| dc.description.abstract | English language competency is a
necessary skill in Sri Lanka. With this in mind,
successive governments have implemented
various approaches to strengthen English
Language Education in the rural outskirts of the
country. These initiatives include projects like
‘speak English our own way’ and attempts to
recruit candidates as teachers with higher
diplomas in English in order to address the
dearth of qualified English teachers. However, it
is unclear to what extent these efforts have been
successful. This study sets out to examine the
challenges encountered in English teaching and
learning in rural Sri Lanka today, taking
Bandaranayake Secondary School in
Kiriibbanwewa, Moneragala District as a case
study. Data was collected through ethnographic
research methods utilizing qualitative
observational data and semi-structured
interviews, and was then analyzed using
thematic analysis. Findings demonstrate that
students at Bandaranayake Secondary School,
regardless of their grade-level, lack of basic
English proficiency beyond an A1 level. This
language outcome is a result of teaching methods
that prioritize textbook-based reading and
writing over speaking and listening skills, while
emphasizing accuracy over fluency. In order to
address this gap between ELT methods and
outcomes, researchers recommend conducting
ELT training with English teachers in rural
secondary schools through tertiary educational
institutes local to the area. | en_US |
