Browsing by Author "Alahakoon, A.M.Y.S."

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Comparative Study on Pedagogical Reasoning in University Level ESL Practitioners
    (Uva Wellassa University of Sri Lanka, 2020) Alahakoon, A.M.Y.S.; Dissanayake, D.M.R.S.
    Teacher cognition or the pedagogical reasoning plays a vital role in ESL (English as a Second Language) teaching as it represents the self-reflections, beliefs, knowledge about teaching students, content, and awareness of problem-solving strategies related to classroom teaching. Teachers not only need to develop a knowledge base for teaching but also should be able to make reasoned decisions on classroom teaching. Therefore, it has been identified that pedagogical reasoning as an important skill which should be developed among the present-day ESL practitioners. The data for the study was collected from six (06) University level ESL practitioners employing classroom observations focused on lesson stages, activities, and interviews. Moreover, to develop a multiperspectival account of the construct of pedagogical reasoning a qualitative approach was used. The findings of the research revealed that the skill of pedagogical reasoning developed with the experience. The more experienced practitioners tend to transform content knowledge in a pedagogically strong and powerful way which facilitates the understanding of the learners while less experienced practitioners struggle to put the theory into practice. On the other hand, practitioners with more experience tend to make decisions based on traditional ELT approaches while practitioners with less experience follow the process of informed decision making. Furthermore, it can be stated that the curricula of the universities facilitate the teacher autonomy and the pedagogical reasoning of the university level ESL practitioners as it allowed them to select and design the content. The study suggests that the ESL practitioners must be given opportunities to update the knowledge of pedagogical reasoning and some teacher training courses should be implemented to address the issues related to the skill of pedagogic reasoning among ESL practitioners. Keywords: ESL practitioners, Pedagogical reasoning, Teacher cognition
  • No Thumbnail Available
    Item
    The Impact of Virtual Learning Environment on Teaching English as a Second Language
    (Uva Wellassa University of Sri Lanka, 2020) Dissanayake, D.M.R.S.; Alahakoon, A.M.Y.S.
    Students who are born and raised in the modern digital millennium are natives to the digital world where the teachers are digital immigrants. Students being more active in the modern technological world, the dire need arise in the education system to craft education to meet modern educational needs. The integration of modern teaching platforms to education is an affirmative pace towards active learning. Hence this study focused on investigating the effectiveness of Virtual Learning Environment on teaching English as a second language. To achieve the key aim, the researcher investigated the perception of the students and teachers on using VLE as an English language teaching and learning platform and identified problems and challenges of using VLE. The data for the study was collected from second-year undergraduates of Uva Wellassa University where students were tested on a pre and post-in-class test after allowing them to do supplementary English language modules via VLE. The researcher found that there is a positive impact of VLE on learning on students’ performance in the English language. The mean value of the English assignment via VLE is 15.077 while the mean value of the in-class English langue assignment is 14.281. Hence, incorporating English language activities to VLE could make the students more engaged and feel motivated to do the activities. Hence, in Uva Wellassa University where 99% of the students use the VLE for their academic purposes, VLE is a good platform to learn the English language. Keywords- E-learning, Learning platform, Virtual learning environment