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Papers by Iromi Weerakoon

Since motivation is an inevitable key to succeed in second language learning, this study aimed to... more Since motivation is an inevitable key to succeed in second language learning, this study aimed to investigate the motivation and the motivation orientation levels of the undergraduates in Sabaragamuwa University (SUSL) and Uva Wellassa University of Sri Lanka (UWU) towards learning English. The study was carried out with 110 second-year and 69 first-year undergraduates in SUSL and UWU respectively. Results indicated that 72% undergraduates in SUSL and 100% in UWU possess high level of motivation and high instrumental orientation to learn English.

Attitudes, among various other factors, play a major role in the process of second language (L2) ... more Attitudes, among various other factors, play a major role in the process of second language (L2) learning. Attitudes are " the individual's reaction to anything associated with the immediate context in which the language is taught " (Masgoret and Gardner, 2003). According to Baker and Jones (1998), if someone has a positive attitude towards learning a L2, they may well succeed in becoming proficient in that language and also at the end of language learning, a desired outcome may be there for students who have positive attitudes towards the L2. On the other hand, unfavorable experiences lead to develop negative attitudes and this may result in poor learning performance (Kitano, 2001). Thus, it is evident that attitudes are significant in L2 learning and learners who have positive attitudes learn more, whereas learners who learn well acquire positive attitudes. Hence, the present study investigated the learners' attitudes towards learning English as a L2 and attempted to ascertain whether learners' attitudes differ in terms of the geographical area that they are coming from and/or whether attitudes differ in terms of the grades they have earned and/or whether attitudes differ according to their learning environments. Accordingly, to achieve these prime objectives 69 first year undergraduates were selected from Uva Wellassa University (UWU) in addition to 110 second year undergraduates from University of Sabaragamuwa (SUSL) using simple random sampling method. In addition to semi structured interviews and class room observations, data were collected mainly by questionnaires designed on a five-point Likert-scale adopting items from Gardner (1985) and Clément et al.'s questionnaires (1994). Statistical test of Kruscal Wallis, Crosstabs and Pearson Chi-square were computed for the purposes of analysis. The study revealed that in both universities over 80% of the learners possess positive attitudes towards learning English and discovered that the attitudes do not differ in terms of the learners' geographical area, or grades earned, or learning environments. Finally it is suggested and recommended that to improve the positive attitudes towards L2 learning, the country's language policy and planning should consider the learners' attitudes as an integral and important element even in developing English language curricula, English text books, and in giving exposure to the target culture.

Given the importance of the English language as a pre-eminent international language today, the c... more Given the importance of the English language as a pre-eminent international language today, the competency in the English language, maintaining continuous passion to learn English, and acquiring the skills associated with lifelong learning of English have now become essential. Thus, most Sri Lankan universities have also acknowledged the need to offer an English course for all the undergraduates and it is vital that the undergraduates should develop into lifelong learners of English who retain a passion for learning English even after the completion of formal examinations. Thus, this paper attempts to explore whether the undergraduates in Faculty of Social Sciences and Languages (FSSL) of Sabaragamuwa University of Sri Lanka (SUSL) have the inclination to become lifelong learners (LLL) of English after completing their Core English Language (CEL) course and whether there is any association between their gender and their tendency to become lifelong learners of English.

Using the simple random sampling 130 students of SUSL were selected for this study. In addition to semi structured interviews and class room observations, data were collected mainly by questionnaires designed on a five-point Likert-scale adopting items from Macaskill & Taylor's questionnaires (2010). Mean Comparison, Crosstabs and Pearson Chi-square were computed for the purposes of analysis.

The study revealed that over 80% second-year undergraduates of FSSL in SUSL had the propensity for lifelong learning of English whereas 19% undergraduates were not lifelong learners. Moreover, no significant association could be seen between their gender and the tendency to become lifelong learners. Hence, as they have the most required propensity to become lifelong learners of English irrespective of their gender, the lecturers, and the administrators should take every possible step to make them enjoy learning English, get the maximum benefit out of the CEL course, and help them to sustain and develop the skills associated with lifelong learning.

