How My Modules Supported My Teaching Practice and Research
Teaching Methods – Special – ED1063
The Teaching Methods – Special (ED1063) module aided me in both my role as an English language intern and the Action Research project by enhancing my knowledge regarding new language teaching methodologies such as Total Immersion, Content Language Integrated Leaning (CLIL), Task-Based Language Teaching (TBLT), the Lexical Approach, the Natural Approach, Communicative Language Teaching (CLT) and the Eclectic Method. Through lectures and demo sessions I gained deeper knowledge on how to select appropriate methodologies, design well structures lessons and meaningful learner-centred tasks. Through this module I got guidance towards improving my classroom engagement, reducing passive learning and integrate more task-based and communicative strategies with confidence during my teaching practicum. Moreover. This module also provided me the theoretical foundation for my action research which focuses on utilising the approach of Collaborative Task-Based Language Learning (TBLL) in order to improve students’ engagement, confidence, learning attitudes and perception regarding leaning English through collaborative tasks.
ICT for Education – ED1022
The ICT for Education model provided me guidance towards integrating new technology into the classroom activities thereby enhancing my teaching practice and Action Research. The knowledge I gained regarding ICT tools, internet safety, online resources (specifically e-learning platforms and other related tools), instructional strategies, Technological Pedagogical Content Knowledge (TPACK), and ethical use of digital platforms aided me to use new technology to improve the effectiveness of lesson delivery and student engagement. The educational technology principles I’ve learned made me gain deeper knowledge about creating interactive and more student-centered lessons using limited resources. Even though it was a challenge to integrate new technology to facilitate my teaching process during the teaching practicum due to not having access to new technology, I was able to utilise a few e-learning tools during the lesson delivery. Integration of new technology within the classroom not only makes the lesson more effective, but also it enhanced the enthusiasm, interaction and engagement of the learners.
Sociological Foundation of Education – ED1052
Except the fact that Sociological Foundation of Education was one of the modules of my personal interests, this module also aided me to improve my role as an English language intern and my research. Through this module, I was able to gain deeper understanding about the impact of social factors on the behaviour of the student, learning styles, participation and the school experience in general. This module highlighted several, yet most important social concepts such as socialization, social stratification, school culture, community influence and even issues such as bullying and violence within the school culture which can be seen prominently within the school students. This knowledge I gained broadened my perspectives regarding how I view my classroom and the students. I was able to view my classroom as a social space shaped and influenced by students’ backgrounds and social interactions. I learnt to become more sensitive towards the diverse needs of the learners and to create a comfortable, supportive and an inclusive learning environment.
Moreover, this module also strengthened my research by guiding me to identify different social factors that cause students’ low confidence and passive learning habits and thereby to design meaningful Task-Based Language Learning tasks that enhance positive learning environment through peer interaction, anxiety reduction and promoting active participation.
Teaching Methods | General & Special – ED1043
Teaching Methods-General and Special if one of the most importance modules that significantly aided me in both my teaching practice and the action research. This module introduced me a wide range of instructional strategies that guided my towards designing well-structured, effective and learner-centered lessons and related activities. I gained deeper knowledge regarding teacher-directed and student-centered strategies that can be used within the classroom to enhance the learning experience of the students in a positive way. Most importantly, this module also introduces Gagne’s Nine Events of instruction model, through which I planned and designed sign all the lessons and related activities I conducted within the classroom. With the help of this model, I was able to design more effective and meaningful lessons and deliver them to the students successfully within the given period of time. Moreover, this model also highlighted the concepts such as individualized learning, project-based learning (PBL), problem based learning (PrBL), the 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) and the meaningful use of different instructional materials through Dale’s cone which taught me how to design lessons through clear stages, meaningful tasks and effective evaluation strategies. These concepts and strategies significantly aided me during my internship as an English Language teacher when designing and planning communicative and collaborative tasks for my students.
