Adapting Literature to the Language Classroom

As per Sri Lankan university students, English is not just a language but also a cultural component. Most of the time it seems difficult to divert these passive learners into active and energetic language learners. Hence, the language laboratory in the Faculty of Science, University of Ruhuna was decided to incorporate into language learning as a new mechanism. In order to analyze the role of the language laboratory in learning English, closed ended questionnaires were distributed among 150 Science students. 30 students plus all the teachers who worked at the faculty of Science were also interviewed. Data was analyzed both qualitatively and quantitatively. The findings revealed that the laboratory was a great motive. Students started attending lecturers. It provided them relaxation, exposure to authentic language, confidence, individuality, interactions, and immediate feedbacks. It was the best place to practice listening and speaking. Nevertheless, the laboratory was not successful in practicing reading and writing than the traditional classroom. In fact, it was neither a problem related to the laboratory nor a matter with the students. It was a problem

Section: People: International Journal Of Social Sciences Issn 2454-5899mentioning

confidence: 99%

The Role of the Language Laboratory in Learning English as a Second Language in a University Context With Reference to Sri Lanka

Chandradasa

Jayawardane

2020

“…The fairy tale is one of an example of literary texts that has the power to encourage the students recognizing not only their local culture preservation but also as storytelling to inculcate values, love and respect towards others' culture (Nassim, 2018). It can be found in songs and short stories form (Pace, 2017). In Indonesia, fairy tales become a subject matter of language both in Indonesia and English.…”

Section: The Power Of Fairy Talesmentioning

confidence: 99%

The Gist of Digital Technology for Local Culture Preservation: Intriguing Fairy Tales

Rochmiyati

Ghozali

Tiasari

2020

Fairy tales have long been used as learning materials for Indonesian as well as English subjects in secondary schools to instil and preserve local wisdom and culture in addition to enhancing students' linguistic competence. Based on classroom observation and interview, current practices in schools show that learning activities developed out these materials revolve around students' involvement in reading, comprehending, appreciating, and identifying moral stories of the tales, be it orally and or in written form. Through R & D procedure, involving several junior high school students in Yogyakarta Special Region (DIY) and Central Java (Jateng), a digital media called "SoON" (Story on Odyssey Naturally) was used to develop those tales into more interactive and cognitively engaging learning materials (Littleyoung, 2015). Learning activities involve students not only to find information, retell, and identify moral story but further to enhance their soft skills and creativity PEOPLE: International Journal of Social Sciences ISSN 2454-5899 423 through responding to the tales depending on students' creativity. During the tryout, it was observed that the students were occupied doing all activities. Their high enthusiasm was observed in the last activity in which they got space/freedom to express themselves/their dreams. From students' worksheet, it could be inferred that the resulting materials were also effective in exercising students' creativity, and were effective as a means of character education. Based on the findings, the researchers contended that more folklore materials need to be converted into more innovative and interactive digital materials which are effective model not only for their preservation but for richer educational values.

“…Adaptive learning is defined as a dynamic learning process allowing students to opt for a learning style in pursuit of successful academic outcomes (Beldagli and Adiguzel, 2010) (Pace, 2017). Smart classroom environment offers a wide range of possibilities for adaptive educational process and the personalization of learning.…”

Section: Adaptive Learningmentioning

confidence: 99%

A Model of Adaptive Learning in Smart Classrooms Based on the Learning Strategies

Radosavljevic¹,

Radosavljevic²,

Jelić³

2019

The paper presents a proposal of a model of adaptive learning. The model takes the advantage of a smart classroom environment for the realization of adaptive learning. As adaptation criteria, it uses parameters of motivation, student's prior knowledge, cognitive load and a dynamic environmental parameter. The dynamic environmental parameter is a parameter which is obtained by evaluating physical parameters of working environment in a smart classroom. The learning process is carried out through different learning strategies grouped in learning categories. The model dedicates a learning category to a student based on a formula which takes in consideration above mentioned adaptation criteria The proposed model has been tested. The assessment test scores at the end of a learning process showed that student's in the experimental group achieved better learning outcomes than the student's who learned in a traditional manner. The obtained