Symposia & Conferences
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Item Effectiveness of smart classroom system to enhance English as a Second Language speaking skill.(. International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Murugaiah, A.At present smart classrooms are technologically enhanced settings that enrich the knowledge of teaching and learning by integrating learning technology. Smart classrooms contain many technological devices. According to the findings of many language scholars, speaking skill can be improved by using these technological devices. There are various strategies used to improve the speaking skill among the second language learners for effective communication. It takes a lot of classroom practice, motivation to speak and encourage the creative thinking of the students. In Jaffna, the students have a lack of opportunities to speak in English as majority of the people are Tamil speakers and the resources are limited. So, there is a need to conduct research on speaking practices in Jaffna and find a suitable remedy to enhance the speaking skill. The main objective of this study is to identify the effectiveness of smart classroom system to enhance speaking skill of the second language learners. Teaching English as second language follows traditional and modern methodologies. Implementation of smart classroom is a modernized method in Sri Lankan education system that provides quality education to the students by helping them in better concept formation, concept elaboration and improvement in four language skills. This study mainly focused on developing speaking skill in English at American corner under the Micro scholarship access program. The sample of the study included thirty students from various schools in Jaffna. The target group of the students was in grade 10 and included both genders. Their English proficiency level was low intermediate. The period of this research was six months. Having employed qualitative methodology with research tool, such as classroom observation, informal interviews, and experimental teaching program during the class hours, the present study‘s outcomes were evaluated manually. A pretest and posttest were also conducted and the data was analyzed using MS-Excel. The results indicated a considerable change in the students‘ progress in speaking English. The analysis also helped to identify the attitude of the learners towards handling the technological devices which made a positive impact on their learning. This study confirms that a smart classroom system is successful and beneficial to the teachers of English to improve students‘ speaking.Item Role of Classroom Interaction on the Improvement of English Language Speaking Skill at the University of Jaffna(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Patrick, D.The aim of this study is to explore a suitable technique in teaching speaking skill of English as a second language among the first year students of the Faculty of Science at the University of Jaffna. The participant observation technique was used to collect data as this is an Ethnographic study. Through the participant observation technique the performance of the students was rated using the number of hesitations and pauses, the number of words used per session, and the use of different structures. In teaching the skill of speaking, the teacher as a researcher initiated the task by speaking for five minutes at the beginning and at the end of the class in the form of pair work during each lecture. The participants were allowed to speak on the topic of their own choice. Here the researcher‟s use of the natural approach can be identified. In addition, the interactive nature of form focused communicative language teaching was adopted where the classroom techniques of language game and information gap were used. The students became comfortable with listening to their peers in pair work tasks rather than relying on the teacher. They were expected to take a greater degree of responsibility for their own learning. The students were also provided with multiple opportunities to use the second language. It was observed that after forty hours of teaching, ninety percent of the students developed fluency and spoke confidently in English.