Perceived Satisfaction on Learning Environment of Science-based and Non- Science based ESL Learners of Peripheral Universities of Sri LankaPaper published
Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in addition to few values of high satisfaction in limited cases.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Effects of Team Teaching on Students’ Academic Achievement In English Languag...iosrjce
:This study examined the effects of Team Teaching Approach (TTA) on the achievement of students in
English language comprehension and how the effects vary across gender. The study employed non randomized
pretest-posttest control group quasi experimental design. Intact classes were therefore assigned to the
experimental and control groups. The population consisted of 5,171 senior secondary two students made up of
2,407 males and 2,764 females in Onitsha education zone of Anambra State. A total of 189 students (97 males
and 92 females) randomly selected from four public secondary schools constituted the sample. Two of the
schools selected were used as experimental group while the other two were used as the control group. Two
research questions and three hypotheses guided the study. Data were collected with one comprehension
passage. Data generated were analysed using mean and standard deviation to answer the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The major findings showed that the
students taught English language comprehension with team teaching approach achieved significantly higher
than those of the control group who were taught with single teacher teaching approach. The female students in
TTA group achieved significantly higher than their male counterparts Based on the finding of this study, it was
recommended that team teaching approach should be adopted as a more effective approach to teaching and
learning English language comprehension in public secondary schools to enhance academic achievement of
students in the subject.
Effect of Teachers’ Competence in English Phonology on Reading Ability among ...paperpublications3
Abstract: Good performance in English opens doors to many lucrative careers locally and internationally. Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to determine the effect of teachers’ competence on reading ability among pre-school children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive and inferential statistics. The study findings revealed that there are more female pre-school teachers than male. It was also found that most of the pre-school teachers were inexperienced. Results indicated that the teachers’ competency in English phonology was below average. The study results indicated that the pre-school children reading ability was poor. Teacher competency in English phonology was found to have a positive significant effect on reading ability of pre-school children (β= .307, p<0.05). The study concluded that pre-school teaching is a gendered profession characterized by low competency in English phonology. It was also concluded that teacher competency in English phonology has a bearing on the reading ability of pre-school children. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: Effect of Teachers’ Competence in English Phonology on Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
Webb, lorraine c bringing science to life school v7 n1 2016William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Effects of Team Teaching on Students’ Academic Achievement In English Languag...iosrjce
:This study examined the effects of Team Teaching Approach (TTA) on the achievement of students in
English language comprehension and how the effects vary across gender. The study employed non randomized
pretest-posttest control group quasi experimental design. Intact classes were therefore assigned to the
experimental and control groups. The population consisted of 5,171 senior secondary two students made up of
2,407 males and 2,764 females in Onitsha education zone of Anambra State. A total of 189 students (97 males
and 92 females) randomly selected from four public secondary schools constituted the sample. Two of the
schools selected were used as experimental group while the other two were used as the control group. Two
research questions and three hypotheses guided the study. Data were collected with one comprehension
passage. Data generated were analysed using mean and standard deviation to answer the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The major findings showed that the
students taught English language comprehension with team teaching approach achieved significantly higher
than those of the control group who were taught with single teacher teaching approach. The female students in
TTA group achieved significantly higher than their male counterparts Based on the finding of this study, it was
recommended that team teaching approach should be adopted as a more effective approach to teaching and
learning English language comprehension in public secondary schools to enhance academic achievement of
students in the subject.
