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A Study of Teaching Approaches among Advanced Level English Teachers in
Sri Lankan Government Schools

A.D.G. Nimesika
Department of English and Linguistics, University of Ruhuna
gaganinimeshikagmail.com

ABSTRACT

This study explored the teaching methods used by Advanced Level (A/L) English teachers in government
schools in Sri Lanka. It aimed to address the research gap in A/L English teaching. Although many studies
have looked at English as a Second Language (ESL) teaching in Sri Lanka, A/L classrooms have received little

attention. This stage is crucial for getting students ready for higher education and employment. The research
aimed to explore the approaches teachers use, the methods they prefer, and how factors like resources, student
motivation, and the school environment influence their choices. To capture a variety of perspectives, six

government schools, both national and provincial, were selected through purposive sampling. In addition to
classroom observations in three of the schools, structured questionnaires were used to gather data from 20
teachers. The study employed mixed-methods design. Descriptive statistics were used to analyze quantitative

data, and thematic analysis was used to analyze qualitative findings. The findings demonstrated that teachers
were knowledgeable about several strategies, such as competency-based instruction, grammar-translation

method, the communicative method, and total physical response. Nonetheless, with 45% of participants
favoring it, cooperative learning emerged as the most popular approach. Teachers praised its capacity to
encourage active engagement, teamwork, and practical experience. As a result of this, it was effective in

keeping students' attention. The study also showed that context mattered. Less-resourced schools frequently
used more adaptable, pragmatic approaches. Better-equipped schools, on the other hand, preferred technology-

based, student-centered approaches. Overall, the findings indicated that A/L English teachers in Sri Lanka use
a flexible mix of strategies that balance theory with classroom realities. Cooperative learning proved to be
particularly valuable. However, the study highlighted the need for ongoing teacher training and stronger policy

support to improve classroom practices. By focusing on the less explored area of A/L English education, this
research offers new insights into teaching methods and suggests ways to enhance the quality of English
instruction across diverse school settings.

Keywords: Advanced Level Education, Cooperative Learning, English Language Teaching, Sri Lankan
Government Schools, Teaching Approaches

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