My academic biography-Part 2

                                      My Academic Biography- Part 2

From School Education to Higher Education

The transition from school education to higher education marked a significant turning point in my professional life. In the first part of my academic biography, I reflected on the formative experiences that shaped my identity as an English teacher. This second part begins with my appointment as an English Instructor at the Sri Lanka Institute of Advanced Technological Education (SLIATE) on 30 August 1999, a milestone that introduced me to a new educational environment and broadened my understanding of tertiary education.

Before receiving my appointment, I knew very little about SLIATE. Naturally, I was curious to learn more about the institution that would become my new workplace. SLIATE is one of Sri Lanka's leading higher education institutions, offering Higher National Diploma (HND) and National Diploma (ND) programmes in technology, business, and related professional disciplines. Established under Parliament Act No. 29 of 1995, SLIATE functions under the Higher Education Division of the Ministry of Education with the mission of providing advanced technical and vocational education at the post-secondary level. It oversees a network of Advanced Technological Institutes (ATIs) across the country, each responsible for delivering professionally oriented diploma programmes designed to meet national workforce needs.

My first appointment was to the Advanced Technological Institute (ATI), Kandy, where I was pleased to discover that one of my close friends was already working as a lecturer. We had previously worked together in the Republic of Maldives, and our long-standing friendship made my transition into the institution much easier. His presence helped me settle into the new environment with confidence and provided valuable support during my early days at ATI.

Teaching at an Advanced Technological Institute differed considerably from teaching in a secondary school. While schools primarily focus on general education, the ATI system prepares students for professional careers by providing specialised diploma programmes. At the time, Kandy ATI offered programmes in disciplines such as Accountancy, Management, Business Studies, and English. I was assigned to teach Business Communication to students enrolled in the Accountancy, Management, and Business Studies programmes.

The Business Communication course aimed primarily to develop students' reading and writing skills within professional contexts. Students learned to prepare a variety of business documents, including formal letters and other forms of workplace correspondence commonly used in commercial organisations. Although the course addressed important aspects of written communication, I always felt that it had one significant limitation: it did not include a substantial component on oral communication.

Looking back, I believe this omission reduced the practical value of the course. Graduates entering the private sector are often expected not only to write effectively in English but also to communicate confidently in professional situations such as meetings, presentations, interviews, and negotiations. Employers increasingly value spoken English proficiency as an essential workplace skill. Even today, I sometimes wonder whether this shortcoming in the Business Communication curriculum has since been addressed.

Another challenge became apparent soon after I began teaching. Most students enrolled in the diploma programmes, apart from those specialising in English, entered the ATI with relatively limited proficiency in English. Many struggled with reading comprehension, academic writing, and classroom communication, which inevitably affected their overall academic performance. As a result, a considerable number found it difficult to meet the language demands of their final examinations.

Teaching under these circumstances was often challenging. Although many students were hardworking and genuinely interested in improving their English, others appeared reluctant to engage with the subject. At the time, I sometimes interpreted this as a lack of motivation. However, with the benefit of experience and years of reflection, I now recognise that the issue was more complex. The highly structured syllabus, examination-oriented curriculum, and students' previous educational experiences all contributed to their attitudes towards learning English. This realisation later influenced my own philosophy of language teaching, reinforcing my belief that effective instruction requires not only committed learners but also an engaging curriculum that motivates students to use the language in meaningful contexts.

                               
                               How Kandy ATI looks now

SLIATE Lecturers' Union

My years at Kandy ATI were not confined to teaching alone. They also marked the beginning of my involvement in academic trade union activities, an experience that broadened my understanding of educational leadership, institutional governance, and professional advocacy. Soon after joining the institution, I was elected Secretary of the SLIATE Lecturers' Union at the Kandy campus, a position that exposed me to responsibilities beyond the classroom.

The union was active and well organised, serving as an important platform through which lecturers could collectively address issues affecting their professional lives. We regularly organised meetings to inform members of their rights and responsibilities and to discuss matters relating to the development of SLIATE and the welfare of its academic staff. I was fortunate to work alongside colleagues who were committed, principled, and willing to devote their time and energy to improving the institution. Equally important, the Director of Kandy ATI and the academic staff maintained a cooperative relationship with the union, enabling us to resolve many issues through constructive dialogue.

My role as secretary also provided opportunities to engage with senior administrators, government officials, ministers, and members of Parliament. These meetings gave me valuable insights into the complexities of educational administration and policymaking. For the first time, I began to appreciate that higher education institutions operate within a broader political and administrative framework, where educational decisions are often influenced by factors extending beyond the classroom.

During my early years at SLIATE, the institution was led by a Director-General who was widely respected for his dedication to developing technical and vocational education. However, as governments changed, so did the leadership of the institution. Successive appointments of new Director-Generals brought periods of uncertainty, and on several occasions, administrative changes created tension within the SLIATE system.