Effect of Teachers’ Competence in English Phonology on Reading Ability among ...paperpublications3
Abstract: Good performance in English opens doors to many lucrative careers locally and internationally. Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to determine the effect of teachers’ competence on reading ability among pre-school children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive and inferential statistics. The study findings revealed that there are more female pre-school teachers than male. It was also found that most of the pre-school teachers were inexperienced. Results indicated that the teachers’ competency in English phonology was below average. The study results indicated that the pre-school children reading ability was poor. Teacher competency in English phonology was found to have a positive significant effect on reading ability of pre-school children (β= .307, p<0.05). The study concluded that pre-school teaching is a gendered profession characterized by low competency in English phonology. It was also concluded that teacher competency in English phonology has a bearing on the reading ability of pre-school children. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: Effect of Teachers’ Competence in English Phonology on Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
A comparative study of secondary school students’ performance
Similar to Perceived Satisfaction on Learning Environment of Science-based and Non- Science based ESL Learners of Peripheral Universities of Sri LankaPaper published
This article aims at exposing a design of project based content language integrated learning (CLIL) at a higher education insitution in Indonesia. Th design is proposed based on a mixture of the principle of language integrated learning (CLIL) and the principle of project based learning. The design was implemented for the teaching of English as a compulsory subject at three departments of the university of Lampung. Quantitative data was obtained from the value of students’ English proficiency before and after CLIL model application. While the qualitative data was obtained from the output of language produced by students during the learning process took place. The results showed that project based CLIL English language course at the faculty of teaching and education, the University of Lampung could work effectively. This is evident from the implementation of the whole program activities, from the implementation of the formation of groups, students work in groups to finish the project, group presentation activities, personal presentations and students’ responses to all activities.
Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case StudyMohammad Mosiur Rahman
This paper presents a case study that investigated and compared the stated beliefs
and observed classroom practices relating to Communicative Language Teaching
(CLT) of two ESL teachers. The findings of the study revealed that both the
teachers hold similar complex beliefs that mostly contradict the philosophy of
CLT. The practices were not in line with their stated belief or CLT principles
either. The findings also indicate that teachers indeed possess a set of complex
beliefs that are not always realized in their classroom practices for a variety of
potential reasons: some of these might be directly related to the context of
teaching. Additionally, this study found that by articulating and reflecting on his
beliefs, the teacher became more aware of the meaning and impact of these beliefs on his classroom practices. Some implications of future studies have also discussed.
This is an experimental study based on exploring the effectiveness of task based language teaching (TBLT) in improving graduate students’ descriptive writing as well as their perception of task based language teaching. The accessible population taken in this study is 410 students enrolled in Graduation at Khawja Fareed Govt. Post Graduate College Rahim Yar Khan. 60 male students have been administered a TOEFL structure test to bring homogeneity. They have been divided into two equal groups randomly. Thus two groups were formed one the treatment group and the other control one. Experimental and control class data were collected through written tests and questionnaires. Written pre and post tests were administered to both classes. Questionnaires were given to the students in experimental group after each of 12 treatment tasks. Data from written pre and post-test and questionnaires were analysed quantitatively. Percentage analysis was run to observe improvement between the groups. Test results revealed highly significant difference in favour of the treatment group. The study also demonstrated treatment groups’ general perception of task based language teaching positively. Findings of this study are inspiring for the teachers to adopt task based language teaching to improve students’ descriptive writing.
Second language (L2) teacher education describes the field of professional activity through which individuals learn to teach L2s. In terms commonly used in the field, these formal activities are generally referred to as teacher training, while those that are undertaken by experienced teachers, primarily on a voluntary, individual basis, are referred to as teacher development. I return to this issue of nomenclature later on (see 'the role of input'); at this point, however, the reader should understand that the term teacher education refers to the sum of experiences and activities through which individuals learn to be language teachers. Those learning to teach - whether they are new to the profession or experienced, whether in pre- or in-service contexts - are referred to as teacher learners (Kennedy 1991).
The article attempts to examine the importance of balancing linguistic competence and teaching performance in learning and teaching English as a foreign language. It explains, how important is for English of a foreign language has good knowledge of grammar and vocabulary (linguistic competence) as well as strategies or methods (performance) to help students in their classroom. To reach this goal, it is suggested that EFL teachers should be continuously in professional development training to develop these skills.
