International Postgraduate Research Conference (IPRC)
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Item A Study on Factors Affect on Acquiring English as a Second Language(International Postgraduate Research Conference 2019, Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2019) Lokuliyana, A.; Ruwanpathirana, I.English language skill is considered as one of most required skills in both educational and professional sectors in the modern society. After completing the school education students get chance to enter the state universities and this is where a graduate is being made according to universal aspects. Mass Communication and Public Relations are two global subjects which have been taught from very long time and English language skill is essential in both subjects in order to explore the academic and professional sector equally. However, every student is not given that privilege of learning the language properly. Especially when it comes to the non-urban areas of Sri Lanka, English language literacy is very law and in some areas it is zero. When a language is taught, the four skills of reading, speaking, writing and listening should be improved. During the process of learning, learner is affected by many factors in the second language acquisition process. The purpose of this research is to identify the ethnographic facts which affect on acquiring English as a second language. Under the qualitative research approach a questionnaire was distributed among 100 undergraduates who were selected randomly from the Department of Mass Communication. Additional information was gathered from secondary data sources such as research articles. It was proven by this study that undergraduates who belong to an upper social class background showed higher levels of English acquisition. At the same time it was revealed that undergraduates, who don’t belong to that social class but still showed higher levels of English acquisition, highly depend on school and private institution for learning English. The most important fact which was emerged through this research is, learning the alphabet and grammar do not support to acquire the language to the expected extent as long as there is a lack of practice in all levels of language acquisition. Contrary to these findings, it was also found out from this study that the undergraduates were highly motivated to learn English. However, higher motivation in itself did not result in higher levels of English acquisition for all undergraduatesItem 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.