ICLSL 2017

Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/18326

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    A Study on the Attitudes and Issues of the Undergraduates Who have Completed the Compulsory English Course for Humanities Students.
    (The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Keerthiwansha, N.W.B.S.
    The compulsory English course is designed to improve the English language knowledge of the undergraduates to assist them to continue their respective courses at the university. However, even after the completion of the course, the majority of the undergraduates show difficulties in basic grammar, academic writing and speaking. Therefore, this particular research is designed to identify the attitudes of the undergraduates who have already completed the compulsory course to make suggestions for further improvements. Twenty-five third year undergraduates were chosen to give a questionnaire to record their attitudes regarding the course before the commencement and after the completion of the course, the remaining language issues they have and their personal opinion regarding the course. Through the data analysis it was found that the course do not have a text book. The majority of 87% have stated that the time duration of 2 hours per week for 15 weeks is not enough for the course. More importantly, when their attitude regarding the course before the commencement of the course is noteworthy because the majority of 83% had expected that the course would solve some of their English language issues and 17% had thought that the course would solve all their English language issues. On the contrary, none of the participants stated that all their issues were solved after completing the course while the majority of 74% have stated that some of their issues were solved and the remaining 16% has stated that none of their issues was solved after the course. In addition, writing skills were not improved and the time allocation for listening and speaking was quite low. Majority of 63% has specifically stated that the focus on improving speaking skills was inadequate, which was the most critical language skill for the undergraduates. Thus, designing a textbook to cover all the necessary grammar rules, extending the duration of the course, focusing more on presentation skills, speaking and academic writing can be suggested to improve the quality of the course and to meet the language needs of the undergraduates.
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    The Impact of Attitudes on Second Language Learning and Improvement:A Case Study in Peradeniya.
    (The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Karunarathne, P.K.
    Attitudes are considered as an individual difference, which influence in the process of Second Language learning. The aim of the research is to identify whether there is an impact of attitudes on Second Language learning and improvement of the students. Thus, it identifies the relationship between the attitudes of the students and their English language improvement at the end of the 1st year English course. The mixed method comprised of both the quantitative and qualitative data methods are used in order to conduct the research on 78 1st year students at the Faculty of Science, University of Peradeniya. The data; a self- directed questionnaire, unstructured interviews and the marks of the students at the placement test and the final mark for the English subject are analysed. Accordingly, it is possible to identify a positive relationship between attitudes of the students and Second Language improvement. 83.3% of the students with positive attitudes towards learning English depict a positive improvement and the language learning and improvement of the students is higher than that of the students with neutral or negative attitudes. Moreover majority of the students having positive attitudes even with a low competency and proficiency in English, that is 74.07% have improved positively while the students with negative attitudes with an average or a good competency and proficiency in English have not depicted a remarkable improvement in English. On the other hand, 61.90% of the students with negative attitudes depict no improvement or a negative trend in language learning. Moreover, irrespective of the language competency, all the students with neutral attitudes depict only an average improvement. In conclusion, it is possible to identify a positive relationship between attitudes and language improvement and it becomes clear that attitudes affect in the process of language improvement of the students. Therefore, it is recommended to pay attention to the attitudes of the students in the course of the language teaching.
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    Attitudes towards the Use of Web 2.0 Tools for Learning ESL: A Case Study Conducted at the Advanced Technological Institute, Gampaha.
    (The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Jayathilake, M. V. M.; Shantha, P. H. A. B.
    With the advancement of the web technologies, almost all the fields get more benefits than previously and education is one of most benefited sectors. There is a growing interest in online classroom settings in learning second languages. There are a number of research studies that have used empirical and exploratory methods to assess and evaluate the actual impact of using Web 2.0 tools in learning English as second language, because Web 2.0 tools have shifted language learners from passive recipients into active contributors. Based on this rationale, the present study aims at exploring attitudes toward the use of Web 2.0 tools for leaning English as a second language. However, the question arises as to whether alternative higher education sector students have similar Web 2.0 experiences in ESL as their higher education sector peers. In this study, the core objective is to evaluate attitudes towards using Web 2.0 tools in Leaning English as a Second Language in the higher Education sector of Sri Lanka. Accordingly, 260 students from Advanced Technological Institute (ATI), Gampaha were selected as the sample. Framework of this study is based on Technology Acceptance Model (TAM). The study made use of a mixed method approach and the participants‟ attitudes were elicited through the use of a questionnaire which included open-ended questions to collect qualitative data and structured questions which ensured the collection of quantitative data. Responses given to open-ended questions were analyzed through coding the statements while the responses to structured questions were analyzed by calculating the frequencies. The results showed that all the respondents rated the items positively within all six dimensions of TAM. Web 2.0 tools had significant correlations to TAM dimensions and the majority of students have positive attitudes regarding the use of an interactive web environment and the learning benefits that ensued.
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    Attitudes of University Students towards Second Language Learning.
    (The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Anupama, D.S.; Premaratne, C. D. H. M.
    Second Language Acquisition occurs in both informal and formal linguistic contexts and both these contexts are essential in enhancing the language skills of the learners. This study is aimed at investigating the attitudes of the students towards second language learning „inside the classroom‟ and „outside the classroom‟. A random sample of 54 second year students of the Faculty of Applied Sciences of the Wayamba University was selected for the study. The data was gathered by employing a questionnaire, which carried questions that dealt with the attitudes of the students on this matter. The data was analyzed using descriptive statistics with the help of the SPSS statistical software. It was found that the majority of the students in the sample agreed to the fact that out-of-classroom language learning (OCLL) improved their speaking skills (37%) and vocabulary (41%) but when it comes to writing, majority i.e. 44% neither agreed nor disagreed to the fact that OCLL improved their writing. In addition, majority of the students (46%) believed that they learnt English in formal contexts than in informal contexts. Furthermore, majority of the students (46%) strongly agreed to the notion that learning English through OCLL is more enjoyable than learning English inside a classroom and 43% strongly agreed to the idea that OCLL motivates them to learn English. Accordingly, it can be concluded that the students acknowledge the importance of OCLL. However, they believe that both in-class learning and out-of-class learning should go hand in hand to further enhance the language knowledge. When it comes to „enjoyableness‟, students place their interest upon out-of-classroom language learning than in-class language learning. Hence, the language teachers should get the maximum use of OCLL, by integrating what is done inside the classroom with activities that can be done outside the classroom, to give the students the opportunity to use the language in an authentic linguistic environment.