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Factors Affecting The Lack of English Language Proficiency of The G.C.E.O/L Students in Northern Province
Factors Affecting The Lack of English Language Proficiency of The G.C.E.O/L Students in Northern Province
Factors Affecting The Lack of English Language Proficiency of The G.C.E.O/L Students in Northern Province
ISSN No:-2456-2165
Abstract:- The document presents a comprehensive The Northern Province, encompassing regions such as
study on the factors affecting English language Jaffna, presents a unique context for examining the factors
proficiency among G.C.E. O/L students in Northern contributing to the deficiency in English language
Province, Sri Lanka. It delves into the significance of proficiency among G.C.E O/L students. Despite the
English proficiency in today's globalized world and inclusion of English language education in the curriculum
identifies the unique challenges faced by students in this from primary to advanced levels, students continue to
region, including inadequate resources, lack of struggle with mastering the language. This discrepancy is
motivation, and limited language exposure. The study evident in the performance data, which reveal a persistent
also highlights the disparities in English language gap between the proficiency levels of Northern Province
education within different zones of the Northern students and the national average.
Province and emphasizes the need for targeted
interventions. Through a mix of quantitative and In particular, the Island zone of the Jaffna district
qualitative research methods, the study aims to analyze emerges as an area of concern, exhibiting lower proficiency
these factors deeply to propose actionable strategies for levels compared to other zones within the Northern
improving English language education outcomes. It Province. This disparity underscores the need for targeted
underscores the importance of enhancing teacher interventions to address the challenges specific to this region
training, revising curriculum to be more interactive and and enhance English language education outcomes.
communicative, and ensuring equitable access to
resources and opportunities for language practice. The The impetus for this research stems from the firsthand
document calls for a collaborative effort among experiences of educators within the Northern Province, who
policymakers, educators, and the community to address have encountered various obstacles in teaching and learning
the root causes of the lack of proficiency and to empower English. Challenges such as inadequate resources, lack of
students with the necessary skills for academic and student motivation, and limited language exposure pose
professional success in a global context. significant barriers to effective instruction and student
achievement. Furthermore, the optional status of English at
I. INTRODUCTION the Advanced Level (A/L) further diminishes its perceived
importance among students, leading to a decline in
English language proficiency is indispensable in proficiency levels over time.
today's interconnected world, serving as a prerequisite for
academic, professional, and social success. Its significance To address these challenges and bridge the proficiency
is accentuated by the phenomenon of globalization and the gap, it is imperative to conduct a comprehensive
advent of the fourth industrial revolution, wherein English investigation into the factors influencing English language
has emerged as the lingua franca of international proficiency among G.C.E O/L students in the Northern
communication and commerce. Notably, Sri Lanka, with its Province. By identifying these factors and proposing
multilingual population, recognizes the pivotal role of targeted interventions, this research aims to contribute to the
English in facilitating global engagement and advancement. enhancement of English language education and the
academic success of students in the region.
Despite the recognition of English as a vital skill, many
students in the Northern Province of Sri Lanka face In the subsequent sections of this paper, we will delve
challenges in attaining proficiency in the language, into the research background, delineate the problem
particularly evident in their performance in the G.C.E O/L statement and research questions, elucidate the significance
examinations. The ability to comprehend and communicate and objectives of the study, review relevant literature,
effectively in English is not only essential for academic outline the proposed research methodology, and present the
progression but also for securing employment opportunities timeline and budget for the project. Through this rigorous
in today's competitive job market. Consequently, the lack of inquiry, we endeavor to shed light on the intricacies of
proficiency in English among students not only hampers English language education in the Northern Province and
their educational prospects but also limits their propose actionable strategies for improvement.
socioeconomic mobility.
English language education in Sri Lanka has Moreover, the assessment practices employed in
undergone significant transformations over the years, English language education in Sri Lanka warrant scrutiny.
reflecting the country's recognition of English as a vital Traditional examinations tend to focus on rote memorization
component of its educational system. The National Policy of grammar rules and vocabulary, rather than assessing
on English as a Second Language in Education (NPESELE) students' ability to communicate effectively in English
stands as a testament to Sri Lanka's commitment to (Perera, 2018). This narrow focus on test scores may
enhancing English proficiency for national development and undermine the broader goals of English language education,
global competitiveness (Ministry of Education, Sri Lanka, which aim to foster critical thinking, creativity, and cross-
2016). This policy underscores the importance of English as cultural communication skills.
a second language and advocates for its widespread
adoption across educational levels. In conclusion, English language education in Sri Lanka
faces a myriad of challenges, ranging from regional
One of the key objectives of English language disparities to pedagogical shortcomings and inadequate
education in Sri Lanka is to equip students with teacher training programs. Addressing these challenges
communicative competence in English (NPESELE, 2016). requires a multifaceted approach that encompasses policy
From primary to advanced levels, English is taught as a reforms, curriculum development, teacher training
compulsory subject, aiming to empower students with the initiatives, and assessment practices. By prioritizing the
linguistic skills necessary to navigate an increasingly development of communicative competence and fostering a
interconnected world. However, despite these concerted supportive learning environment, Sri Lanka can better equip
efforts, numerous challenges persist, particularly in regions its students to succeed in an increasingly interconnected
such as the Northern Province. world.