One particularly turbulent period followed the dismissal of the Director of Dehiwala ATI. The incident generated considerable unrest among both staff and students, culminating in protests and demonstrations. As members of the lecturers' union, we often found ourselves navigating difficult situations that required careful judgement. Although some colleagues advocated more confrontational responses, our leadership consistently believed that dialogue and negotiation should be the primary means of resolving disputes. Only when all avenues for discussion had been exhausted did we consider other forms of collective action.

Looking back, my involvement in the lecturers' union was one of the most formative experiences of my professional life. It taught me the importance of communication, negotiation, teamwork, and principled leadership. More importantly, it reinforced my belief that educational institutions function most effectively when administrators and academics engage in open, respectful, and constructive dialogue.

Transfer to Dehiwala ATI

After five rewarding years at Kandy ATI, I received a transfer to Dehiwala Advanced Technological Institute. The move was motivated largely by practical considerations, as my family and I were then living in Colombo, and daily travel to Kandy had become increasingly difficult. Although I welcomed the convenience of working closer to home, leaving Kandy was not an easy decision. The years I spent there had been professionally enriching and personally memorable, and I left with a deep sense of gratitude for the friendships and experiences that had shaped my early career in higher education.

Fortunately, the transition to Dehiwala ATI was smooth. I already knew many of the academic and administrative staff, including the Director, and therefore felt at home from the very beginning. Unlike my experience in Kandy, however, I was no longer able to devote the same amount of time to union activities, as new administrative responsibilities soon occupied much of my attention.

Shortly after my arrival, the Director appointed me Head of the Department of Management. Initially, I was hesitant to accept the position because I had little administrative experience and was uncertain about the additional responsibilities it would entail. Nevertheless, I gradually adapted to the role and came to appreciate the opportunities it provided for professional growth.

As Head of Department, my responsibilities extended far beyond teaching. Students approached me daily with academic, administrative, and personal concerns, expecting guidance and assistance. While many of these issues could be resolved within the department, others required intervention from the SLIATE administration. Although I was not always able to provide immediate solutions, I regarded these interactions as an important aspect of academic leadership. They strengthened my ability to listen, make balanced decisions, and respond to challenges with patience and empathy.

           The service certificate I received from Dehiwala Advanced Technological Institute

Despite these new responsibilities, I gradually began to feel that my professional development had reached a plateau. After eight years within the SLIATE system, five in Kandy and three in Dehiwala, the work had become increasingly routine. Like many educators who spend long periods in the same institution, I found myself seeking fresh challenges and new growth opportunities.

Financial considerations also influenced my thinking. My salary was modest, and supporting my family while living in rented accommodation in Colombo was becoming increasingly difficult. The gap between income and household expenses continued to widen, prompting me to consider employment opportunities overseas. I hoped that working abroad would not only improve my financial situation but also expose me to new educational systems and broaden my professional horizons.

With this goal in mind, I began searching for teaching positions overseas. My initial interest was Japan, a country whose rich culture, educational achievements, and natural beauty had long fascinated me. Although I discovered several teaching opportunities, most were restricted to native speakers of English, making them inaccessible to applicants like myself.

During one of my online searches, I came across an advertisement for Shin Shizen Juku (Natural School) in Hokkaido, Japan. Inspired by the school's philosophy, I wrote directly to its manager, Hiroshi Mine, expressing my willingness to volunteer as an English teacher for members of the surrounding community. To my delight, Mr. Mine replied warmly and indicated that he would be happy to accept me as a volunteer. He enclosed an information sheet, a sponsorship letter, and even a postcard depicting the beautiful scenery of Hokkaido.

Although practical circumstances ultimately prevented me from travelling to Japan, this correspondence became an important turning point. It gave me confidence to believe that international opportunities were attainable and encouraged me to continue pursuing my ambition of teaching abroad. That determination would soon lead me to Thailand, where the next chapter of my professional journey would begin.

Thailand: A New Beginning

Although my plans to volunteer in Japan did not materialise, I refused to abandon my ambition of working overseas. I remained convinced that teaching in another country would broaden both my professional experience and my understanding of language education. Rather than viewing my unsuccessful attempt to go to Japan as a setback, I regarded it as motivation to continue searching for new opportunities.

During one of my online searches, I came across information about a Teaching English as a Foreign Language (TEFL) certification programme offered by a language school in Thailand. According to the school's website, the programme consisted of six weeks of intensive training, comprising approximately 120 hours of instruction, classroom observation, and supervised teaching practice. More importantly, the school claimed that graduates would receive assistance in securing teaching positions upon successful completion of the course.

At that stage of my career, the programme appeared to offer exactly the opportunity I had been seeking. I believed that obtaining an internationally recognised TEFL qualification would strengthen my professional credentials and increase my chances of finding employment abroad. Without much hesitation, I submitted my application and was pleased to receive acceptance almost immediately.