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
Similar to Perceived Satisfaction on Learning Environment of Science-based and Non- Science based ESL Learners of Peripheral Universities of Sri LankaPaper published (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Perceived Satisfaction on Learning Environment of Science-based and Non- Science based ESL Learners of Peripheral Universities of Sri LankaPaper published
1. International Journal of Scientific and Research Publications, Volume 11, Issue 3, March 2021 282
ISSN 2250-3153
This publication is licensed under Creative Commons Attribution CC BY.
http://dx.doi.org/10.29322/IJSRP.11.03.2021.p11139 www.ijsrp.org
Perceived Satisfaction on Learning Environment of
Science-based and Non- Science based ESL Learners of
Peripheral Universities of Sri Lanka
R.M. Dhanapala, Dr. C.D.H.M. Premaratne
Department of Linguistics
University of Kelaniya, Sri Lanka
Department of Linguistics
University of Kelaniya, Sri Lanka
DOI: 10.29322/IJSRP.11.03.2021.p11139
http://dx.doi.org/10.29322/IJSRP.11.03.2021.p11139
Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized
although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature
and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience
of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of
library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non
science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of
Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based
faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in
addition to few values of high satisfaction in limited cases.
Index Terms- Learning environment, students’ perspectives, ESL classrooms, e-resources
I. INTRODUCTION
he importance of Learning Environment and Resources for ESL classrooms has a significant impact on the level of language
proficiency of second language learners. Studies of second language learning have not paid prominent attention to classroom
environment and its impact on language acquisition for some time, however experts in the field of education have begun to realize and
engage in research to examine the impact of learning environment on acquisition and pedagogy (Softa, 2011, p. 127). Learning
Environment and Resources which are conducive for educational programmes in general and second language learning in particular are
pivotal in the context of university education. Literature on Learning Environment can be categorized into three broad segments;
academic environment, physical environment and psychological environment and all these affect the overall academic success in
acquiring second language (Lizzio et al., 2002).
The development of communicative Language Teaching (CLT) in the 1960s placed a major emphasis on communicative competence
of learners. Since CLT evolved as a prominent teaching approach, the then existing methods such as Grammar Translation, Audio-
lingual and Direct method became less predominant (Richards & Rodgers, 2001). One of the important characteristics of CLT is the
learner-centeredness which curtails the dominance of the role played by the teacher in the class. The concepts of communicative
competence and learner -centered teaching of the CLT posit for more attention on learning environments and resources as they deemed
necessary to facilitate group work and pair work and activities in the classroom environment. Moreover, CLT approach requires a
conducive learning environment that allows free movement of students to engage in language learning activities to facilitate interaction
among students.
The physical environment of a classroom should be approached correctly that it does not stifle creativity and positive learning
environment. Further, such an environment enhances the emotional environment of both students and teachers leading to yield positive
outcomes of learning. This study is a part of a doctoral thesis on learner perspectives of English Language Teaching (ELT) in the Sri
Lankan university system and the paper concentrates only on Learning Environment and Resources. The main objective of the study is
to ascertain learner perspectives on the existing learner environment and resources of selected four peripheral national universities in
Sri Lanka.
T
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II. LITERATURE REVIEW
A comprehensive definition of the terms learning environment and resources in the educational context refers to the physical
environment in the classroom setting possibly filled with sunlight/light and ventilation, having provisions for flexible movement of
desks/chairs for grouping in specific ways, availability of audio visual and digital technologies, accessibility to relevant learning material
and convenience of time scheduling for academic activities. Basque & Dare (1998) point out that learning and teaching environment
ought to encompass functions such as; informing, communicating, collaborating, producing, scaffolding and managing. Further, they
add that learning environment refers to the whole range of components and activities within which learning happens (Basque & Dare,
1998). As per Study.com (2018), learning environment encompasses learning resources and technology.
Bunting (2004) and Stevenson (2007) propose that the traditional classroom concept be changed with holistic labs and explanatory
centres for learning languages as they are vital for learning. In the case of English Language Teaching, the concept of holistic study
labs filled with resources for self-learning and e-learning have been replacing the traditional classrooms in the Sri Lankan university
system, though the capacity to serve total student population is still problematic.
Apart from the educational institutes, family environment exerts immense impact on learning. Family environment can be considered
the primary social system in which child learns the basic concepts of culture, values, recognition and motivation for learning. Studies
have found that academic achievement is associated with family environment (Rollins & Thomas, 1979; Bahr, Hawks & Wang, 1993;
Cassidy & Lynn, 1991) and both the learning environment in the educational institutes and the family environment place a considerable
influence on learning.
