Browsing by Author "Dissanayake, D.M.R.S."

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    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
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    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
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    The Influence of Personality Traits in Acquiring Proficiency in English as a Second Language; A study on Management Undergraduates of the Uva Wellassa University.
    (Uva Wellassa University of Sri Lanka, 2019) Dissanayake, D.M.R.S.; Wijesinghe, W.A.D.S.K.
    Accomplishment in a second language learning and eventual fulfilment in target language can be concomitant with the concept of personality traits. Personality of a learner could influence the overall success in second language learning. Hence the study focused on finding the influence of one’s personality trait in acquiring proficiency in English as a second language. Data for this study was collected by taking a random sample of 160 students from second year and third year. Students were initially subjected to a test to figure out their personality trait by using the “Big Five” personality test. Secondly students were given a questionnaire. To measure the students’ proficiency in English, their examination results of two semesters were examined. Multiple Linear Regression model and descriptive statistics were used to identify the personality trait which has the most effect in acquiring English proficiency. The results of the study revealed that there is a significant influence of one’s personality trait on acquiring the language. Out of the 160 students, averagely they have 30% of the “Conscientiousness” personality, 25% of “Neuroticism” personality, 18% “Extraversion” personality, 15% of “Agreeableness” personality trait and 12% of the “Openness” personality. Hence the results revealed that the students who fell under “Conscientiousness” and “Extraversion” has performed well in acquiring proficiency in English. Thus, the researcher came into a conclusion that there is a significant influence of one’s personality trait on acquiring English as a second language.
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    Perception of the Students on Obtaining the Assistance of ESL/EFL Websites to Learn English; a Study with Special Reference to the Second Year Undergraduates of Uva Wellassa University
    (Uva Wellassa University of Sri Lanka, 2018) Dissanayake, D.M.R.S.
    Twentieth century students tend to mingle the modern technology with every aspect of their life and education is no exception. Online education system is now not a novel to most countries. The best way to learn a language is in interactive, authentic environments. Computer technologies and the internet are powerful tools for assisting these approaches to language teaching. This research focuses on the potential role of ESL/EFL websites as a means of supplement in classrooms teaching. The main objective of this research is to find the students' perception on learning English through ESL/EFL websites. Data for this study was collected by taking a random sample of students from second year. Students were given a questionnaire before and after an assignment. The students were introduced to three websites where they have to do the assignment based on the given websites. The study found that the students held a positive reaction over the using of ESL/EFL websites to learn English. The results revealed that, the majority of students (88%) found the strategy used by the teacher was effective and interesting. Thus the researcher arrived to a conclusion that obtaining the assistance of ESL/EFL websites to learn English is effective and the students are caring a positive perception of the same.