http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/88 2026-10-23T07:38:15Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13188 Title: Sacred Narratives and Gender: A Comparative Study of Mary Magdalene in the Lucan Gospel and Antal in Thiruppāvai Authors: Mary Winifreeda, S. Abstract: While sacred texts convey religious history and ethics, they also provide rich material for interdisciplinary studies within public theology. This paper explores the gendered dimensions of prominent female figures through a comparative study of Mary Magdalene in the Gospel of Luke and Antal in the 9th-century CE Tamil Vaishnavite text, Thiruppavai. Utilizing qualitative textual, inter- textual, and intra-textual analysis alongside a historical-critical approach, this study investigates how both figures challenge patriarchal structures and traditional gender norms within Christian and Hindu traditions. The analysis illustrates how Antāl's intense devotional longing toward Lord Krishna and Mary Magdalene's deeply personal attachment to Jesus transcend conventional human love, transforming intimate emotion into a pathway toward mystical, divine union. Guided by the hermeneutics of gender and cultural sensitivity, the paper examines how these narratives subvert societal expectations and align personal devotion with cosmic purpose. The central hypothesis is that Mary Magdalene and Āntāl emerge as powerful personalities exemplifying spiritual authority and dignity. This carries profound relevance for Asia's multicultural and pluralistic context, where women's roles are frequently marginalized. By reshaping intimate human love into a vehicle for divine encounter, both figures offer essential frameworks for integrating gender-inclusive perspectives into contemporary Asian public theology. Ultimately, the study concludes that this comparative analysis inspires greater gender equality, mutual interfaith respect, and a robust theological foundation to resist marginalization, envisioning a more just and equitable society. 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13182 Title: Pedagogical Translanguaging in Tertiary ESL Classrooms: Perception of Language Teachers Authors: Thamari, J.I.C. Abstract: Translanguaging is one of the trending concepts associated with the study of multilingualism. Pedagogical translanguaging refers to the use of different planned strategies based on activating students' full linguistic repertoire in language lessons. Traditionally, teaching second language practices have solely depended only on English language to avoid the influence of previously acquired languages, cross-linguistic influence and code-switching. However, these ideas have been challenged by current multilingual ideologies. ESL tertiary classrooms in Jaffna context are unique learning environments where students from diverse linguistic backgrounds learn English as a new language. Present study aims at identifying the beliefs and attitudes of the language academic staff in adapting translanguaging practices. Data were collected from 20 facilitators whose first language is Tamil / Sinhala, attached to three Faculties. To triangulate, multiple instruments including questionnaires, focus-group discussions and identity portraits were utilized. Qualitative data from focus-groups and identity portraits were analyzed to identify recurring patterns in beliefs and attitudes, while quantitative responses from questionnaires were analyzed to measure trends in tanslanguaging preferences. The findings revealed that translanguaging improved students' confidence in ESL classrooms by enabling them to connect new language concepts to prior knowledge. Thus, In such classrooms, it functions as a scaffolding which influences Intended Learning Outcomes. In contrast, isolating languages creates cognitive challenges by excluding the benefits of prior linguistic knowledge. Respondents with over ten years of teaching experience were more likely to view translanguaging as a hindrance to English fluency, while younger facilitators were more inclined to see it as a bridge to skill development. However, several challenges were identified in promoting translanguaging, such as students' limited exposure to English, interest to use less English language and more mother tongue, threat to minority languages, majority language speakers take advantage, find difficult in preparing task sheets, study materials, modules and designing activities. Hence, the present study emphasizes the need for further research in perception of students, classroom practices and performance at outside the classrooms to implement an effective translanguaging pedagogy in Jaffna context. This study further suggests the curriculum designers and teacher educators to often have awareness workshops regarding the oncoming trends relevant to translanguaging. 2026-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13179 Title: Effectiveness of Technology on Student Motivation and Engagement at the Tertiary Level ESL Classrooms Authors: Raguram, L. Abstract: In the present ESL educational environment, there has been a significant movement towards Technology Enhanced Language Learning (TELL) as each and every activity of the current generation of students is intertwined with technology. In the modern ESL classrooms, it is suggested by the language scholars that teachers are supposed to maximize learning opportunities through ICT platforms. Focusing on promoting the learning outcomes, this paper attempts to investigate the effectiveness of technology in enhancing the motivation and engagement of the tertiary level ESL learners. The present study was carried out with thirty-eight second year Science students for one semester. Questionnaire, classroom observation and semi-structured interviews were used to collect data. Though the study is of qualitative type, the participant learners were taught by traditional method and then through technology enhanced learning method for seven weeks each. When the results were qualitatively analysed at the end of the study, it was observed that the learners showed much willingness and motivation to get engaged in the classroom activities while incorporating technology in the teaching learning process. Through their active participation the proficiency level is expected to be maximized. For integrating technology in the classroom, personal mobile phones of the learners were used. Although considerable constraints were identified regarding the availability of physical resources and internet facilities, the method found to be productive to our context. Hence, learners’ potential and proficiency level can be enhanced by the appropriate use of technology as it promotes student motivation and engagement in the classroom 2020-01-01T00:00:00Z http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/13178 Title: Enhancing the Grammatical Proficiency of ESL Learners through Eclectic Approach Authors: Raguram, L. Abstract: The eclectic approach to language teaching has become common and fashionable in modern language teaching. It is a method of language education that combines various approaches and methodologies to teach language depending on the aims of the lessons and abilities of the learners. At tertiary level education, students have lack of deficiency in learning grammar. Analyzing the issue, this paper tries to explore the effect of eclectic teaching approach especially teaching grammar at tertiary level. 37 students from allied health sciences were randomly selected. Questionnaire, informal interview, free group discussion and observation were used as research tools. After analyzing the data, it came to light that eclectic learning approach has a positive effect on students’ academic achievement in English grammar. Eclectic learning approach was found more productive, effective and successful in teaching grammar as compared to traditional learning approach at tertiary level. So eclectic learning approach can be adopted by the teachers for improving students’ performance in English at tertiary level. 2020-01-01T00:00:00Z