Language Alienation of Sri Lankan Students Studying Overseas: An Empirical Study

Abstract

Every year, a considerable number of Sri Lankan students migrate overseas to further their studies. In comparison to previous years, the total number of students emigrating has increased significantly. Especially, in such countries, many migrant students are able to find new opportunities for their career development other than furthering their education. This qualitative research aims to examine the language alienation of Sri Lankan students studying overseas and how it has hindered the achievement of their academic outcomes. Ten migrant students studying in Canada and Australia for more than six months were selected as participants in the study. Semi-structured interview was administered to gather data and Thematic Analysis (TA) was used to arrange, analyze and interpret the data. The findings of the study revealed that 90% of the participants experienced language alienation upon arrival in these countries. They could not complete many of their daily tasks, such as making friends, understanding lectures, and participating in classroom events, due to the language barrier. Participants reported that the inadequate opportunity for enhancing their English communication skills in ESL classrooms in Sri Lanka is the key reason for this situation. As they claim, Sri Lankan primary and secondary education should give equal significance to all the English skills in the English curriculum rather than prioritizing writing and reading in examinations. This claim points to the need of practising speaking and listening in ESL classrooms without focusing only on examination-oriented teaching.

English Speaking as a Second Language for Health Sciences’ Undergraduates: Preferred Activities & Motivators

“…A study conducted among Sri Lankan students studying overseas reported that the majority of the students ponder that they are weak in oral skills (Fazeena et al, 2012). In addition, a negative attitude towards a target language could create a boundary between the learner and the language (Pabodha & Abeywickrama, 2021). In this study, negative attitudes such as a lack of interest to participate in practice sessions were found among the respondents.…”

“…Speaking in a second language triggers a feeling of unease (Pabodha & Abeywickrama, 2021). The process of learning is impeded by psychological elements including anxiety, fear, and negative attitudes (Seefa, 2017).…”

“…According to published work in Sri Lanka, inadequate opportunities to use English and practice outside the class were recorded as barriers to developing English communication skills (Pabodha & Abeywickrama, 2021;Seefa, 2017;Weerasooriya, 2021). Additionally, the main external problems students faced included a lack of resources, insu cient facilities, unquali ed teachers, improper teaching methods, a shortage of materials, and terrible economic situations (Seefa, 2017).…”

“…Fluency in English speaking is of utmost importance for non-native English speakers in many elds of education and employment (Alkhuzaee et al, 2019;Pabodha & Abeywickrama, 2021). In particular, when the medium of instruction is English, uency in English helps students improve their academic performance (AlMously et al, 2013; Hayes & Farnill, 1993).…”

“…Only a small portion of students take the exam in English Language (Weerakkody & Dharmadasa, 2015). The abrupt change in the medium of instruction is identi ed as a leading cause of the underperformance of students during university education (Pabodha & Abeywickrama, 2021). This causes failures and sometimes an extension of time taken to complete the degrees (Aluwihare & De Silva, 2016;Hill, 2009;Weerakkody & Dharmadasa, 2015).…”