http://repository.ou.ac.lk/handle/94ousl/3744 Sat, 16 May 2026 00:40:13 GMT 2026-05-16T00:40:13Z http://repository.ou.ac.lk/handle/94ousl/3755 UNRAVELING ZERO PERCENT ESL PASS RATES: A SOCIO- CULTURAL AND SYSTEMIC ANALYSIS OF UNDERPERFORMANCE IN SRI LANKAN SECONDARY SCHOOLS Fernando, Sureka This study investigates the persistent phenomenon of zero percent pass rates in English as a Second Language (ESL) at the G.C.E. (O/L) examination in selected government schools within an Education Zone (EZ) in Sri Lanka. Despite nine years of formal English instruction through the national curriculum, certain schools consistently fail to produce a single passing candidate in ESL. This research seeks to understand the root causes behind this alarming trend and identify actionable strategies for educational reform. Guided by Collier’s Conceptual Prism Model (CPM) of Second Language Acquisition (SLA), which emphasizes the interconnected roles of sociocultural, cognitive, academic, and linguistic processes, the study explores how factors at the individual, institutional, and systemic levels collectively influence ESL outcomes. A mixed method approach was employed using an Exploratory Sequential Mixed Methods Design. The qualitative phase included semi-structured interviews with educational administrators, focus group discussions with teachers, and school-based observations. These insights informed the development of structured questionnaires used in the quantitative phase, which involved students, parents, and teachers. Five major themes emerged: (1) Socio-economic disadvantage, where limited parental education and household instability restricted linguistic development; (2) Low student motivation, with many students unable to see the value of ESL due to immediate economic pressures; (3) Teacher competency gaps, including demotivated instructors with limited pedagogical innovation; (4) A lack of L2-rich environments in schools, where English exposure was confined to formal lessons; and (5) Systemic inefficiencies, including ineffective supervision, outdated training, and poor teacher deployment. A notable finding was the impact of localized subcultures that devalue formal education and ESL proficiency. The study concludes that these interlocking barriers severely restrict students’ capacity to succeed in ESL. It recommends implementing ESL immersion programs tailored to low-socio-economic state learners, restructuring teacher training and deployment, revamping supervision mechanisms, and initiating community-based outreach to challenge limiting cultural narratives. These interventions aim to create equitable opportunities for English acquisition and broader academic success across marginalized school contexts. Wed, 01 Jan 2025 00:00:00 GMT http://repository.ou.ac.lk/handle/94ousl/3755 2025-01-01T00:00:00Z http://repository.ou.ac.lk/handle/94ousl/3753 AN ACTION RESEARCH INQUIRY INTO SECOND LANGUAGE ACQUISITION TO ENHANCE SPEAKING AND WRITING Peiris, K. A. R. S. This action research study examines how targeted, acquisition-rich learning environments can enhance Grade Seven students’ second language (L2) skills— specifically speaking and writing—of a 1C school of the Negombo Education Zone, Negombo. Analysis of ten years of G.C.E. (O/L) results in the Zone revealed the underperformance of the school in English despite having trained, fluent teachers. Preliminary interviews and observations suggested that limited exposure to meaningful L2 input—and a predominant focus on form rather than authentic communication—hampered students’ fluency. Drawing on SLA theory, which posits that meaningful interaction, rich comprehensible input, and a “silent period” precede effective L2 production, the study posited that systematic provision of listening, reading, and interactive speaking opportunities would boost learner engagement and output. The researcher adopted an adaptive Action Research model, conducting four iterative Plan–Act–Observe–Reflect cycles in one Grade Seven classroom (19 students). Data sources included: (1) pre- and post- intervention oral and written proficiency assessments; (2) classroom observations and teacher journals; (3) student self-reports and focus-group feedback; and (4) video recordings of speaking tasks. Interventions comprised curated short stories, songs, “word wall” displays, guided reading passages, and a simple English- language film—all scaffolded to match learners’ Zone of Proximal Development. Quantitative gains were evidenced by a 35% average increase in speaking fluency scores and a 40% reduction in basic writing errors. Students’ mean word-count per writing task nearly doubled, and average pronunciation accuracy improved by two grades on a five-point scale. Learner confidence improvement was visible. Observation notes revealed more voluntary participation, peer scaffolding during group tasks, and creative use of vocabulary walls. Findings support Krashen’s acquisition-learning distinction: when learners engaged with meaningful input and low-anxiety, output-focused tasks, natural L2 acquisition flourished. This study demonstrates that modest, low-cost interventions—rooted in SLA theory and action research cycles—can produce significant gains in L2 fluency and writing accuracy among under-exposed learners. Embedding