| dc.description.abstract | English is a global language at present and
it is considered the key to knowledge, information,
communication, technology, travel, trade and business
(Turmapang, 2012). As there is a continuous rise in
the unity of people in the globe, knowing one common
language has become a necessity as a communication
tool. As a result, in Sri Lanka, English is recognized as a
key to employment opportunity and recognition in the
society. Therefore, graduates from local state universities
are expected to be equipped with the right knowledge,
technical skills and most importantly communication
skill competence and interactive skills in English. Further,
to be employed in a well-paid, study- related job in the
private sector, graduates are expected to be proficient in
their communication and presentation skills in English
language. However, it is significant that even though Sri
Lankan students begin learning English as a subject from
Grade 3 onwards (Gorden, Kuruppu&Kuruppu, 2015) and
English is used as a medium of instruction in most of the
courses at Sri Lankan universities, it has been identified
that their English speaking confidence, performance
and willingness to communicate remains inadequate as
undergraduates. Thus, this research aims to find out a way
to overcome speaking apprehension in undergraduates
and enhance their oral confidence through constructive
criticism as a means of scaffolding. This is used as a
technique evolving from Bruner`s Scaffolding Theory.
A stratified sample of 39 Engineering undergraduates
were subjected in this experimental research. A mixed
approach was used. The positive impact brought out from
constructive criticism provided to undergraduates as
feedback is identified as an effective method to enhance
oral confidence and presentation skills in English. | en_US |
