http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/94 Tue, 20 Oct 2026 07:18:03 GMT 2026-10-20T07:18:03Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13182 Title: Pedagogical Translanguaging in Tertiary ESL Classrooms: Perception of Language Teachers Authors: Thamari, J.I.C. Abstract: Translanguaging is one of the trending concepts associated with the study of multilingualism. Pedagogical translanguaging refers to the use of different planned strategies based on activating students' full linguistic repertoire in language lessons. Traditionally, teaching second language practices have solely depended only on English language to avoid the influence of previously acquired languages, cross-linguistic influence and code-switching. However, these ideas have been challenged by current multilingual ideologies. ESL tertiary classrooms in Jaffna context are unique learning environments where students from diverse linguistic backgrounds learn English as a new language. Present study aims at identifying the beliefs and attitudes of the language academic staff in adapting translanguaging practices. Data were collected from 20 facilitators whose first language is Tamil / Sinhala, attached to three Faculties. To triangulate, multiple instruments including questionnaires, focus-group discussions and identity portraits were utilized. Qualitative data from focus-groups and identity portraits were analyzed to identify recurring patterns in beliefs and attitudes, while quantitative responses from questionnaires were analyzed to measure trends in tanslanguaging preferences. The findings revealed that translanguaging improved students' confidence in ESL classrooms by enabling them to connect new language concepts to prior knowledge. Thus, In such classrooms, it functions as a scaffolding which influences Intended Learning Outcomes. In contrast, isolating languages creates cognitive challenges by excluding the benefits of prior linguistic knowledge. Respondents with over ten years of teaching experience were more likely to view translanguaging as a hindrance to English fluency, while younger facilitators were more inclined to see it as a bridge to skill development. However, several challenges were identified in promoting translanguaging, such as students' limited exposure to English, interest to use less English language and more mother tongue, threat to minority languages, majority language speakers take advantage, find difficult in preparing task sheets, study materials, modules and designing activities. Hence, the present study emphasizes the need for further research in perception of students, classroom practices and performance at outside the classrooms to implement an effective translanguaging pedagogy in Jaffna context. This study further suggests the curriculum designers and teacher educators to often have awareness workshops regarding the oncoming trends relevant to translanguaging. Thu, 01 Jan 2026 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13182 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13179 Title: Effectiveness of Technology on Student Motivation and Engagement at the Tertiary Level ESL Classrooms Authors: Raguram, L. Abstract: In the present ESL educational environment, there has been a significant movement towards Technology Enhanced Language Learning (TELL) as each and every activity of the current generation of students is intertwined with technology. In the modern ESL classrooms, it is suggested by the language scholars that teachers are supposed to maximize learning opportunities through ICT platforms. Focusing on promoting the learning outcomes, this paper attempts to investigate the effectiveness of technology in enhancing the motivation and engagement of the tertiary level ESL learners. The present study was carried out with thirty-eight second year Science students for one semester. Questionnaire, classroom observation and semi-structured interviews were used to collect data. Though the study is of qualitative type, the participant learners were taught by traditional method and then through technology enhanced learning method for seven weeks each. When the results were qualitatively analysed at the end of the study, it was observed that the learners showed much willingness and motivation to get engaged in the classroom activities while incorporating technology in the teaching learning process. Through their active participation the proficiency level is expected to be maximized. For integrating technology in the classroom, personal mobile phones of the learners were used. Although considerable constraints were identified regarding the availability of physical resources and internet facilities, the method found to be productive to our context. Hence, learners’ potential and proficiency level can be enhanced by the appropriate use of technology as it promotes student motivation and engagement in the classroom Wed, 01 Jan 2020 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13179 2020-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13178 Title: Enhancing the Grammatical Proficiency of ESL Learners through Eclectic Approach Authors: Raguram, L. Abstract: The eclectic approach to language teaching has become common and fashionable in modern language teaching. It is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lessons and abilities of the learners. At tertiary level education, students have lack of deficiency in learning grammar. Analyzing the issue, this paper tries to explore the effect of eclectic teaching approach especially teaching grammar at tertiary level. 37 students from allied health sciences were randomly selected. Questionnaire, informal interview, free group discussion and observation were used as research tools. After analyzing the data, it came to light that eclectic learning approach has a positive effect on students’ academic achievement in English grammar. Eclectic learning approach was found more productive, effective and successful in teaching grammar as compared to traditional learning approach at tertiary level. So eclectic learning approach can be adopted by the teachers for improving students’ performance in English at tertiary level. Wed, 01 Jan 2020 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13178 2020-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13177 Title: Impact of Collaborative Learning in Acquisition of English as a Second Language - With Special Reference to the First Year Arts Students, University of Jaffna Authors: Raguram, L. Abstract: When learners have lack of exposure or access to L2, acquiring it will be a challenging task. It has been observed in the ESL classrooms that collaborative learning has always been a form of scaffolding for the learners. Therefore, this study attempts to investigate the effectiveness of collaborative learning in the acquisition of English Language skills of the Tamil speaking learners at the tertiary level. The study was carried out for one semester with 43 first year students from the Faculty of Arts. For this research, informal interviews, questionnaires, classroom observation, pre-test and post-test have been used to collect data. Qualitative and descriptive methodologies have been employed. At the end of the study, the results showed improvement in the listening, speaking, reading and writing skills of the ESL learners. Tue, 01 Jan 2019 00:00:00 GMT http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13177 2019-01-01T00:00:00Z