http://repository.ou.ac.lk/handle/94ousl/3745 2026-05-16T00:54:13Z http://repository.ou.ac.lk/handle/94ousl/3795 PERSPECTIVES OF BILINGUAL EDUCATORS ON CLIL CURRICULAR MATERIALS IN SRI LANKA: NECESSITY OF TEXT ADAPTATION Pakeerathy, S.; Asoka, G.H. This study examines the perceptions of bilingual educators regarding the use of CLIL curricular materials and the necessity of text adaptation in the bilingual education context in Sri Lanka. It is essential to understand how teachers engage with CLIL materials and whether current curricular materials meet the linguistic and cognitive needs of learners. With the expansion of bilingual education programs in Sri Lanka, there is a gap between learners’ expectations and the quality of curricular material. Therefore, curricular materials should be modified to meet learners’ expectations. One of the primary strategies for achieving this is through text adaptation. The research employed a survey design, utilizing a mixed methods approach that incorporated both quantitative and qualitative methodologies. The population comprised all bilingual teachers and teacher educators. A sample of 250 bilingual teachers and five bilingual-related teacher educators were selected using stratified sampling and purposive sampling. Data collection instruments included questionnaires and a semi-structured interview schedule. Quantitative data were analyzed using pie charts and graphs, while qualitative data were examined through thematic analysis. The findings reveal that many teachers recognize the potential of quality CLIL materials to enhance both content and language learning. There are significant concerns about the linguistic complexity and cultural relevance of existing textbooks. The majority of participants indicated that adapting curricular materials is essential in the contemporary context. At the same time, bilingual teachers suggested the need for formal training or institutional support for text adaptation. If curricular material adaptation is not feasible at present, teachers can address this gap pedagogically. Even though teachers mentioned that applying text adaptation is currently challenging because it is a time-consuming process. These findings help curriculum planners, teacher educators, and policymakers aiming to improve bilingual education in Sri Lanka. 2025-01-01T00:00:00Z http://repository.ou.ac.lk/handle/94ousl/3793 THE ENDURING LEGACY OF MEDIEVAL EDUCATIONAL THOUGHT: THE INFLUENCE OF BOETHIUS, CASSIODORUS, ISIDORE, AND ALCUIN ON MODERN EDUCATIONAL SYSTEMS Mendis, B.S.M. This study explores the enduring legacy of medieval educational thought by analyzing the contributions of four key figures: Boethius, Cassiodorus, Isidore of Seville, and Alcuin of York. Their works shaped medieval education and continue to influence present educational thought. Accordingly, this study is based on three objectives: (1) to analyze their educational philosophies, (2) to examine their role in preserving classical knowledge, integrating sacred and secular learning, and fostering literacy, critical thinking, and ethics, and (3) to evaluate the continuing relevance of their ideas to modern frameworks, including liberal arts curricula, interdisciplinary approaches, and digital systems. Using a qualitative historical analytical method and thematic text analysis, this paper highlights how medieval strategies for preservation, integration, and moral education offer insights that help deal with twenty-first-century challenges. The findings suggest that these intellectuals not only preserved Europe’s educational heritage but also laid foundations that resonate with modern values of accessibility, equity, and holistic learning. Their legacy underscores the timeless role of education in shaping societies, fostering growth, and sustaining cultural memory. 2025-01-01T00:00:00Z http://repository.ou.ac.lk/handle/94ousl/3792 EXPLORING TEACHERS’ PERCEPTIONS OF AUTHENTIC LEARNING IN GRADE 6 AGRICULTURE TECHNOLOGY MODULES IN SRI LANKA Bandara, K.M.N.T.K.; Rathnayaka, J.H.A.T. This research probes teachers' perceptions on the application of authentic learning in the Grade 6 Agriculture Technology topic in the Western Province of Sri Lanka. The research problem that was addressed was the discrepancy between intended objectives of integrating agriculture technology into junior secondary education namely, enhancing practical skills, problem-solving, and real-life application and current teaching practices used in the classroom. Though genuine learning is acknowledged in general terms as an effective approach for vocational and technology subjects, the key to its successful implementation rests primarily on classroom practices and instructors' attitudes. The research objectives are to examine teachers' conception and implementation of authentic learning in agricultural technology courses, analyze the challenges teachers face, and explore the implications of authentic learning. A qualitative research approach was employed, making use of an interpretive research design for obtaining rich understanding of teachers' lived experiences. Systematic sampling method was used to select 140 agriculture teachers from IC, IAB, Type 1, and Type 2 schools, which offered different socio-educational contexts. Data were collected using focus group discussions, semi-structured interviews, and classroom observations. Thematic analysis was used in order to establish dominant patterns and draw conclusions. Three general themes were identified through the analysis: genuine teaching-learning processes, genuine learning settings, and genuine assessment strategies. The teachers emphasized bridging theory with practice agricultural activities such as gardening, composting, and crop experimentation. While 72% of the participants indicated positive attitudes towards authentic learning, underlining its capacity to engage students and develop practical and critical thinking skills, approximately 65% identified major barriers to implementation, including lack of resources, lack of professional development, rigid curriculum structures, and time constraints. The study argues that although teachers value the instructional potential of authentic learning, there are problems to be addressed in order for it to be successfully integrated into agriculture education. Policy and institutional strategies such as teacher capacity building, better infrastructure, and curriculum alignment are needed to expand authentic learning. The findings highlight the need to align classroom practice with Sri Lanka’s 21st-century education vision. 2025-01-01T00:00:00Z http://repository.ou.ac.lk/handle/94ousl/3791 IMPACT OF DIFFERENT SUBTITLED MODES ON VOCABULARY ACQUISITION IN L2 ENGLISH LEARNERS: AN EXPERIMENTAL STUDY Jayawardane, K.G.S.R.K. Vocabulary acquisition is a key component of second language learning, and it directly affects learners’ overall language competence. Many prior studies have revealed that technology-based language learning tools can be used in second language classroom to enhance the vocabulary knowledge of learners. The main objective of this experimental study was to examine the effect of bimodal and standard subtitles compared to a no subtitle mode, on L2 learners of English in developing their incidental vocabulary knowledge within a classroom context. The sample included 81 adult intermediate learners of English from a Sri Lankan university, selected based on their proficiency. The participants were divided into four groups randomly; three experimental groups and one control group. The first experimental group (A) watched the video with bimodal subtitles once, the second group (B) watched the video with standard subtitles once and the third group (C) watched the same video without subtitles. All groups watched the same video during the experimental session. Pre-tests and post-tests were conducted to assess participants’ receptive and productive vocabulary knowledge of the 05 target words that occurred in the videos. The control group took only the pre-test and post-tests, without viewing the video. The results revealed that the participants in group A, who watched the video with bimodal subtitles, developed their receptive knowledge of the target vocabulary during the experiment, as indicated by the pretest to posttest results. The group B, which watched the video with standard subtitles and group C which watched the video without any subtitles demonstrated no significant gains in receptive and productive vocabulary knowledge, in contrast to the pre-test to post-test results. The control group did not show any significant difference between pre and posttest results. The findings indicate that video watching with bimodal subtitles can increase L2 learners’ receptive vocabulary knowledge, and any other subtitled mode does not support enhancing the receptive and productive vocabulary knowledge of L2 learners. The study has several implications for effective use of technology in ESL classroom to facilitate vocabulary development. 2025-01-01T00:00:00Z