Kusumi V Dhanapala
University of Colombo, Sri Lanka, Sri Palee Campus, Faculty Member
- Critical Discourse Analysis, World Englishes, Educational Development, Second Language Reading, ELT and Peace, Teacher Education, and 35 moreCritical Pedagogy, Reflective Teaching, English as a Foreign Language (EFL), English As a Second Language (ESL), Language Learning Strategies, language assessment - langauge Testing, L2 Reading, Reading Motivation among EFL Learners, Metacognitive Awareness of Reading Strategies, Critical Theory, Teaching English As A Foreign Language, SFL Discourse Analysis, TESOL, Applied Linguistics, English language teaching, Teaching English as a Second Language, Non-Native English Speaking Professionals in TESOL, Language and Ideology, NNEST, Native Speaker/non-Native Speaker Teachers of English, Critical applied linguistics, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), Language Planning and Policy, TESL/TEFL, English as a Lingua Franca, Language Teacher Training, English as an International Language, Genre-based pedagogy, Language Learning Theories, Postmodernism, Second Language Teacher Education, Identity, Multimodality, English as a lingua franca (ELF), and Language and Identityedit
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Research Interests:
Research Interests:
This study investigated the extent of the motivational processes that facilitated the text comprehension among 406 Sri Lankan university students in Sri Lanka. Students’ L2 text comprehension and reading motivation were assessed using a... more
This study investigated the extent of the motivational processes that facilitated the text comprehension among 406 Sri Lankan university students in Sri Lanka. Students’ L2 text comprehension and reading motivation were assessed using a reading comprehension test and a reading motivation and attitude questionnaire. The Principal Componential Analysis identified four constructs of intrinsic motivation and four constructs of extrinsic motivation. The relationship between these constructs and text comprehension was examined using the Confirmatory Factor Analysis. The final model fitted the data well, indicating that only intrinsic motivational constructs positively contributed to text comprehension when associated with extrinsic motivation.