International Postgraduate Research Conference (IPRC)
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Item Perceptions of ESL Learners and Teachers Towards the Corrective Feedback(Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2016) Udeshinee, W.A.P.Over the last few decades, the role played by the corrective feedback (CF) in Second Language Acquisition has become a highly controversial issue. As a facilitator in ESL classroom, the researcher has also noticed both positive and negative aspects of corrective feedback on speaking. Some students correct their errors after receiving the corrective feedback while some make the same error repeatedly. Thus, it can be assumed that sometimes students do not consciously note their errors in speaking. The researcher observes this situation as a new research avenue in Sri Lankan context, which should further be explored. In this context, this study aims to investigate the effectiveness of corrective feedback on speaking through the perceptions of ESL learners and teachers. The research study was carried out among two randomly selected groups of first year IT undergraduates of Sri Lanka Institute of Information Technology (SLIIT). One group was from the Elementary Level (N= 30) while the other group was from the Advanced Level (N= 30). The objective of selecting two different ability groups was to investigate whether the students’ perceptions towards the efficacy of corrective feedback is affected by their performance level. Data was also collected from lecturers (N= 6) who teach the first year undergraduates of SLIIT to find out their perceptions towards the effectiveness of corrective feedback. Quantitative data was collected through well-structured questionnaires and analysed using SPSS. Classroom observations are made to obtain a better picture of the perceptions of students. The findings of this research show different perceptions of Sri Lankan ESL learners and teachers towards the efficacy of corrective feedback. Most of the teachers and students believe that corrective feedback is certainly effective. Repetition is the most preferred type of corrective feedback among students of Elementary Level while implicit corrective feedback and explicit corrective feedback are the most preferred type of corrective feedback among students of Advanced Level. Moreover, this research identifies key factors that can be investigated in further research. Thus, this research has important implications for second language teaching and learning in Sri Lankan context.Item Effectiveness of ELTU Course for First Year Undergraduates in Accomplishing L2 Requirements(Faculty of Graduate Studies, University of Kelaniya, 2015) Thakshila, L.M.; Jayasekara, S.If new entrants to the university have less competency in the English language, they find it challenging to follow degree programmes in the English medium. Students of the beginners‘ level classes at ELTU are reluctant to express themselves when they are not supported through the use of their first language (L1). Research indicates that English as a Second Language (ESL) students have an alarmingly high dropout rate in language acquisition in many countries (DelliCarpini, 2008). The reasons vary from personal dislike towards lessons to less competency. This means that the lecturers must be able not only to teach the syllabus, but also to make the concepts and content comprehensible and interesting to ESL learners in their classrooms. In this opinion based study, the research question is if university ESL courses accomplish the second language (L2) requirements of students whose degree programmes are been conducted only in the English medium. In gathering data, 110 first year students of the Faculty of Commerce and Management representing the beginners‘ level classes in the English for Professional Purposes course were given questionnaires. Questions included the students‘ feedback towards the class formation, curriculum and teaching methods. Self-evaluation of students‘ L2 competency before starting the course and after completing the course was also sought. Furthermore, unstructured individual and group interviews of students were conducted. Data indicated that the majority was interested in the course and that they would attend lectures even if attendance was not compulsory. Preference to follow the degree in the English medium due to career requirements, improvement in L2 competency in terms of writing, speaking and understanding the language and confidence built in a learner-friendly English environment in proficiency-based classrooms were mentioned by a majority of the participants. Among the recommendations were to include a field trip, etiquette learning and more basic grammar for further efficacy. Significance of this study is to recommend improvements for the syllabus and pedagogical approaches in the ESL course enabling low-proficiency students to accomplish L2 requirements.