Abstract:
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English exposure was confined to formal lessons; and (5) Systemic inefficiencies, including ineffective supervision, outdated training, and poor teacher deployment.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.