Research on learning environment dates back to latter part of 1930s with the work of Murray (1938) and Lewin (1936). However, the
area has gained acceptance and credibility during the past two decades or so (Waxman, 1991). Studies done on the effect of learning
environment over academic success have proved optimistic results. Brooks (2010) carried out a research on the effect of “Space Issues:
the effect of formal learning environment in acquisition” in the year 2008 with a participation of 1131 students. The study proved that
students who attend classes in enhanced learning environment in terms of technology had better results than their peers who followed
same course of study in more traditional classrooms. The study done on the influence of classroom environments on English language
writing instructions and learning (Nancy & Samuel, 2019) portrayed that there were different teaching and learning environments but
the success of writing instructions depended on how teachers modified the classroom environment to suit the different topics they were
teaching. In a survey conducted by Lodhi et al. (2019) to investigate the factors which affect learning environment of English language
learners at school using a questionnaire reveled that suitable school environment provide significant contribution to ESL learners.
Learning environment is essential for in ESL teaching mostly due to changes in the teaching methodology. To the latter part of the 20th
century, changes in methodology in the ESL classrooms took place. Communicative approach emerged over ELT methodologies such
as grammar translation and audio-lingual. As Krashen (1982) points out, focus on grammar or other formal properties of language would
be labeled as preoccupation with teaching of language in an isolated decontextualized manner and they did not contribute to second
language development. Hence, grammar and other properties of language were relegated and replaced by activities such as Group Work
and Pair Work which facilitated to promote meaning communication. In order to facilitate interaction in the classroom, the contribution
of Group Work and Pair Work was of immense factor.
Alwright (1984, p.156) shows that interaction in a classroom is not just an aspect of modern language teaching methods, but as the
fundamental fact of classroom pedagogy. He claims that interaction entails three elements namely; teacher, learner and material. Also,
interaction produces opportunities for students to learn (Allwright, 1981; Hutchinson &Torres, 1994). The physical environment of the
classroom is vital for enhancing interaction in the classroom. Since learning environment encompasses many factors, proper
identification and use of them is vital for second language improvement.
Learning environment and resources are diverse in the context and some of them can be identified as seating arrangement, classroom
with digital technology, frequency of lecture schedule, lighting and ventilation, and classroom space.
Seating arrangements
Seating arrangements of the second language learning classroom is important for academic success of the programme. Unlike teaching
a major subject, ESL classrooms need to facilitate students for pair and group work where interaction of students is facilitated. The
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provision of access for movement of desks and chairs would facilitate avenues for student interaction and communication with pair
work, group work and teacher –talk. The light weight and movement friendly shaped desks and light weight chairs are essential for
quick and easy arrangement of different types of seating arrangements as shown in Figure 1 to facilitate different modes of classroom
seating arrangements such as lecture, pair-work, group work and U –shaped seating.
Figure 1: Different types of seating arrangements in classrooms
Classroom with digital technology
Classroom activities can be carried out with ease as technology in the 21st
century has facilitated remarkable avenues for language
learning. Availability of computers, multimedia projectors, audio systems, digital smart boards and tools and software assisted with
internet has made learning process possible for activity-based learning, self-learning, and e-learning. Raja & Nagasubramani (2018.
p.34) view that technology contributes to four areas in the field of education. They are; as a part of curriculum, as an instructional
delivery system, as a means of aiding instructions and as a tool to enhance the entire learning process.
Frequency of lecture schedule
Studies on frequency of lecture schedule indicate that there is an effect of learning with the intensity of frequency of lectures per week
or month. Literature on studies (Koprowski, 2005; Ellis, 2002) prove that increased frequency of lecture input has an effect on increased
level of language acquisition.
Classroom space
Congested classroom is an alien factor in the learning environment. Second language classroom ought to provide access for free
movement for the teacher and the students. In communicative language classrooms, formation of groups and pairs is vital for learner-
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centred learning where free movement of students is allowed to facilitate interaction. In addition to that, classroom space encourage
teacher to move freely to fringe areas where teacher’s direct attention is less.
