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All Journal VIVID Journal of Language and Literature Andalas International Journal of Socio-Humanities (AIJOSH) Linguistika Kultura: Jurnal Linguistik Sastra Berdimensi Cultural Studies
Abeywickrama, Rohan
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Religion Arts Humanities Languange, Linguistic, Communication & Media Social Sciences

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Code-switching in Bilingual Classroom in Sri Lanka: Differing Perception of Teacher and Students Abeywickrama, Rohan
Vivid: Journal of Language and Literature Vol. 12 No. 2 (2023)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.12.2.135-146.2023

Abstract

Code-switching occurs in multilingual cultures where citizens have the right and ability to speak two or more languages. This phenomenon can frequently be seen in the English Medium classrooms in the Sri Lankan state school where English and Sinhala are used interchangeably for classroom practices. This article aims to examine subject teachers’ and students’ perspectives towards the use of English and Sinhala for instruction and learning in English medium classrooms in state schools in Sri Lanka, thus identifying how code-switching impacts on students’ performance. The study used mixed method for data collection. Five English medium teachers of three schools in the Hambantota district in Sri Lanka were interviewed and forty students who are learning the subjects in English medium in five schools were distributed questionnaires. The study used random sampling method for selecting the participants and Thematic Analysis (TA) for identifying, organizing, and interpreting data. One key finding of this study is that most teachers employ code-switching in bilingual classrooms in order to make the students familiarize with the subject matter. Although the majority of students are willing to speak English, as a medium of instruction in bilingual classrooms, students need their teachers to explain the lessons in both media. Although code-switching can enhance a student’s knowledge of a specific subject it does not make the student a better speaker or a writer. The current study has implications for bilingual teachers, students, syllabus, and material designers.
Enhancement of Early Childhood Education (ECE) through Professional Development: Sri Lankan ECE Teachers’ Perceptions Abeywickrama, Rohan
Vivid: Journal of Language and Literature Vol. 13 No. 1 (2024)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.13.1.7-21.2024

Abstract

This study examined the influence of teacher Professional Development onthe quality of learners’ cognitive development, behavior management, andthe overall effectiveness of Early Childhood Education. A questionnairewas administered among 285 Early Childhood Education (ECE) teachersserving at private educational institutions in Sri Lanka to gather data. Thestratified sampling method was applied to select the respondents and thefindings were analyzed using descriptive statistics, reliability analysis,correlation, and regression analysis. The study results demonstratethat teacher Professional Development has a positive and significantimpact on the quality of the ECE classroom, young learners’ cognitivedevelopment, behavior management, and the overall effectiveness ofthe ECE. The current study provides important insights into the role ofteacher Professional Development in enhancing the quality of ECE inSri Lanka. The study underscores the critical significance of ProfessionalDevelopment in reinforcing the quality of ECE in Sri Lanka. It advocatesfor continuous investment in teacher Professional Development initiatives,recognizing their potential to raise the standards of ECE classrooms, fostercognitive development among young learners, and facilitate positivebehavior management techniques. Furthermore, the research emphasizesthe necessity for future investigations to explore deeper into the correlationbetween teacher Professional Development and the efficacy of ECE. Suchinquiries could uncover insights and explain strategies aimed at optimizingthe effectiveness of ECE across diverse contexts.
The Impact of Parental Involvement on Students' Academic Performance: A Case Study of Secondary Schools in Sri Lanka Abeywickrama, Rohan
Vivid: Journal of Language and Literature Vol. 14 No. 1 (2025)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.14.1.69-81.2025

Abstract

Parental involvement in students' studies at the secondary level is crucial for children’s academic success and future well-being. This study aims to explore how parental involvement impacts on the academic performance of their children both at home and school and investigate the relationship between parental involvement and students’ academic performance. A total of sixty-eight parents of secondary school students participated in the questionnaire survey, with data being collected using the convenient sampling method. Pearson correlation coefficients and multiple regression analyses were employed to identify the relations between variables. The findings revealed that factors of parent involvement-, involving in the child's homework, discussing parents' expectations of the child, appreciating the child’s achievements, creating a positive learning environment at home, and parent’s relationship with the class teacher and with the other parents-have a strong relationship with students’ academic performance. Conversely, findings also show that traditional forms of parental involvement, such as attending parent-teacher meetings and supporting extracurricular activities, have no significant connection with academic achievement. The study concludes that a comprehensive approach to parental involvement- including direct support, relationship-building, and community connections- collectively contributes to improved academic performance for students. These findings point to the need for a network of socially supportive parents, which could improve children's entire academic experience.
The Validity and Reliability of Online Examinations in the State Universities of Sri Lanka: An Empirical Study Abeywickrama, Rohan; Dissanayake, Thilini
Andalas International Journal of Socio-Humanities Vol. 4 No. 1 (2022)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/aijosh.v4i1.31

Abstract

The aim of the current study is to examine the validity and reliability of online examinations through undergraduates’ and lecturers’ perceptions and identify the ways in which online examinations can be more focused and effective. To this end, a questionnaire including both qualitative and quantitative inquiries were administered among forty-five undergraduates and fifteen lecturers of three state universities in Sri Lanka. Thematic Analysis and SPSS software were used to analyze qualitative and quantitative data respectively. Findings of the study indicate that 80% of the undergraduates and lecturers preferred traditional examinations to online assessments given its flexibility, validity, and fairness. Majority of the lecturers encountered issues during online examinations, thus they reported the need of improving the methods and strategies of online assessments in a way they measure undergraduates’ performance accurately. Moreover, undergraduates’ social, economic, technological, and psychological issues also hindered the effectiveness of online examination to a considerable extent. The results of online examinations cannot be regarded as valid and reliable because they were unable to evaluate undergraduates’ learning outcomes as accurately as onsite examinations. The study has implications for the undergraduates, test administrators, lecturers, and the university management.
Dampak Perangkat Digital terhadap Kesehatan Fisik, Sosial, dan Mental Siswa: Kasus Siswa Sekolah Menengah di Sri Lankan International School Riyadh (SLISR) Abeywickrama, Rohan
Linguistika Kultura Vol 14 No 2 (2025)
Publisher : English Study Program, Faculty of Humanities, Universitas Andalas, Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jlk.14.2.77-101.2025

Abstract

With the advancement of electronic devices, life has become easier and much quicker. However, overuse of internet-assisted applications and tools as well as online platforms can harm one's physical, mental, and social health by increasing anxiety, depression, and isolation. The current study examines how digital disturbance affects students' mental, social, and physical well-being and informs of how to mitigate those detrimental impacts, thereby enhancing productivity, broadening skills, and improving academic achievements. This qualitative study employed semi-structured interviews to gather information from ten students in grade 11 and 5 parents at the Sri Lankan International School, Riyadh. The findings of the study were analyzed using the Thematic Analysis (TA) framework. The results indicated that the increasing reliance on digital devices has led to a range of negative consequences for students' physical, social, and mental health, which in turn significantly affects their academic performance. These adverse effects are evident in various academic challenges, including reduced academic quality, increased workloads, absenteeism, boredom, poor organization, difficulties in understanding educational tasks, inadequate preparation, and ultimately, low learning achievement. Students' screen time is largely increasing as a result of the pressure on teachers to incorporate technology into the majority of their lessons. The findings point to the need to reduce students’ screen time as well as the harmful effects. This study has raised awareness of the detriments of utilizing digital devices in the classroom and made recommendations on how to integrate them more successfully into the personal and academic lives of students. The study has implications for ESL teachers, syllabus designers, and school management.
Co-Authors Dissanayake, Thilini