Furthermore, when it comes to my research project, I gained deeper knowledge about selecting appropriate instructional strategies and methods to design tasks that align with Task-Based Collaborative Language Leaning (TBLL) through this module. I was able to develop my interventions more systematically by making them more engaging and effective, thereby improving learning participation and confidence through the knowledge I gained from Teaching Methods-General and Special module
Psychological Foundation of Education – ED1033
Through this module of Psychological Foundation of Education, the most important insight I gained to develop my role as an English language teacher and the research was being able to understand the way that the learners think, behave and develop throughout the childhood and the adolescence. This module highlighted the concepts of child development, individual differences, intelligence, motivation and group dynamics. Through such concepts I was able to identify how students’ behaviour and varied learning styles are affected by both internal and external factors. The approaches I’ve learnt such as the behavioural, cognitive, constructivist and humanistic enhanced my theoretical knowledge regarding designing creative and meaningful lessons that are motivating, supportive and appropriate. The principles such as classical and operant conditioning, Thorndike’s laws and reinforcement principles guided me during managing the classroom behaviour of the students methodically and promoting learning habits. All these insights I gained through this module were very helpful and important as an intern English language teacher specifically when interacting with passive learners.
Moreover, this module also aided me to develop my action research by guiding me to understand the root causes of students’ lack of motivation and confidence. Furthermore, this module also made me realise the important role of interaction and positive reinforcement which can be enhanced and improved through Collaborative Language Learning (TBLL) and tasks.
Measurement and Evaluation – ED2033
The Measurement and Evaluation module was very important for both my teaching practice and my Action Research, as through this subject, I came to understand how to assess learning properly and not just how to teach content. By studying notions such as educational objectives within the cognitive, affective, and psycho motor domains (Bloom, Krathwohl, Dave/Simpson), I learned how to set specific, clear objectives and align them with appropriate assessment methods. Similarly, topics like test construction, MCQs, attitude scales, checklists, rating scales, and techniques for measuring psycho-motor skills helped in devising fair and varied assessments for my students. Learning about organising data, measures of central tendency and variability, IQ and aptitude tests, item analysis, difficulty index, and discrimination index also enhanced my ability to interpret students' results meaningfully. Through this, during the teaching practice, I could check if my lessons and tasks were really helping the students achieve the intended outcomes, while in my Action Research, it helped me design pre- and post-tests and analyse the impact of Task-Based Collaborative Language Learning using qualitative observations with quantitative evidence.
Guidance and Counselling – ED2022
The module Guidance and Counselling guided and aided me throughout my teaching practice, as well as in my research, where I had to view my students not just as learners but individuals with emotional, social, and developmental necessities. Through this model I was able to learn how to identify learners who are struggling silently, exhibit changed behaviours, or lack confidence and how to respond more sensitively and professionally through educational guidance in topics at pre-primary, primary, and secondary levels, supporting children with special needs. The module’s emphasis on communication skills, particularly active listening, questioning, and empathy, enhanced the quality of interactions with the students during lessons and group activities by helping me develop trust and create a safe, comfortable and supportive classroom environment. Moreover, these insights I gained were very important for the success of my Action Research as comfort and participation by students had to be promoted in Task-Based Collaborative Language Learning activities; the skills I learnt from this module helped me in encouraging shy learners, handling emotional or social issues that might discourage participation, and reflecting on how guidance-based approaches can enhance both language learning and students' general well-being.
Comparative Education – ED2013
The Comparative Education module guided my teaching practice and the Action Research by providing me a deeper understanding about how different education systems, historical developments, and cultural values have influenced teaching, learning, and the school environment. Learning about the evolution of education in Sri Lanka-from ancient time to colonial, and then to post-independence periods-helped me helped me gain more knowledge about the roots of our current existing system and why several practices, challenges, and attitudes still exist in classrooms today. Studying global systems like those in Finland, India, Japan, and the UK further enhanced my perspective and helped me develop positive concepts like student-centred learning, collaboration, and innovation. This knowledge provided great insight for my Action Research by making me realise how the behaviours of Sri Lankan students, exam pressures, and learning habits are influenced by deep-rooted cultural and systemic factors and how the introduction of Task-Based Language Leaning (TBLL) can support a shift towards more active, communicative, and meaningful learning experiences.
