International Postgraduate Research Conference (IPRC)

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    Metacognitive Strategy Instruction for Appreciating English Literary Texts in a Second Language Context: An Investigation on G.C.E. Ordinary Level Classroom in a Semi-Government School in Kaluthara District
    (19th Conference on Postgraduate Research, International Postgraduate Research Conference 2018, Faculty of Graduate Studies,University of Kelaniya, Sri Lanka, 2018) Wickramage, U.C.; Weerasinghe, B.A.I.R.
    Distinct researchers have hypothesized about the teaching theories of literary interpretation. Yet, less recognition has been given to metacognitive awareness of literary interpretation process. This study aims at how metacognitive strategies can be applied explicitly in teaching and interpreting poetry in G.C.E. Ordinary Level classroom while focusing on critical and analytical thinking. The primary objective of the study reflects how the systematic implementation of metacognitive strategy instruction affects the critical and analytical thinking of the learner. 40 students of grade 10 in a semi-government school in Kaluthara district has been investigated by assigning them into an experimental group and a control group. 20 students have been assigned for each group. Three poems from the G.C.E. O/L Anthology have been selected from the category of Humor. Chamot & O'Malley’s (1994) Cognitive Academic Language Learning Approach (CALLA) is chosen to apply in the metacognitive strategy training. The metacognitive strategy instructions were implemented for the experimental group. Yet, a traditional teaching approach was administered for the control group. A pre-test and post-test which comprise essay typed questions based on the selected poems were administered. A quantitative data analysis approach was implemented where the analysis of the pre and post test scores of the experimental and control group were conducted using the SPSS software with statistical techniques including mean, standard deviation, frequencies and T-tests. The analysis of the posttest scores of the experimental group and control group does not indicate a statistically significant difference; t (14) = -0.506, p = 0.621. The analysis of the statistics of the pre and post-test of experimental group (within-group) depicts a statistically significant difference; t (14) = -7.6, p = 0.00. The statistical analysis of pre and post-tests of control group shows a slight statistically significant difference; t (14) = 2.7, p = 0.015. Thus, the study elucidates that the systematic implementation of metacognitive instructions enhances the critical thinking and analytical skills of the English literature learners in a second language context. In this regard, learning metacognitive strategy instruction is productive in English literature learning classroom
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    Teachers’ Perspectives on Using Modern Audio-Visual Aids to Teach English Literature
    (Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2016) Wijekoon, S.
    A twentieth century Chinese philosopher stated that one picture is worth a thousand words (Ashaver and Iguve, 2003). By proving this statement, previous studies have documented that the modern audio visual aides have a significant impact on teaching, bringing a highly productive learning environment for students. Due to its significance, in Sri Lanka, the Ministry of Education has provided audio visual equipment and has conducted training programmes under several projects for government school teachers to exploit them in the teaching process. Yet, most teachers of English Literature have not paid much attention to using modern technology. This study was conducted to explore the teachers’ perspectives on this area. Four teachers who teach English Literature as an optional subject for grade ten students were selected from four government schools; St’ Anthony’s Girls’ College, Hemmamali Girls’ College from Kandy district, and Government Science College and Sirimavo Bandaranaike Modal School from Matale District were selected as the participants of this study. Data was gathered through semi structured interviews and this qualitative data was analysed thematically. The analysis revealed that teaching English Literature using audio-visual aids is partially successful. However, it is not very practical due to the lack of educational facilities within the classrooms, the absence of pedagogical knowledge and skills to teach with digital equipment, the lack of instructional material and organizational conflicts. The findings suggest the need for further teacher training programmes particularly on the effective use of the equipment and for effective instructional material.