Lighting and ventilation
The classroom space and physical environment should provide an optimal condition for learning behavior of students. Studies have
proved that high level of Co2 levels influence negative attention level of students (Coley et al., 2007). In most of the university situations,
the temperature of the classrooms is high that students are demotivated for learning. With regard to the lighting in classroom
environments over progress of learning, there isn’t much of the literature on studies carried out to prove it.
Literature on learning environment and resources has proved that there is a positive impact on learning in general and English language
in particular involving basic facilities in the classroom to technology aided facilities. Hence, evaluation of learner satisfaction on such
facilities and resources are vital for effective ESL programmes.
III. METHODOLGY
The objective of the study was to ascertain the perspectives of university ESL students. This paper focused on the availability and
effectiveness of the Learning Environment and Resources of the English Language Teaching programmes of Science-based faculties vs
Non science- based faculties of the peripheral1
universities of Sri Lanka.
The study is a survey in nature and was conducted using quantitative approach. Survey research can be defined as the collection of
information from a sample of individuals through their responses (Check & Schutt, 2012, p.160). Pinsonneault and Kraemer (1993)
define a survey as a “means for gathering information about the characteristics, actions, or opinions of a large group of people” (p. 77).
The strength of the surveys is that the capability to obtain information from a large samples of study population. The researcher believes
it justifiable to select survey design as the population of the study is rather extensive. Many researchers (McIntyre,1999; Ponto, 2015),
have highlighted the benefits of survey to a large population as an accessible approach.
The methodology of data collection was done through the strategic approach using a questionnaire as a tool. The data were collected
through online mode using a Google Form distributed among the target respondents. The sample of the study included four peripheral
universities namely; Rajarata University of Sri Lanka, Wayamba University of Sri Lanka, Sabaragamuwa University of Sri Lanka, and
the Eastern University of Sri Lanka with samples as indicated in Table 3.1.
University Science-based Non-Science based Total
1. Rajarata 51 66 117
2. Wayamba 49 62 111
3. Sabaragamuwa 54 61 115
4. Eastern 52 66 118
Total 206 255 461
Table 3.1: Population of the study
____________________________________________________________________________________________________________
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1
The Researcher has distinguished the population of the sample as peripheral to mean the universities located away from the main cities which were
established years after the well-established universities in the country. Further, peripheral universities are the developing universities with lesser
experience and facilities of both physical and manpower.
In the sample, there were a total of 461 respondents altogether. From Rajarata university, there were 51 respondents from Science-based
faculties and 66 respondents from Non science-based faculties. Wayamba university represented 49 and 62 respectively from Science-
based and Non science-based faculties. In the study, there were 54 respondents from Science-based faculty and 61 from Non science-
based faculties of Sabaragamuwa university. From the Eastern university, the study included 52 and 66 respondents from Science-based
and Non science-based faculties respectively.
The analysis of data was done using Statistical Package for Social Sciences (SPSS, IBM Version 21) software and data were analysed
using descriptive statistics. The study used five-point Likert scale to measure variables ranging from Strongly Disagree to Strongly
Agree; Strongly Disagree (1), Disagree (2), Neutral (3), Agree (4), and Strongly agree (5). For the purpose of interpretation of data, 5
point mean values were condensed and assigned vales with three scales. The mean values from 1 -2.33 were interpreted as “Low”,
values from 2.33 -3.67 were considered “Moderate”, and mean values from 3.67 -5 were taken as “High”.
IV. ANALYSIS AND DISCUSSION
The analysis of data gathered through the questionnaire administered online contain five areas connected to Learning Environment and
Resources with special reference to Science-based and Non science-based faculties. The total respondents in Science-based faculties
were 206 while in Non science-based faculties it was 255. The data show that the standard deviations of all the tables are less than 1,
indicate that the values are homogeneously distributed and the reliability of all the mean values in the subsequent tables are maintained.