Aesthetic Education – ED2062
The Aesthetic Education module strengthened my role as an intern English language teacher and my Action Research by guiding me understand how creativity, expression, and sensory experiences affect holistic child development. Learning about visual arts, drama, dance, rhythm, art appreciation, and the psychological and philosophical foundations of aesthetics aided me to become more aware about how aesthetic experiences promote students' cognitive, emotional, and social development. It helped me make learning English more engaging with the use of visual aids, movement, storytelling, and creative tasks that developed self-expression and build up confidence. Such skills as observing students' responses, developing imagination of the students, and creating an aesthetic based learning environment directly shaped my Action Research, specifically when I was conducting Task-Based Collaborative Language Learning tasks, because creative and art-integrated activities allowed the introvert learners to participate more freely by making it possible for students to feel the process of language learning in a meaningful, enjoyable, and expressive manner.
Value Education – ED2042
Value Education module aided me in my teaching practice an English language intern teacher and my Action Research by helping me gain deeper understanding regarding the importance of developing positive attitudes, ethical behaviour, and social responsibility within the learners. The knowledge I gained about types of values, age-appropriate value development, whole-school approaches, and strategies such as storytelling, biographies, group activities, meditation, and value-integrated lessons, made it possible for me to create a respectful, supportive, and emotionally safe classroom. Moreover, I also learnt how home–school–community partnerships, teacher behaviour, and the Five Cs of implementation shape students’ value development. Having knowledge about these concepts helped me facilitate teamwork, empathy, confidence, and self-discipline during collaborative English activities. This knowledge was very helpful for my Action Research, where integration of values into Task-Based Collaborative Language Learning made students communicate respectfully, support their friends, and participate more confidently in group tasks.
Soft Skills for Teachers – ED3012
This module helped me improve my role as an English teacher, as well as my Action Research, through the enhancement of interpersonal, emotional and communication skills which has great importance in maintaining a positive classroom environment. I gained knowledge on how to interact with the learners with multiple personalities and respond accordingly, the teachers and colleagues and the parent by improving skills such as communication, active listening, empathy, teamwork, leadership, conflict resolution, anger and time management as I was taught through this module. These skills were helpful in terms of; establishing relationships, keeping calm when managing issues in the classroom, and motivating learners during collaborative activities. Moreover, this module also contributed to my Action Research by helping me to guide group work more effectively and handle different challenges that arise during Task-Based Collaborative Language Learning, specifically when it came to motivating the shy and introvert students to engage in the collaborative tasks, facilitating teamwork, maintaining a supportive, student-friendly learning atmosphere where all the learners felt comfortable and safe to express themselves.
Philosophical Foundation of Education – ED1013
Philosophical Foundation of Education module aided my role as an English language teacher and my Action Research by helping gain deeper understanding about the purposes of education and the multiple and how philosophical perspectives influence teaching, learning, and school culture. Through the knowledge I gained regarding the philosophers like Plato, Rousseau, Dewey, and Gandhi, aligning with concepts such as lifelong learning, inclusive education, Education for All (EFA) , and social cohesion, helped to shape my role as a teacher who prioritised equality, participation, and holistic development of the learners. These ideas guided me to plan and design lessons that are learner-centred, inclusive, and reflective of democratic values. These are the same values which influenced decisions during my teaching process that focused on upholding fairness, letting the students speak up and express themselves, and promoting meaningful learning experiences. It also strengthened my Action Research through the encouragement of using Task-Based Collaborative Language Learning in such a way that motivates cooperation, active participation, and respect for different learners-values that align both with current educational philosophy and my aims as an English teacher.
Research Methods – ED3033
The research methods module most importantly aided me when it comes to the development of my research project, and as well as my internship experience as an English language teacher. The module laid a foundation towards understanding what educational research is, it’s significance to classroom practice how to identify a real and existing classroom problem towards developing clear research questions and objective. The knowledge I gained through quantitative and qualitative approaches, different types of sampling techniques, data types and measurement scales, case studies and specifically action research guided me towards structuring a strong and systematic study regarding improving the learning experience of the learners through the engagement in Task-Based Collaborative Language Learning (TBLL). Throughout my journey as an intern English language teacher, I got guidance from this module to observe my classroom not only as a place of teaching, but also as a place where I get to develop teaching career through responses and feed backs of the students through their performance, classroom observations, pre-task and post-task progress and critically reflecting on my interventions. Through such a way, the research methods module aided me to become a more reflective teacher who is able to reflect on my teaching decisions with evidence and connect research, theory and practice in a meaningful way.