Galle district known for its English-focused nursery education. Quantitative data were subjected to statistical analysis using SPSS, while qualitative data were thematically analyzed to capture the nuances of teachers' ideologies through transcriptions of teacher interviews by adhering to ethical considerations, ensuring comprehensive understand the MI-DI model's effectiveness in improving reading skills. The findings can be used to contribute to enhancing language education practices in bilingual settings, empowering both teachers and learners in the process. Furthermore, the study guides teachers by providing a universal strategy applicable to any ESL classroom. This strategy supports the diverse needs of learners by identifying different intelligences and framing them as assets rather than hindrances, thereby fostering more inclusive and effective learning environments.Publication Open Access Investigating the Effectiveness of Shadowing as a Listening Technique in Enhancing Listening Comprehension of Undergraduate English as a Second Language Learners(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Liyanage, TShadowing is an advanced language learning technique that learners can use independently to improve their intonation and pronunciation. Through this technique, the learners are allowed to listen to a model (i.e., a video or audio of someone speaking) and repeat what is said in real-time. Unlike in the listenpause- repeat method of yesteryear, here one precisely repeats every utterance, sound by sound, wordby word, immediately after they are heard. Based on an experiment involving shadowing, this study examines the impact of shadowing on enhancing listening comprehension among a group of undergraduate English as a Second Language (ESL) learners in the Faculty of Humanities at the University of Kelaniya. The research employed a mixed-methods approach, combining quantitative and qualitative data through pre- and post-tests and structured interviews to evaluate the efficacy of shadowing in enhancing learners’ listening comprehension skills, while also documenting their perceptions of shadowing as a listening technique. The quantitative findings from the independent sample t-tests indicated a substantial enhancement of the listening comprehension scores during the post-test, with mean scores of 8.10 for the experimental group and 5.50 for the control group. The statistical study validated the importance of these techniques (p = 0.000). The qualitative results gathered from interviews highlighted the students’ initial scepticism and curiosity, increased focus and active engagement in listening, improvement in listening speed and word recognition, enhancement of their pronunciation and intonation, and the positive impact shadowing had on their listening comprehension test performance as the emerging themes. These results underscore the pedagogical value of shadowing as a listening technique under an interactive and cognitively engaging approach to ESL listening instruction. Hence, this study adds to the existing literature on listening instruction and provides practical implications for ESL instructors seeking to integrate the shadowing technique into their teaching practices.Publication Open Access Motivation Factors Influencing English Language Learning Among the Agriculture Students at Rajarata University of Sri Lanka(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Nandarathna, B G D S; Nizam, A A M; Pathirana, H P K; Bandara, S M CProficiency in English is integral to higher education in Sri Lanka, facilitating academic success and global engagement. Despite extensive instruction, the students’ English language proficiency varies considerably, predominantly under motivational factors. Although prior research underscores the importance of intrinsic and extrinsic motivators in second language acquisition, a notable gap exists regarding their specific impact on university students within the Sri Lankan context. Therefore, this study attempts to address this gap by exploring the motivational determinants that affect English language learning among the undergraduates at the Faculty of Agriculture, Rajarata University of Sri Lanka. Using a quantitative approach, the data were collected through a structured questionnaire comprising 27 Likert-scale items, administered to a stratified sample of 250 randomly selected students. The research instrument formulated in this way helped to measure the elements of intrinsic motivation— such as curiosity and perceived relevance—and extrinsic motivators, including academic performance and future career aspirations. The data analysis involved descriptive statistics, reliability testing, ANOVA, and independent samples t-tests. The results reveal that intrinsic motivation significantly influences the students’ engagement and proficiency in English, along with enthusiasm for the mastery of the target language and personal development. External factors, such as classroom environment and peer influence, also affect motivation to a lesser degree. Gender differences emerged,with females demonstrating higher motivation and perceived benefits. Challenges such as language anxiety and waning enthusiasm hinder participation; nonetheless, students recognize English’s role in effective communication and personal growth. The findings thus highlight the importance of fostering intrinsic motivation and supportive learning environments to enhance language acquisition among the Sri Lankan university students through pedagogical strategies aimed at sustainable language proficiency development.Publication Open Access The Use of Feedback Strategies Implemented by Teacher and Peer Involvement in Developing Writing Proficiency among ESL Learners: An Action Research(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Rathnayaka, U.R.D.I; Dissanayake, D.M.M.SThis study endeavours to explore the effectiveness of teacher-monitored peer feedback in enhancing proficiency in writing