Undergraduates’ Use Behavior of Learning Management Systems: A Sri Lankan Perspective

This research aims to explore the perceptions of students in using Learning Management System (LMS) in order to enhance the learning process of students, especially those undergraduates in government universities in Sri Lanka. Almost all government universities in Sri Lanka have implemented LMS for students to make their learning process interactive and engaging. These higher educational institutions have made considerable amount of investments in terms of finance and other resources, but the benefits enjoyed by these institutions and student are far below expectations unless the usage of such systems are made compulsory. Therefore, although many studies have been conducted overseas, it is of high recognition that a study is very much needed to understand the reason(s) for low usage by students in Sri Lankan free education context. Quantitative study based on self-administered questionnaire survey was conducted. Out of the 15 government universities in Sri Lanka, 03 were selected. Results from 344 valid responses reveals that Attitude, Experience and Anxiety significantly influence the students’ use behaviour of LMS in Sri Lankan universities, while Efficacy and Collaboration do not have any impact. The research identifies what factors would influence these students’ use behaviour of LMS in state universities. Variables Students’ Attitude towards LMS, Efficacy, Experience, Anxiety and Collaboration with Lecturers and Students are considered to be the predictor variables and their influence and impact on Use Behaviour of LMS (predicted variable) is studied. Keywords:Undergraduates’ Perspectives, Learning Management Systems, Use Behaviour, Sri Lankan Universities

Students’ Perspectives on Use Behaviour of Learning Management Systems in Sri Lankan Universities

This research aims to explore the perceptions of students in using Learning Management System (LMS) in order to enhance the learning process of undergraduates in government universities in Sri Lanka.Many universities in Sri Lanka have implemented LMS to make their learning interactive and engaging.These institutions have made considerable amount of investments in terms of finance and other resources but the benefits enjoyed are far below expectations.Hence, it is of high recognition that a study is very much needed to understand the reason(s) for such low usage in Sri Lankan free education context. Quantitative study based on self-administered questionnaire survey was conducted.Out of the 15 government universities in Sri Lanka, 03 were selected. Results from 344 valid responses reveals that Attitude, Experience and Anxiety significantly influence the students’ use behaviour of LMS in Sri Lankan universities, while Efficacy and Collaboration do not have any impact. The research identifies what factors would influence these students’ use behaviour of LMS in state universities. Variables Students’ Attitude towards LMS, Efficacy, Experience, Anxiety and Collaboration with Lecturers and Students are considered to be the predictor variables and their influence and impact on Use Behaviour of LMS (predicted variable) is studied

Interplaying factors of students personal characteristics in online learning modality: evidence in asian context

Mapping the multidimensional impact of learner attributes on behavior demonstrates the importance of models in learning. To this purpose, we examined the correlations between strategies and student characteristics and utilized regression analysis to determine how learner attributes affect strategy selection. A cross-sectional study of 258 students demonstrated widespread strategy use, as well as statistically significant connections within and between the Strategy Inventory for Language Learning and Student Characteristics of Learning measures. Regression analysis found distinctions in the types of learner characteristics associated with strategy adoption, most notably between direct and indirect strategies. Instrumental motivation predicted both direct and indirect Strategy Inventory for Language Learning scores, but self-efficacy affected memory, cognitive, and compensatory strategies, and perseverance predicted reported metacognitive and emotional strategy choice levels. Additionally, a negative route coefficient occurred between persistence and compensation techniques and between competition and memory strategies, implying mediation and a high degree of complexity in the way learner traits impact behavior. The present study's findings have implications for prospective instructor techniques for motivating students to become fully involved in language learning via the online procedure.Campus At

“I teach the way I believe”: EFL teachers’ pedagogical beliefs in technology integration and its relationship to students’ motivation and engagement in the covid 19 pandemic year

This study aimed to investigate language teachers' pedagogical concepts and attitudes and the effect of these on students' motivation and engagement levels. Its results were based on a cross-sectional correlational research survey which was conducted online. The participants in the study were chosen at random from among 205 language teachers (n= 205) and 317 language students (n= 317) from various higher educational institutions in Asian countries. Results of the study of language teachers revealed that the respondents' pedagogical ideas and orientations were positive when it came to using technologybased teaching in their language classroom. Results of gender differences indicated that female language teachers showed a firmer belief in studentcentered online language learning than their male counterparts. On the other hand, males are more likely than females to utilize technology in the language classroom, and their attitudes relating to it are more favorable than those of their female counterparts. The levels of language learning motivation and engagement among students were also investigated. The findings also showed a high level of language learning engagement among both male and female students. Furthermore, the test of relationship showed that the firmer the instructors' belief in the importance of student-centered teaching and the incorporation of technology in the language classroom, the more driven and engaged the students are in language learning. Students' motivation and involvement in online language learning are not related to their views about the significance of instructors in their life, which is contrary to what many people believe. When it comes to incorporating technology into language courses, there are several pedagogical assumptions that enable EFL teachers to do so effectively. More broadly stated, this study has implications for increasing language instructors' digital literacy to develop more motivating, productive, and engaging language courses for 21st-century learning to improve language students' digital literacy.Campus At

“I See. I Talk. I Hear.” A Survey on the Effectiveness of Instagram App in Developing Listening Skill and Vocabulary Size of EFL Students

It is now possible to learn without having to rely on books. In addition to reading books, there are a variety of other ways in which we might expand our knowledge. At this point in time, technology has become a need for every human being. It's no longer a luxury item to own a smart phone, which is becoming the most prevalent gadget in everyday life. It's also easy to locate information thanks to the wide variety of apps available on smart phones. Instagram is a popular smartphone software that many people love using. Instagram is a social networking platform that allows users to post images and videos, as well as other types of content. It's not uncommon to see Instagram accounts that share information about English lessons in the form of photos with English captions and long-duration videos, such as IGTV, in which English is used. These accounts can help us better understand and learn the language, as well as help us improve our vocabulary

“From bricks to Click": Metacognitive Reading Skills of Students in the Pre and During Pandemic Era

This paper addressed the emerging gap on the quality of reading instruction before and during the COVID 19 Pandemic onslaught. This study generally aimed to determine how EFL university students utilized metacognitive online reading methods before and after the Covid-19 outbreak. A study was conducted to investigate whether EFL university students' use of metacognitive reading methods had changed before and after the Covid-19 pandemic, and if so, what had changed. This study employed mixed-methods research utilizing quantitively and qualitative research designs.  Testing the significant difference on the reading strategies of the students using t-test, the result revealed there is a significant difference on the reading strategies of the students. This indicates that during COVID 19 the students were able to attain a very high level of reading strategies compared during the pre-pandemic era which is attributed to the adoption of online learning where the mode of instruction is taken virtually and reading references among the students were mostly taken thru online access. On the qualitative context utilizing exploratory sequential design, revealed that EFL students were able to better their metacognitive online reading strategies during the COVID 19 as reflected in four themes: easier access of reading materials, flexibility of time and space, characteristics of e-books, and issues on the disruption of reading concentration brought by online reading activities. As a result, there is a perceived need to improve EFL students' metacognitive understanding of online reading techniques and help them become better online English readers. Helping students develop their metacognitive awareness of online reading methods and helping them master their metacognitive reading strategy usage are two approaches to help EFL students better comprehend online texts