regular “English immersion” sessions; (3) training teachers in scaffolded, student-centered facilitation. Wed, 01 Jan 2025 00:00:00 GMT http://repository.ou.ac.lk/handle/94ousl/3753 2025-01-01T00:00:00Z http://repository.ou.ac.lk/handle/94ousl/3748 A CRITICAL EVALUATION OF LEGAL ENGLISH COURSE BOOKS IN A BLENDED LEARNING SETTING: A CASE STUDY AT THE OPEN UNIVERSITY OF SRI LANKA Damiththrika, F.S.E.M.; Dissanayake, R.A.N.M.; Satharasinghe, S.A.A.K. The increase in global demand for legal professionals with advanced English proficiency has heightened the need for Legal English courses that are rich in content and contextually relevant. In response, this study aims to critically evaluate the English for Legal Studies course books: Part 1 - Intermediate Communication Skills and Part 2 - Advanced Communication Skills, used at the Department of English Language Teaching of the Open University of Sri Lanka (OUSL). Designed for a short-term blended learning course, the materials aim to support learners to enhance legal communication skills for academic and professional purposes. The study explores the alignment of course materials with the University Tests of English Language (UTEL) Benchmarks 2021 to identify the coverage of language skills in terms of the standard benchmarks. Initially, an impressionistic evaluation was done to get a general idea of the course books. This qualitative research employed UTEL (2021) descriptors (Bands 3-7), McGrath’s (2002) evaluation checklists, and Kumar’s (1996) standards for evaluation of course materials in ODL to critically evaluate the existing course books. A gap analysis was conducted to assess content, skill coverage, legal relevance, and pedagogical design, with specific focus on how the materials help students understand legal terminology, sentence structure, and practical expressions. Findings show that the course books present a logical progression from basic to advanced content and engage students through relevant and practical tasks. However, there is a need to further develop listening and speaking components, integration of skills, contextual grammar, and digital integration. Visual design, reflective tasks, and assessment tools were also identified as areas for improvement. The study recommends redesigning the materials using a blended methodology combining Task-Based Language Teaching (TBLT), Content-Based Instruction (CBI) and UTEL-aligned rubrics, while incorporating learner feedback and adapting to evolving ODL contexts. These refinements will help position the course as a benchmark model in Sri Lanka and beyond. Wed, 01 Jan 2025 00:00:00 GMT http://repository.ou.ac.lk/handle/94ousl/3748 2025-01-01T00:00:00Z http://repository.ou.ac.lk/handle/94ousl/3746 DEVELOPING AN ENGLISH LANGUAGE CURRICULUM FOR CHINESE NURSING STUDENTS IN SRI LANKA: BALANCING ACADEMIC AND EVERYDAY LANGUAGE NEEDS Dissanayake, R. A. N. M.; Satharasinghe, S. A. A. K. As global academic mobility increases, higher education institutions must design English language courses that cater to the specific and practical needs of international students. This study focuses on developing a tailor-made English curriculum for a group of Chinese students enrolled in the Master’s in Nursing programme at the Open University of Sri Lanka (OUSL). Although these students were academically qualified, they struggled to use English effectively in their academic, professional, and everyday interactions. English, for them, had been learned as a classroom subject, not as a functional communication tool. The challenge, therefore, was to create a curriculum that was both practical and culturally responsive. A detailed needs analysis was conducted with input from both the Department of Nursing and the students. The analysis highlighted key areas where language support was urgently required: academic writing, speaking, listening comprehension, and everyday communication. Based on these findings, the Department of English Language Teaching (DELT) designed a short course titled English for Healthcare Professionals. The course consisted of 24 sessions delivered in a blended format, with online modules offered prior to the students’ arrival in Sri Lanka and face-to-face classes conducted afterward. Lessons were built around real-life scenarios such as speaking to doctors, using public transport, and participating in class discussions. Materials were also developed to include healthcare vocabulary, role-play exercises, and simple grammar activities, supported by digital tools. The curriculum development process demonstrated that effective English teaching for international students requires more than academic content—it must also support students’ day-to- day lives in a new environment. The course design was informed by stakeholder input and built on principles of English for Specific Purposes (ESP) and learner-centred pedagogy. This study emphasizes the importance of a needs-based, culturally aware approach to English curriculum development. It offers valuable insights for institutions aiming to support non-native English speakers in professional academic settings while ensuring they are equipped to navigate everyday life with confidence. Wed, 01 Jan 2025 00:00:00 GMT http://repository.ou.ac.lk/handle/94ousl/3746 2025-01-01T00:00:00Z