The Table 4.1 shows the scores of convenience of lecture room facilities having three sub-variables. With reference to variable 1;
sufficient space for lecture rooms, both the students of Science-based (Mean-3.325) and Non science-based (3.647) faculties have
indicated moderate satisfaction. However, in Science-based faculties, the perceived satisfaction is lesser than in Non science-based
faculties. The second sub-variable on seating arrangements for activities with a mean value of 3.282 and 3.529 in Science-based and
Non science-based faculties respectively show a moderate satisfaction. The perceived satisfaction on light and ventilation, mean value
of 3.524 in Science-based faculties indicate moderate satisfaction while in Non science-based faculties, the satisfaction is high with a
mean value of 3.769.
Science-based faculty Non science-based
faculty
Total
Mean N SD Mean N SD Mean N SD
1. The lecture rooms have sufficient space and have
the convenience for students to move and work.
3.325 206 .6488 3.647 255 .7193 3.512 461 .6713
2.The lecture rooms have convenient seating
arrangements suitable for activity-based learning
3.282 206 .5858 3.529 255 .9010 3.419 461 .7755
3. The lecture rooms have sufficient light and
ventilation.
3.524 206 .7202 3.769 255 .8626 3.659 461 .9951
Table 4.1: Convenience of lecture room facilities
As it can be noted from Table 4.2 which represents availability of technology and other resources, the first sub-variable multimedia and
sound systems, the respondents of Science-based faculties have a high satisfaction (Mean=3.942) whereas in Non science-based
faculties, the respondents indicate a moderate satisfaction (Mean= 3.623). The data of the second area representing facilities of digital
smart boards indicate that the students of Science-based faculties have a high satisfaction with a mean value of 3.820 while in Non
science-based faculties the satisfaction is low with a mean value of 2.208. For the third sub-area of internet facilities, respondents of
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Science-based faculties have a high satisfaction (Mean= 4.097) compared to a moderate satisfaction (Mean= 3.663) in Non science-
based faculties.
Science-based faculty Non science-based
faculty
Total
Mean N SD Mean N SD Mean N SD
1.Classrooms have multimedia and sound systems. 3.942 206 .8925 3.623 255 .7964 3.898 461 .9512
2.Digital Smart boards are very useful for us and
the classrooms have them.
3.820 206 .5033 2.208 255 .8931 3.592 461 .8725
3.Internet is a useful facility for language
classrooms and we have the facility.
4.097 206 .8891 3.663 255 .7652 3.897 461 .9786
Table 4.2: Availability of technology and other resources
The availability of language laboratory facilities (as depicted in Table 4.3) is the next area of study under learning Environment and
Resources. The students’ perspectives on the satisfaction of e-learning software indicate a high value for Science-based faculty with a
mean of 4.044. However, in Non science-based faculties, the indication is moderate with a mean value of 3.522. The data in Table 4.3
indicate a higher mean value for the second area, that is, allocation of periods for e-learning in Science-based faculties (Mean=3.981).
In the case of Non science-based faculties, student satisfaction is low with a mean value of 2.320. The results for the third area of
question (facilities to practice speech) indicate almost similar mean values of 3.816 (high) and 3.808 (high) for Science-based and Non
science-based faculties respectively. For the fourth area of e-resources to practice tests and exercises, students of the Science-based
faculties have indicated a high value (Mean=3.723) while in Non science-based faculties, it is moderate (Mean= 3.288) in satisfaction.
The fifth area of this section focused on the facilities to practice different English accents. The data indicate a moderate satisfaction for
both the faculty types; Science-based (Mean=3.592) and Non science-based (Mean= 3.557).
Science-based faculty Non science-based
faculty
Total
Mean N SD Mean N SD Mean N SD
1.E-learning software resources are useful resources
for students and they are available for students.
4.044 206 .8399 3.522 255 .8717 3.755 461 .9905
2.We have some periods allocated for e-learning in
a place like Language Laboratory.
3.981 206 .7323 2.320 255 .7987 3.170 461 .9734
3.Availability of podium and facilities to practice
speech is very important.
3.816 206 .9602 3.808 255 .8997 3.811 461 .9262
4.E-resources to practice tests and language
exercises are available for us.
3.723 206 .6006 3.288 255 .7610 3.538 461 .8611
5.Availability of facilities and software to learn
different English accents is important and available
'.