paragraphs among secondary-level English as a Second Language (ESL) learners in Sri Lanka. Over a period of two months, focusing on paragraph writing activities carried out with 20 ESL students from a semi-government school, the study experimented with a set of qualitative methods, including semi-structured interviews, preplanned classroom observations, and reflective teacher references. There, peer feedback was guided by a rubric, while the teacher’s verbal feedback was aligned with the routine instructional practices. The thematic analysis revealed that both feedback strategies enhanced students’ engagement, confidence, and motivation in carrying out paragraph writing exercises. It was noticed that peer feedback helped encourage collaboration and critical thinking among the subjects, while teacher feedback provided them with clarity and direction. The reflective teacherreferences ensured improvement in student participation and independence. Challenges such as discomfort with peer evaluation and concerns about peer accuracy could be mitigated through structured guidance provided as and when required. The study thus concluded that integrating peer and teacher feedback helps foster a supportive, interactive environment for ESL writing development by establishing learner autonomy in ESL classrooms.Publication Open Access Depiction of the American Myth in Contemporary and Postmodern Literary Narratives: A Comparative Study of Charles Bukowski’s ‘Ham on Rye’ and Chimamanda Adichie’s ‘The Thing Around Your Neck.’(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Ponnamperuma, PThe American myth promotes the idea that everybody has access to all opportunities in the US if they are willing to work hard for it. The immigrants in the US passionately hold on to that belief. Based on Charles Bukowski’s ‘Ham on Rye’ and Chimamanda Adichie’s ‘The Thing Around Your Neck’, which both capture the contemporary situation with immigrants entrapped in the American dream from a postmodernist point of view, this paper attempts to investigate the reality behind the American myth as exposed by these two authors. The characters in both narratives arrive in the US under a grand deception about the American myth. They are first fascinated by the beauty of America. The methodology uses a qualitative research design where the two narratives are subjected to a ‘textual analysis’ from the dimensions of unemployment, poverty, and disillusionment, in a setting where the immigrants are bluntly marginalized and alienated. The findings reveal how Charles Bukowski provides an insight into the influence of the American myth on an immigrant family during the Great Depression and how Chimamanda Adichie depicted its impact on an immigrant working woman froma developing country who flies to the US in order to pursue her dreams. They reveal the patterns followed by the American myth during its journey under the contemporary postmodernist influence.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 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.Publication Open Access Letters from the Id: A Psychoanalysis on Wicked Little Letters(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Liyanarathna, UThis study presents a psychoanalytic examination of the film Wicked Little Letters, analysing the underlying psychological dynamics and suppressed desires that drive the narrative of the protagonist, Edith Swan. Set in a 1920s conservative English town, the film juxtaposes the outward respectability of Edith with the eruption of anonymous, obscene letters that expose hidden tensions, desires, and social hypocrisies. Drawing on Freudian and Lacanian theory, this study examines the protagonist’s internal conflicts, the symbolic function of language and letters, and the manifestation of suppression and projection. Special focus is given to the character dynamics between Edith Swan and Rose Gooding, analysing how moral panic and female sexuality are negotiated within patriarchal structures. The film employs humor and scandal to critique social repression, revealing the unconscious drives that undermine the illusion of civility. Ultimately, Wicked Little Letters becomes a cinematic expression of how the unconscious erupts into the public, exposing the fragile boundaries between propriety and human desire.Publication Open Access A Comparative Study on Narrative Techniques in the Novel Deutschstunde and its 2019 Film Adaptation(Department of Linguistics, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Bandara, S.I; Wijewardhana, S; Sandaruwan, L.G.S.U.The adaptation of literary works into films presents unique challenges and opportunities in translating narrative techniques across media. This study provides a comparative analysis of narrative techniques employed in Siegfried Lenz’s novel Deutschstunde and its 2019 film adaptation directed by Christian Schwochow. It explores the complexities of transforming a thematically dense literary narrative into the visual and auditory medium of film. The primary research problem addressed is the extent to whichnarrative strategies in Lenz’s novel Deutschstunde differ from its 2019 adaptation. The methodology consists of a qualitative comparative approach incorporating close reading of the novel and detailed frmal analysis of the film. Central narrative aspects focused on are focalisation, temporal structure, character representation, and the presentation of symbolic motifs. Results indicate that while the film effectively utilises cinematic techniques to depict the oppressive setting and Siggi Jepsen’s inner turmoil, it alters the pervasive frame narrative and extensive interior monologue utilised in the novel, subtly shifting the portrayal of the protagonist’s inner journey and the engagement of the audience with memory. This comparative analysis elucidates the adaptive processes, the impact of different media on narrative delivery, and the continuing relevance of Deutschstunde to adaptation studies.