Keywords— Lifelong learners, Gender, Tertiary English Education

Books by Iromi Weerakoon

Since motivation is an inevitable key to succeed in second language learning, this study aimed to... more Since motivation is an inevitable key to succeed in second language learning, this study aimed to investigate the motivation and the motivation orientation levels of the undergraduates in Sabaragamuwa University (SUSL) and Uva Wellassa University of Sri Lanka (UWU) towards learning English. The study was carried out with 110 second-year and 69 first-year undergraduates in SUSL and UWU respectively. Results indicated that 72% undergraduates in SUSL and 100% in UWU possess high level of motivation and high instrumental orientation to learn English.

Attitudes, among various other factors, play a major role in the process of second language (L2) ... more Attitudes, among various other factors, play a major role in the process of second language (L2) learning. Attitudes are " the individual's reaction to anything associated with the immediate context in which the language is taught " (Masgoret and Gardner, 2003). According to Baker and Jones (1998), if someone has a positive attitude towards learning a L2, they may well succeed in becoming proficient in that language and also at the end of language learning, a desired outcome may be there for students who have positive attitudes towards the L2. On the other hand, unfavorable experiences lead to develop negative attitudes and this may result in poor learning performance (Kitano, 2001). Thus, it is evident that attitudes are significant in L2 learning and learners who have positive attitudes learn more, whereas learners who learn well acquire positive attitudes. Hence, the present study investigated the learners' attitudes towards learning English as a L2 and attempted to ascertain whether learners' attitudes differ in terms of the geographical area that they are coming from and/or whether attitudes differ in terms of the grades they have earned and/or whether attitudes differ according to their learning environments. Accordingly, to achieve these prime objectives 69 first year undergraduates were selected from Uva Wellassa University (UWU) in addition to 110 second year undergraduates from University of Sabaragamuwa (SUSL) using simple random sampling method. In addition to semi structured interviews and class room observations, data were collected mainly by questionnaires designed on a five-point Likert-scale adopting items from Gardner (1985) and Clément et al.'s questionnaires (1994). Statistical test of Kruscal Wallis, Crosstabs and Pearson Chi-square were computed for the purposes of analysis. The study revealed that in both universities over 80% of the learners possess positive attitudes towards learning English and discovered that the attitudes do not differ in terms of the learners' geographical area, or grades earned, or learning environments. Finally it is suggested and recommended that to improve the positive attitudes towards L2 learning, the country's language policy and planning should consider the learners' attitudes as an integral and important element even in developing English language curricula, English text books, and in giving exposure to the target culture.

Given the importance of the English language as a pre-eminent international language today, the c... more Given the importance of the English language as a pre-eminent international language today, the competency in the English language, maintaining continuous passion to learn English, and acquiring the skills associated with lifelong learning of English have now become essential. Thus, most Sri Lankan universities have also acknowledged the need to offer an English course for all the undergraduates and it is vital that the undergraduates should develop into lifelong learners of English who retain a passion for learning English even after the completion of formal examinations. Thus, this paper attempts to explore whether the undergraduates in Faculty of Social Sciences and Languages (FSSL) of Sabaragamuwa University of Sri Lanka (SUSL) have the inclination to become lifelong learners (LLL) of English after completing their Core English Language (CEL) course and whether there is any association between their gender and their tendency to become lifelong learners of English.

Using the simple random sampling 130 students of SUSL were selected for this study. In addition to semi structured interviews and class room observations, data were collected mainly by questionnaires designed on a five-point Likert-scale adopting items from Macaskill & Taylor's questionnaires (2010). Mean Comparison, Crosstabs and Pearson Chi-square were computed for the purposes of analysis.

The study revealed that over 80% second-year undergraduates of FSSL in SUSL had the propensity for lifelong learning of English whereas 19% undergraduates were not lifelong learners. Moreover, no significant association could be seen between their gender and the tendency to become lifelong learners. Hence, as they have the most required propensity to become lifelong learners of English irrespective of their gender, the lecturers, and the administrators should take every possible step to make them enjoy learning English, get the maximum benefit out of the CEL course, and help them to sustain and develop the skills associated with lifelong learning.

Keywords— Lifelong learners, Gender, Tertiary English Education