Browsing by Author "Ekanayake, E. M. P. E."

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ENGLISH LANGUAGE TESTING AND EVALUATION IN A CONTEXT OF LINGUISTIC PLURALITY: TRENDS, CHALLENGES AND IMPLICATIONS
(The Library, University of Kelaniya, Sri Lanka., 2024) Ekanayake, E. M. P. E.
In teaching, Testing and Evaluation (T&E) is an important practice with implications for both learners and teachers alike. In English Language Teaching (ELT), the conventional understanding of T&E is becoming increasingly challenged. This is due to the reconceptualization of English as plural rather than monolithic. Again the backdrop of this shift in thinking, this study explores contemporary arguments that challenge the traditional assumptions of T&E in ELT, ideological and practical obstacles which hinder the revision of conventional T&E practices, as well as the implications of these arguments to English Language T&E in Sri Lanka. Since the study is based on secondary data, the study takes the form of a desk research. In order to collect data for the study, a keyword search was conducted on the University of Peradeniya library catalogue and the JSTOR database, and based on the relevance of the literature, 27 scholarly publications were selected. The study finds that the argument for the plurality of English has been catalytic in conceptualizing certain fundamental assumptions of T&E, and that this has led scholars to revisit conventional approaches to language testing. Although there are certain ideological and practical challenges to implementing these suggestions on test designing and marking key/ rubric development, they are nevertheless relevant to the Sri Lankan context since Sri Lanka has its own variety of English: Sri Lankan English. Based on these findings, this study recommends further research on the role of Sri Lankan English in T&E since there has been very little research conducted on the topic, as well as because of its practical relevance.
Sri Lankan English as the Target Language Variety in Teaching English as a Second Language: Perspectives of Tertiary Level Educators
(Faculty of Humanities, University of Kelaniya, 2023) Ekanayake, E. M. P. E.
While features of Sri Lankan English and its use in literature have been explored in studies to a certain extent, there is little research on the relevance of Sri Lankan in English (SLE) in Teaching English as a Second Language (TESL) and its degree of acceptance as the target language variety by educators engaged in TESL. Therefore, the objectives of the study were a.) to identify to what extent educators identify SLE as the target language variety of their teaching, b.) to understand how teachers define SLE, and c.) the reasons for educators to choose/ not choose SLE as the target language variety for teaching. The study was conducted in the Faculty of Arts of a state university of Sri Lanka. Convenience sampling method was used to select participants for the research and data was collected through semi-structured interviews (15). The data was analyzed using the method of Qualitative Content Analysis (QCA). According to the analysis of data, 93.4% of the educators (14), were of the opinion that their target language variety in teaching is Sri Lankan English. The reasons for accepting SLE as target language variety were, a.) awareness of SLE as the language variety that is used in Sri Lanka, b.) influence of degree programmes that the educators have undergone and the reading material they have been exposed to. The reasons for rejecting SLE as the target language were the view of SLE a.) as ungrammatical, and, b.) as discriminatory towards ethnic minorities in the country. It was also found that there is significant difference in how SLE is defined by the educators. The findings of the study highlight the importance of assessing practical implications of SLE/ periphery varieties of English in fields such as TESL since studies so far have been highly prescriptive and theoretical in nature.
THE ROLE AND FUNCTION OF SRI LANKAN ENGLISH IN LANGUAGE ASSESSMENT IN TEACHING ENGLISH AS A SECOND LANGUAGE (TESL): TERTIARY LEVEL TEACHER ATTITUDES AND PERSPECTIVES
(Faculty of Graduate Studies, University of Kelaniya, Sri Lanka., 2024) Ekanayake, E. M. P. E.
Even though language assessment (LA) is an educational practice in English language teaching (ELT) which deeply impacts students’ lives, basic premises of LA like language standards and proficiency are shaped by center-based ideologies on English. Thus, the World English (WE) scholarship suggests that local varieties of English like Sri Lankan English (SLE) should be adopted as the model/standard for LA. Set against this theoretical premise, the study aimed to investigate tertiary level teacher attitudes and perspectives on the role and function of SLE in LA in TESL. The study was exploratory in nature with an embedded research design. As such, data was collected through four qualitative methods (interviews with teachers, interviews with coordinators, document analysis, and focus group discussions) and one quantitative method (questionnaire). The study found that teachers accept SLE to a certain extent in LA. This is because teachers accept SLE as the model/standard for LA in the domain of EGP; there is a growing acceptance of SLE features/words/expressions amongst teachers; and teachers acknowledge SLE through LA policy. Yet, teachers’ acceptance of SLE is limited, and there are inconsistencies in teacher acceptance of SLE. According to the findings, these limitations and inconsistencies are due to conflicting language ideologies that teachers subscribe to, as well as teachers’ lack of awareness of SLE, the gap between WE theory and practical application, and lack of formal policy on SLE. Based on these findings, the study recommends raising teacher awareness of SLE, codifying and standardizing of SLE, and initiating a national dialogue on the status of SLE in ELT and LA in Sri Lanka.
Using Mainstream Video Games to Promote Learner Motivation towards English as a Second Language in Tertiary Level Education
(International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Ekanayake, E. M. P. E.
Prominent thinkers and researchers in the field of ELT/L (English Language Teaching/ Learning) such as R.C. Gardner and Stephen Krashen stress on the importance of student motivation, attitudes and on the importance of interesting/ compelling learning material to trigger the two former factors {ex: Krashen‘s Compelling (not just interesting) Input Hypothesis}. As such, this study was designed to investigate whether MVGs (Mainstream Video Games)1 can be successfully incorporated into formal ELT/L environments at tertiary level of education to promote student motivation towards learning ESL (English as a Second Language). For the purpose of this research, 75 First year undergraduates of Faculty of Arts, University of Peradeniya, belonging to the Intermediate level of English Language proficiency were exposed to ESL lessons based on MVGs on a particular day of the week (Friday) when their attendance is lowest, for 12 weeks. Both quantitative and qualitative methods of data collection were used to triangulate the data. The analysis of quantitative data (attendance records of students) revealed that the use of MVGs in ELT/L can lead to dramatic improvement in student attendance (94.9% attendance as an average). Content/ discourse analysis and thematic analysis methods were deployed to analyze the qualitative data i.e., 70 questionnaires given to students and interviews with students (10) and instructors (2). Through the analysis of qualitative data, certain dominant aspects of ESL lessons based on MVGs were identified which were responsible for effecting major attitudinal change in students towards the teacher, the ESL programme and towards learning ESL. For instance, it was found that the MVG based lessons were catalytic in triggering active learning as opposed to passive learning, student-centered learning, providing a sense of achievement and boosting the self-confidence of students. These attitudinal changes were identified to have enhanced and intensified the motivational levels of students towards learning ESL. Since the introduction of MVGs made an overwhelmingly positive change to the ESL learning atmosphere, it is suggested that MVGs should be utilized as a learning aid or a method in ELT/L contexts