Moving Beyond the Mill: Application of Eclectic Approach to Improve Teaching English as a Second Language to Tertiary Level Learners


Teaching English as a second language has been among the few persistent failures in the Sri Lankan education system nearly for six decades. The dogmatic devotion to limited approaches, inadequacy at theoretical, creative practical expertise of teachers and learner isolation have been negatively affected the scenario, where tertiary level learners are at a dire stake, against the exceptionally competitive employment market. Hence, need of a complementary holistic approach is a demand of the time, to compensate the gap and to empower the intellectual youth of the island.Thus this study endeavoured to investigate the effect of the application of principled eclectic approach as a teaching pedagogy on the performance of the tertiary level learners following English as a second language in Sri Lanka. Experimental research design was utilized having based on the theoretical principles of Kumaravadivelu's Micro Strategic Framework of Post Method Pedagogy, Input Hypothesis and Affective Filter Hypothesis of Krashan's Theory of Second Language Acquisition.The simple random sampling method was used to select 100 first year students from the University of Sri Jayewardenepura Sri Lanka, and divided into control and experimental groups having 50 in each.The study was conducted for 15 weeks and Pretest Posttest Equivalent Group Design was used to collected data. Both descriptive statistical tools, i.e., mean, standard deviation, inferential statistics, i.e., t test were used to analyze the collected data. The results of the study indicated that principled eclectic approach has a significant effect on the learner performance against traditional method of teaching.

Author Information
Nanayakkara Badungodage Disna Darshani Nanayakkara, University of Sri Jayewardenepura, Sri Lanka

Paper Information
Conference: ACSS2018
Stream: Linguistics

This paper is part of the ACSS2018 Conference Proceedings (View)
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Posted by James Alexander Gordon