Browsing by Author "Peiris, A.E."

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An analysis of the effectiveness of using L1 (Sinhala) to teach L2 (English)
(University of Kelaniya, 2013) Peiris, A.E.
As English has become one of the major requirements at present, the majority of undergraduates reading for their degree in Sinhala, try hard to learn English. While teaching the first year undergraduates, the researcher realized that the level of English proficiency varies among the undergraduates. In this context, this study examines whether it is effective to use L1 (first lanaguage) as a teaching method in the English class, which will facilitate the level of comprehension of L2 (second language) reading passages. According to some educationists, the usage of L1 in ESL (English as a Second Language) classrooms is inappropriate, as it lessens the exposure to L2. However, since the level of their L2 proficiency varies, the majority of the undergraduates fail to participate in L2 reading lessons. Thus this study aims to investigate the effectiveness of using L1 to create an interactive ESL classroom. This research focuses on the response of 40 first year Social Science undergraduates in the University of Kelaniya. They have similar proficiency in terms of their L2 which was determined through a pre-test. The sample was divided into two groups consisting of 20 each. One group was taught with exclusive use of L2, while the other group was taught with both L1 and L2. After the intervention, they were given a questionnaire to find out their response to determine the effectiveness of using L1 to teach L2 with regard to reading comprehension. The results of the study will help develop more effective teaching/learning practices by considering the role played by L1 in an ESL classroom.
Impact of the proficiency in English language on the students‟ performance in their main subjects
(Faculty of Graduate Studies, University of Kelaniya, 2015) Alahakoon, P.P.; Udeshinee, W.A.; Peiris, A.E.
As ESL teachers at Sri Lanka Institute of Information technology (SLIIT), we observed that the students‘ performances are in different levels not only in English but also in their main subjects. Since the degrees offered by SLIIT are conducted only in English, we hypothesized that there is an impact of their proficiency in English language on their performance in the main subjects of the degree programme. In pertinent to the observations made by us, this pilot study aims to investigate how the proficiency of English language affects the students‘ performance in the main subjects of their relevant degree programme. The hypothesis of this research study is that there is a correlation between the proficiency in English language of the students and their performance in their main subjects. This study was carried out among a selected batch of 220 first year IT undergraduates of Sri Lanka Institute of Information Technology. The students were grouped into three according to their levels in English language proficiency. The results that these students obtained for English Language Skills, Mathematics and Database Management System-1 at their first semester final examination were analyzed quantitatively. Further, question papers (of each subject) of 5 students were randomly selected from each ability group and they were examined qualitatively. The essay type answers of these papers were examined to see their grammar, sentence structures and vocabulary usage. The researchers‘ objective here was to see whether the students had used the correct language to discuss the answers. The findings of this research show the impact of the students‘ proficiency in English language on their performance in main subjects of the degree programme. Moreover, this research identifies key factors that can be investigated in further research.
A Study on the Effectiveness of Using Multimedia to Teach English as a Second Language
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Peiris, A.E.
With the development of the Science and Technology, new teaching methods were explored by second language facilitators using access to computers, internet, electronic mail, audio cassettes, power point, videos and even social networks. While teaching English as a second language, the researcher herself uses technology to improve English proficiency of the students. She makes use of multimedia: audio, video, animation and images, as an aid to facilitate learning English. In this context, this study aims at examining the effectiveness of using multimedia as a method of teaching grammar in ESL classroom. Research shows that the use of computer based grammar instruction can complement individualised structural syllabi in communicative classrooms and more effectively enable students to use the newly acquired structures to negotiate meaning. Thus this study aims at analysing the effectiveness of using multimedia to teach grammar for undergraduates. To collect data, 100 undergraduates from Sri Lanka Institute of Information Technology will be selected. The target groups will be from the same proficiency in terms of their L2 which will be determined from a pre-test. This sample will be divided into two groups as group A and group B. Grammar lessons will be selected carefully to be taught with and without multimedia. First a grammar lesson will be taught using multimedia to group A. The same lesson will be taught to group B without multimedia. The next lesson will be taught vice versa. At the end of each lesson a test will be given to evaluate the effect of multimedia as a method to teach grammar. A questionnaire will determine the response of the undergraduates towards the effectiveness of using multimedia to teach grammar. The results of the study are expected to help develop more effective teaching methods by considering the role played by multimedia in an ESL classroom.