Bimali Indrarathne
Biographic Data
| ID | 1692450 |
|---|---|
| NAME | Bimali Indrarathne |
| GIVEN NAMES | Bimali |
| FAMILY NAME | Indrarathne |
| SIGNATURE | INDRARATHNE B |
| AFFILIATIONS | Kotelawala Defence University |
| ORCID | 0000-0001-7640-2565 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Enhancing the professional development of pre‐service English‐language teachers through reflective practice: Implications for curriculum development and practice
This study offers guidance for teacher educators and practicum mentors on integrating critical reflection into undergraduate English‐language teacher‐education programmes to strengthen pre‐service teachers' reflective competence, based on insights gained in a study conducted in Kazakhstan. Using a social theoretical lens, it examines professional learning through reflective practice, defines reflective competence and discusses when, how and why r…
Specific learning differences in learning, teaching, and assessing additional languages
The prominence and significance of research on specific learning differences (SpLDs) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. The growth of the field also requires that the scope of the review is extended to research in the area of L2 assessment and teacher education. In our paper, we f…
Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary
I play multiple roles in my current position in a Global South country, Sri Lanka. I research second language acquisition (SLA) topics including those related to special educational needs (SEN), teach academic content relating to language learning and teaching to undergraduates and postgraduates, and run teaching practicum courses for pre- and in-service teachers. In these multiple roles, I have to link theory and research outcomes to practice. W…
Plagiarism in EMI higher education: Conceptual understanding of staff and students in four South Asian countries
This study investigates staff and students’ conceptual understanding of plagiarism in higher education in four South Asian countries in which English is the primary medium of instruction in many disciplines: Bangladesh, Nepal, Pakistan, and Sri Lanka. The study aimed to establish the extent to which avoidance of plagiarism was perceived as important by three stakeholder groups and the extent to which these three groups understood their institutio…
Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000)
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Na…
Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges
It is estimated that 10% of the world's population has dyslexia or related learning difficulties, and it is therefore vital for language teachers to have a thorough understanding of such difficulties and of inclusive teaching techniques. It is believed that teacher training can increase teachers’ knowledge of dyslexia and inclusion, inculcate positive attitudes among them on inclusion, and increase their self‐efficacy beliefs. The study discussed…
Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye-Tracking Study
This study used eye-tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the inst…
Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000)
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Na…
Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye-Tracking Study
This study used eye-tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the inst…
Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges
It is estimated that 10% of the world's population has dyslexia or related learning difficulties, and it is therefore vital for language teachers to have a thorough understanding of such difficulties and of inclusive teaching techniques. It is believed that teacher training can increase teachers’ knowledge of dyslexia and inclusion, inculcate positive attitudes among them on inclusion, and increase their self‐efficacy beliefs. The study discussed…
Modelling Changes in the Cognitive Processing of Grammar in Implicit and Explicit Learning Conditions: Insights From an Eye-Tracking Study
This study used eye-tracking to examine changes in how second language (L2) learners process target grammatical exemplars in written L2 input in implicit and explicit instructional conditions and how these changes relate to learning gains. In three separate sessions, 77 L2 learners of English read a story containing seven examples of a grammatical construction. The results of a growth curve analysis indicated significant main effects for the inst…
Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges
It is estimated that 10% of the world's population has dyslexia or related learning difficulties, and it is therefore vital for language teachers to have a thorough understanding of such difficulties and of inclusive teaching techniques. It is believed that teacher training can increase teachers’ knowledge of dyslexia and inclusion, inculcate positive attitudes among them on inclusion, and increase their self‐efficacy beliefs. The study discussed…
Plagiarism in EMI higher education: Conceptual understanding of staff and students in four South Asian countries
This study investigates staff and students’ conceptual understanding of plagiarism in higher education in four South Asian countries in which English is the primary medium of instruction in many disciplines: Bangladesh, Nepal, Pakistan, and Sri Lanka. The study aimed to establish the extent to which avoidance of plagiarism was perceived as important by three stakeholder groups and the extent to which these three groups understood their institutio…
Unknown Vocabulary Density and Reading Comprehension: Replicating Hu and Nation (2000)
Hu and Nation's (2000) study, which stipulated that second language (L2) readers need to be familiar with 98% of lexical items for adequate text comprehension, has become highly influential in L2 vocabulary research and pedagogy. However, the 98% critical threshold figure is based on findings from a research project in which a regression analysis was conducted with only 66 university students in New Zealand. The present study replicated Hu and Na…
Diverse perspectives on second language learning and teaching (SLA/T) research in dialogue, co‐constructing common ground: A commentary
I play multiple roles in my current position in a Global South country, Sri Lanka. I research second language acquisition (SLA) topics including those related to special educational needs (SEN), teach academic content relating to language learning and teaching to undergraduates and postgraduates, and run teaching practicum courses for pre- and in-service teachers. In these multiple roles, I have to link theory and research outcomes to practice. W…
Enhancing the professional development of pre‐service English‐language teachers through reflective practice: Implications for curriculum development and practice
This study offers guidance for teacher educators and practicum mentors on integrating critical reflection into undergraduate English‐language teacher‐education programmes to strengthen pre‐service teachers' reflective competence, based on insights gained in a study conducted in Kazakhstan. Using a social theoretical lens, it examines professional learning through reflective practice, defines reflective competence and discusses when, how and why r…
Specific learning differences in learning, teaching, and assessing additional languages
The prominence and significance of research on specific learning differences (SpLDs) in language learning, teaching, assessment, and teacher education have substantially increased in the past ten years, which justifies the need to review the findings of studies conducted in recent years. The growth of the field also requires that the scope of the review is extended to research in the area of L2 assessment and teacher education. In our paper, we f…
Psychology (6 works) · Linguistics (5 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (3 works) · Pedagogy (3 works) · Second Language Acquisition and Learning (3 works) · Computer Science (2 works) · Context (archaeology) (2 works) · Curriculum (2 works) · Medical education (2 works)