International Postgraduate Research Conference (IPRC)
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Item Role of Internal Factors in Learning English as a Second Language classroom: A study of Undergraduates(In: Proceedings of the International Postgraduate Research Conference 2017 (IPRC – 2017), Faculty of Graduate Studies, University of Kelaniya, Sri Lanka., 2017) Pathirana, P.P.S.Learning English as a Second Language (ESL) plays a vital role in Sri Lankan society. In ESL context Sri Lankan undergraduates encounter various difficulties in learning English such as getting exposed to an English speaking environment, anxiety that hinders the authentic expression of ideas. Therefore, this observation paved the way to identify the fundamental internal factors which affect English as a Second Language (ESL) classroom of undergraduates. The sample of this research consists of randomly selected 30 First year participants learning English as a Second Language in the faculties of Dance and Drama, Music and Visual Arts, University of the Visual and Performing Arts, Colombo 07. For the purpose of clear analysis of data, it was decided to conduct the study quantitively and the collection of data was done via a questionnaire consisting Likert Scale questions, Multiple Choice questions and Open-Ended questions. The study mainly focuses on two major internal variables in learning English, namely motivation, both intrinsic and extrinsic and attitude. These can be considered as some of the most determining factors that enhance efficiency of students in language classroom. The results of this research indicate that the majority of the participants belonging to the faculty of Dance and Drama are highly motivated and they have positive attitude towards learning English compared to the participants of other faculties. Moreover, this research reveals the reasons for negative attitude and lack of motivation in ESL classroom. Further, it identifies other internal factors such as anxiety, age and the influence of the first language that affect Second language learning. Based on the findings it is recommended that conducting lessons interestingly while motivating and encouraging students to use English and making them aware of the importance of learning English can result in their enhanced motivation and positive attitude towards learning English. Furthermore, the undergraduates will successfully obtain the ability of English Language Learning.Item Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Students of Vocational Training and Education at Tertiary Level in Sri Lanka(In: Proceedings of the International Postgraduate Research Conference 2017 (IPRC – 2017), Faculty of Graduate Studies, University of Kelaniya, Sri Lanka., 2017) Weerakkody, N. C.The nature of motivation and learning strategy is used vitally to improve student learning outcomes. This effort was made with the intention of exploring the motivational beliefs and learning strategy used by students following Vocational education in Sri Lanka belonging to different fields of study and the connection of the aforesaid beliefs with their academic performance. Sri Lankan Vocational education sector was initiated many years ago with the intention of introducing a labour force, with skills for vocations rather than emphasizing the academic knowledge that is full of theoretical practice that does not advocate development of skills. Majority of the students who commence vocational education is identified as less selfmotivated than the students who are in conventional universities of Sri Lanka. Mainly two types of motivational beliefs could be identified among them; instrumental motivation and integrative motivation. This study shows the importance of the Teacher‘s role on paying keen attention on motivating the students promoting their self-efficacies, always urging students to believe in their abilities to do well and the importance of having faith on them, if not it could affect their dispositions for lifelong learning and their capacities to succeed in various life situations. This was tested by careful observation of two selected samples of students while they are engaged in in class activities through means of monitoring to check how they handle the given tasks, with and without the teacher. Student evaluation should be conducted meticulously and holistically without emphasizing the fanciness of grades or rewards as the surest way to academic success, but it must also consider other skills and talents of students. The repeated reminders of learning for individual development and the good of the society has to be constantly addressed to introduce a competent product.