Browsing by Author "Premarathne, K."

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A Comparative Study of ESL Learning and Teaching styles
(University of Kelaniya, 2012) Premarathne, K.
This study is an attempt to investigate the most favored learning style and the most commonly used teaching style of ESL (English as a Second Language) teachers to investigate whether there is a mismatch between the two. Domino (1979) found that college students taught in preferred learning styles scored higher on tests, fact knowledge, attitude, and efficiency than those taught in instructional styles different from their preferred styles. Since there is a dearth of empirical research pertaining to the learning styles and teaching styles in Sri Lanka, the paramount importance of this study is to fill that void and to investigate whether the mismatch between teaching and learning style brings learning failure. The objective of this research is to suggest pedagogical interventions that can be adopted to incorporate various teaching styles in the ESL classroom other than practicing traditional teaching methodologies. This research comprises 125 undergraduates of the Faculty of Humanities. After distributing the questionnaire, 90 kinesthetic students whose most favored learning style is kinesthetic, were taken as the sample. Their knowledge was tested by giving them a pre test paper. After that, the sample of 90 students was divided into 3 groups of 30 students in each (K1, K2, and K3) and each group was taught differently: visually, kinesthetically and using an auditory style. After the teaching session a post test was given to them to check their acquired knowledge. Another questionnaire was distributed among the lecturers in the ELTU and the Modern Languages Department of the University of Kelaniya to find out the most commonly used teaching style among the university lecturers. The results of the study highlight that the most commonly used teaching style is auditory teaching whereas kinesthetic style is the most preferred learning style among the students. Therefore, this study demonstrates that the best learning outcome occurs when the teacher matches the teaching style with the learning style.
Everything in the universe has a rhythm, including learning and teaching
(Faculty of Graduate Studies, University of Kelaniya, 2013) Gamage, S.; Premarathne, K.
Today, most of the ESL (English as a Second Language) learners in Sri Lanka consider English language learning as anxiety packed, insipid and an unconquerable obstacle. If facilitators can integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a stress free, learner friendly atmosphere. This study attempts to investigate whether music can be implemented in teaching English grammar and vocabulary. The sample of this study consists of 100 students from the Faculty of Humanities and Social Sciences of the University of Kelaniya. A pre-test was given to test 50 students’ prior knowledge of grammar and vocabulary, in a traditional classroom setting. The control group of another 50 students was exposed to a teaching session of grammar and vocabulary using music. Later on, their acquired knowledge was tested through a post-test. The results showcase that if used properly by the facilitator, English songs are an excellent means of cultivating interest and high motivation in language learning.
Everything in the Universe has a Rhythm, so has Learning and Teaching
(University of Kelaniya, 2012) Gamage, S.; Premarathne, K.
Today, most of the ESL (English as a Second Language) learners in Sri Lanka consider English language learning as anxiety packed, insipid and an unconquerable obstacle. If facilitators can integrate music into ELT (English Language Teaching), the ELT sessions can be converted into a stress free, learner friendly atmosphere. Music and songs can be incorporated in multifaceted ways in fostering brain stimulation, motivation and enthusiasm in ESL learners. Music is instrumental in creating a relaxing and comfortable environment, which can propel language learning, as stated by experienced applied linguists (Larsen-Freeman, 1985). In terms of hemisphere functioning in language learning, research on psycholinguistics reveals that songs can activate language acquisition and learning in both hemispheres of the human brain (Williams and Burden, 1997). Thus, facilitators can use music as an effective tool in teaching listening, writing, reading, speaking, grammar, and vocabulary development. This study attempts to investigate whether music can be implemented in teaching English grammar and vocabulary. The sample of this study consists of 100 students from the Faculty of Humanities and Social Sciences of the University of Kelaniya. A pre test was given to test their prior knowledge. A group of 50 students were taught a grammar lesson and vocabulary in a traditional classroom setting. The control group of another 50 students was exposed to a teaching session of grammar and vocabulary using music. Later on, their acquired knowledge was tested through a post test. The results showcase that, if used properly by the facilitator, English songs are an excellent means of cultivating interest and high motivation in the language learning classroom.
The impact of Corrective Feedback (CF) for ESL (English as a Second Language) learners on Second Language (L2) phonological errors
(Staff Development Center, University of Kelaniya, Sri Lanka, 2015) Premarathne, K.
Background and rationale:Communicative Language Teaching, which emerged in 1980s, emphasizes accuracy over fluency. As a result, correcting pronunciation errors has become a debatable topic among the Second Language facilitators and it is incorporated in the syllabus as a personal interest of the teachers (Harmer, 1993). However, unrepaired errors lead to early fossilization (Lightbown & Spada, 2013). Aim: Therefore, this study aims is to evaluate the effectiveness of peer and teacher lead corrective feedback on pronunciation errors. Theoretical underpinning / Conceptual framework:Six types of CF techniques have been introduced in the literature: recast and explicit (teacher lead techniques) and elicitation, clarification request, repetition, metalinguistic and paralinguistic cues ( self and peer correction techniques ) (Lyster & Ranta, 1997). Even though student oriented feedback enhances learner autonomy, cooperation and interaction, several related psychological issues can be identified(Sultana, 2009). Proposed methodology:A sample of ninety high proficiency learners will be divided equally into three groups: Group 1 (feedback by peers), Group 2 (feedback by teachers) and Group 3 (no feedback). All will be exposed to pre and post tests. In the pre andpost tests, they will be asked to readout a list of words and to develop a conversation respectively targeting the most common phonological error identified at the pilot test. Groups 1 and 2 will be given feedback. The results of the two tests of all threegroups will be compared for significant statistical difference. Expected outcomes: The findings of this study will be helpful in deciding the contribution and the most effective means of corrective feedback for phonological accuracy. Educational programs can be improved accordingly.
Transformation in teaching: A comparative analysis of online and face-to-face teaching
(University of Kelaniya, 2011) Premarathne, K.; Gamage, S.
This study is an attempt to investigate whether the transformation of a face to face classroom into an online (virtual) classroom brings better learning outcomes. Greenberg (1998)* defines contemporary distance learning as “a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning.” The concept of online education which has been recently introduced to enhance the English proficiency level of the undergraduates is a novel experience for undergraduates and lecturers. Since there is a dearth of research work pertaining to the online education in Sri Lanka, the paramount importance of this study is to fill that void. The objective of this interdisciplinary study is to find out whether the online classroom or the face to face classroom brings better learning outcomes. This research compromises 180 undergraduates of the Faculty of Humanities. The sample was divided into three proficiency levels (Elementary, Intermediate, High) based on the GNST marks. Each proficiency level was divided into two sub groups (E1, E2, /I1, I2./H1/H2,) and these sub groups were exposed to each of the aforesaid learning environments separately. A well designed questionnaire was used to gather information from the sample. The results of the study highlight that the face to face classroom provides the best learning outcomes in all three proficiency levels. Nevertheless, the high proficiency level learners could improve their knowledge relying on online education, whereas the low proficiency level learners highly depend on the face to face classroom.