The Northern Province of Sri Lanka, which has a B. Factors Affecting English Language Proficiency
predominantly Tamil-speaking population, faces unique Various factors influence English language proficiency
challenges in English language education. The legacy of the among students, including socio-economic background,
civil war and its aftermath has left the region's educational language exposure, teaching methods, and motivation
infrastructure in disarray, with limited resources and (Karunanayake, 2018). In the Northern Province, where
Teaching methods and pedagogical approaches C. Effective Teaching Strategies for English Language
employed in the classroom also significantly impact Learning
students' language learning experiences. Research suggests Research suggests that effective teaching strategies are
that communicative and interactive teaching methods, which essential for promoting English language proficiency among
prioritize meaningful communication and real-world students. Interactive and communicative approaches, such as
language use, are more effective in fostering language task-based learning and communicative language teaching,
acquisition than traditional rote-learning approaches have been shown to be effective in enhancing students'
(Karunanayake, 2018). However, in resource-constrained language skills (Chambers & Cummins, 2016). Moreover,
environments like the Northern Province, where teacher the integration of technology, such as multimedia resources
training and instructional materials may be lacking, and online learning platforms, can provide additional
educators may resort to more traditional teaching methods support for language learning (Hubbard, 2016). In the
that prioritize memorization and repetition. Northern Province, where resources may be scarce,
innovative teaching strategies and technology integration
Furthermore, the qualifications and training of teachers can play a crucial role in overcoming barriers to language
play a pivotal role in shaping students' language learning proficiency.
outcomes. Highly qualified and trained teachers are better
equipped to create engaging and effective learning Effective teaching strategies are paramount in
environments that promote language acquisition promoting English language proficiency among students,
(Rasanayagam, 2015). In contrast, inadequately trained particularly in regions like the Northern Province of Sri
Lanka where resources may be limited. Research suggests
Instructional Duration and Resource Utilization: In conclusion, the analysis of data from lesson
The observations also highlight the constraint of observations provides valuable insights into the
limited lesson duration and its impact on instructional complexities of English language instruction in Sri Lankan
effectiveness. In both low and high-performing schools, schools. By addressing challenges related to timeliness,
teachers struggled to cover the intended curriculum within resource utilization, differentiated instruction, language
the allotted time frame, resulting in rushed or incomplete proficiency, and collaborative learning, educators can work
lessons. This challenge was particularly pronounced in high- towards creating more engaging, inclusive, and effective
performing schools, where teachers sought to engage learning environments for all students, thereby promoting
students in comprehensive activities and discussions but English language proficiency and academic success.
faced constraints due to time limitations. Additionally, the
observations reveal variations in resource utilization, with C. Analysis of Data from Teachers’ Questionnaire:
some teachers relying heavily on textbooks while others The analysis of data from teachers' questionnaires
supplement with additional materials. Enhancing resource offers valuable insights into the challenges and concerns
availability and diversifying instructional materials can faced by English language teachers in Sri Lankan schools.
support more engaging and effective learning experiences Through systematic examination and interpretation of
for students. teachers' responses, key themes and issues emerge,
providing a comprehensive understanding of the teaching
Differentiated Instruction and Student Engagement: context and areas for improvement.
Another notable aspect of the lesson observations is the
varied approaches to differentiated instruction and student Classroom Challenges:
engagement. While teachers in high-performing schools One prominent theme identified from the teachers'
demonstrated a greater emphasis on interactive and student- questionnaires is the array of classroom challenges
centered activities, those in low-performing schools faced encountered on a regular basis. Overcrowded classrooms,
challenges in accommodating diverse student needs within noise from neighboring classrooms, and a lack of resources
the constraints of large class sizes and limited resources. emerge as common issues faced by teachers across both low
Strategies such as peer correction and group work were less and high-performing schools. These challenges impede
prevalent in low-performing schools, where teachers effective teaching and learning, highlighting the need for
primarily focused on delivering content through traditional targeted interventions to improve classroom conditions and
methods. Addressing these disparities requires targeted enhance the teaching environment. Strategies such as
support and professional development for teachers to classroom rearrangement, noise reduction measures, and
enhance their capacity for differentiated instruction and resource allocation initiatives can help alleviate these
inclusive classroom practices. challenges and create more conducive learning spaces for
students.
Language Proficiency and Communication Strategies:
The observations also shed light on teachers' strategies Professional Support and Development:
for addressing students' language proficiency levels and Another key theme illuminated by the questionnaire
facilitating effective communication. In low-performing data is the need for professional support and development
schools, where students may have lower English language opportunities for teachers. Many teachers express concerns
skills, teachers employed techniques such as slower speech, about teaching without adequate training, highlighting the
repetition, and code-switching to support comprehension importance of ongoing professional development initiatives
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