3.592 206 .6211 3.557 255 .6818 3.573 461 .8895
Table 4.3: Availability of language laboratory facilities
Table 4.4 represents the next area that is convenience of library facilities which has three sub-areas; learning materials of English
language, availability of e-resources, and English-specific library sections. For the first area, the results show that the students of Science-
based faculties have shown a moderate value of 3.539 (Mean) but a low value of 2.216 (mean) by the Non science-based faculties. For
the second area, both the faculty types have indicated moderate mean values; 3.364 and 3.278 respectively by the Science-based and
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Non science-based faculties. For the third area, the mean value of Science-based faculties is 3.529 which is a moderate value while in
Non science-based faculties, it is a low value of 2.325.
Science-based faculty Non science-based
faculty
Total
Mean N SD Mean N SD Mean N SD
1.There are enough learning materials of English
language for us to use.
3.539 206 .7340 2.216 255 .8936 2.971 461 .7555
2.Students have adequate e-resources to use. 3.364 206 .8670 3.278 255 .9945 3.317 461 .9822
3.Students have access to English-specific library
sections for learning.
3.529 206 .7711 2.325 255 .8765 2.927 461 .6352
Table 4.4: Convenience of library facilities
The final area of the study is the convenience of time tabling and allocation of periods, as indicated in the Table 4.5. The area refers to
allocation of extra periods in the English language study programmes. Though, both the faculty types indicate their satisfaction with
moderate mean values of 3.233 (Science-based) and 3.459 (Non science-based), respondents of Non science-based faculties are more
satisfied than the others. With reference to studying English in the morning hours, both the groups have indicated high values; Science-
based (Mean=3.796) and Non science-based (4.067) though the latter group has a higher mean value. The third area of study in this
section is the teaching by different lectures in the ELT programmes. The respondents of the Science-based faculties as well as Non
science-based faculties indicate high mean values of 3.791 and 3.929 respectively.
Science-based faculty Non science-based
faculty
Total
Mean N SD Mean N SD Mean N SD
1.Students have extra allocation of periods (more
learning hours) than specified credit norms.
3.233 206 .9546 3.459 255 .9078 3.158 461 .9348
2.Students like to learn English in the morning
hours.
3.796 206 .9091 4.067 255 .8462 3.946 461 .8842
3.Language skills should be taught by different
lecturers and not by the same teacher.
3.791 206 .9214 3.929 255 .8845 3.768 461 .9028
Table 4.5: Convenience of time tabling and allocation of periods
Low Moderate High
Science-based 0% 47% 52%
Non science-based 23% 52% 25%
Table 4.6 : Overall interpreted values (based on number of items)
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Table 4.6 shows the percentages of perceived satisfaction of the 17 questions based on the sub-areas of Learning Environment and
Resources. Science-based faculty students’ percentage count for low is zero while 47% for moderate and 52% for high. In the case of
Non science-based faculties, the count value percentage for low is 23%, 52% for moderate and 25% for high satisfaction.
V. CONCLUSION
This study has identified learner perspectives in respect of Learning Environment and Resources of ESL university students studying in
peripheral universities of Sri Lanka. The results indicate that in Science-based faculties, students have shown high and moderate values
of their satisfaction. However, in Non science-based faculties, the student perspectives were not so satisfactory compared to Science-
based faculties as low values, moderate values and some fewer high values have been indicated in the results. Facilities such as digital
smart boards, allocation of periods in language laboratories for studies, availability of learning materials of English, and English specific
library resources are areas that need special attention in the prospective development of ELT programmes in universities as low values
were reported for Non science-based faculties.
One of the main limitations of the study was the limited sample population as the study was confined to four peripheral universities in
Sri Lanka. However, the results could be used to generalize the impact of Learning Environment and Resources of other universities of
similar discipline.
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AUTHORS
First Author – R.M. Dhanapala, BA, MA, M.Phil., Rajarata University of Sri Lanka. rmdhanapala@yahoo.co.uk
Second Author- Dr. C.D.H.M. Premarathne, PhD (Hitotsubashi), MA(Hitotsubashi), University of Kelaniya, Sri Lanka.
dissanayake@kln.ac.lk