Browsing by Author "Chitrasena, R.K."

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    The role and impact of Facebook on English Language Acquisition among Sri Lankan university students
    (University of Kelaniya, 2013) Chitrasena, R.K.
    Both non-users as well as users of Facebook often complain about it as a waste of time. This has led to some universities denying access to Facebook to their staff and students using university computers. Designed initially for interaction among friends, Facebook is increasingly used for a variety of purposes, ranging from marketing goods and services to blackmailing unknown people. Taking into account the expanding role of Facebook as a medium of linguistic communication, this study examines the role and impact of Facebook on tertiary-level students learning English as a second/foreign language. For the purposes of the present study, the research methods are: (a) a series of structured interviews conducted via Facebook chat with 30 survey respondents, and (b) participant observation of social networking behavior (of informants as well as in general). A qualitative approach to data analysis was adopted. The discussion segment features a detailed analysis of how social networking behavior and various Facebook features/applications facilitate the process of language acquisition. This study is significant because it examines an emerging trend in Computer Assisted Language Learning (CALL) and edutainment with an emphasis on the Sri Lankan university context.
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    Towards addressing the challenge of teaching mixed-level ESL/EFL classes in Sri Lankan university English Language Teaching contexts through triangulation of teaching methods
    (University of Kelaniya, 2013) Chitrasena, R.K.
    Upon joining the Sri Lankan university system as an English language tutor, one of the critical challenges encountered by the present researcher is catering to learner heterogeneity in large multi-level English classes. In response to this practical problem, this study examines the potential of methodological triangulation in ELT for catering to the learning requirements of Sri Lankan university students in mixed-level English classes. Therefore, it is a novice teacher’s endeavor to develop a pragmatic and sustainable philosophy for teaching English in Sri Lanka. Using action research methodology, methodological triangulation was used with a group of first year students from the English for Biology course. This course has been developed using a classic communicative task-based approach. This method and the triangulation method were used alternatively in class. The findings of the study suggest the usefulness of methodological triangulation to help the learners overcome difficult learning situations. Student feedback and analysis of writing were used as ways of measuring the effectiveness of methodological triangulation.