Having secured a place on the course, I applied for one month's leave from SLIATE and prepared for my journey. Although my leave application was not formally approved before my departure, I decided to proceed with my plans. On 14 August 2006, I left Sri Lanka for Thailand, where the course was scheduled to begin two days later. At the time, I could not have imagined that this journey would become one of the most significant turning points in my professional life.

                                           One of the most striking scenes in Thailand

One of the tourist attractions in the South of Thailand

         

                      TEFL courses conducted by various language schools in Thailand                                  

The TEFL Programme

The TEFL course brought together trainees from diverse cultural and professional backgrounds. Most participants had travelled from countries such as the United States, the United Kingdom, and Australia. I was the only participant from an Asian country during the first week of the programme, an experience that was both exciting and, at times, slightly intimidating. Nevertheless, I soon discovered that our shared interest in language teaching created a supportive and collaborative learning environment.

Our course tutor, an experienced American teacher named Mr. Ted, guided us through a demanding but highly practical programme. The training combined theoretical discussions on language teaching with classroom observations, lesson planning, and practical teaching demonstrations. Although I already possessed several years of teaching experience, the course introduced me to new perspectives on second language instruction and provided an opportunity to refresh and refine my pedagogical knowledge.

A week later, another Sri Lankan teacher joined the programme, and we shared accommodation throughout the remainder of the course. Having someone from my own country made adjusting to life in Thailand considerably easier and provided welcome companionship during an otherwise unfamiliar experience.

The six-week programme concluded with a final assessment, which I completed successfully. Receiving the TEFL certificate gave me renewed confidence and strengthened my belief that I was ready to begin teaching in an international context.

Unfortunately, my optimism was soon challenged by reality.

One of the principal reasons I had enrolled in the programme was the language school's assurance that graduates would receive assistance in finding employment. For native English speakers, this promise appeared to be genuine. Many of my classmates secured teaching positions soon after completing the course.

For my Sri Lankan colleague and me, however, the situation was markedly different. When we approached the school regarding employment opportunities, we were informed that we would have to search for positions independently. The assistance that had been prominently advertised was, in practice, available only to native English speakers.

This was my first direct encounter with one of the realities of the international English language teaching profession: employment opportunities were often shaped not only by professional qualifications and teaching ability but also by perceptions surrounding native-speaker status. Although this experience was disappointing, it also strengthened my determination. Rather than returning home discouraged, I resolved to continue searching for opportunities that valued professional competence above nationality.

Looking back, the TEFL course proved valuable for reasons quite different from those I had originally anticipated. Beyond refreshing my knowledge of language teaching methodology, it introduced me to the competitive nature of the international ELT profession and taught me an important lesson about resilience. Success in an international career often depends not simply on qualifications but also on perseverance, adaptability, and the willingness to continue despite unexpected obstacles.

Little did I know that this determination would soon lead me to an opportunity that would shape the next phase of my academic and professional life.

The following is the certificate I was awarded from the language school where I did the TEFL course in August, 2006.

Searching for an Opportunity

Completing the TEFL programme did not immediately open the doors I had expected. Although I now possessed an internationally recognised teaching qualification, securing employment in Thailand proved far more challenging than I had imagined. The reality was that most institutions recruiting English teachers gave clear preference to native speakers. For qualified non-native English-speaking teachers, opportunities were considerably more limited.

Despite this discouraging situation, my Sri Lankan colleague and I refused to give up. Each morning, we visited a nearby internet café, where we spent hours searching online job advertisements and submitting applications to schools and universities across Thailand. At the time, internet cafés served as an essential resource for job seekers, and they became part of our daily routine.

Determined to explore every possible avenue, we also visited the Thai Ministry of Education in Bangkok, hoping to obtain information about schools that employed foreign teachers. What appeared to be a straightforward inquiry soon became an unexpected adventure.

Communication was often difficult because relatively few government officials spoke English fluently. Nevertheless, everyone we met treated us with remarkable courtesy and genuine kindness. We were directed from one office to another, and from one building to the next, as different officials attempted to help us find the appropriate department. Although the process was confusing and, at times, frustrating, each person we encountered made a sincere effort to assist us.

Eventually, we reached the office responsible for matters relating to foreign teachers. A particularly helpful officer listened patiently to our situation, examined our educational qualifications, and telephoned a school on our behalf. For a brief moment, we believed our search might finally be over. Unfortunately, the school had no vacancies. She then provided us with the contact details of another institution, but that enquiry also proved unsuccessful.

Although we left the Ministry without the employment we had hoped to secure, the experience left a lasting impression on me. What I remember most vividly was not the disappointment but the willingness of strangers to help two foreign teachers who had simply walked into a government office seeking advice. Their kindness reflected the generosity and hospitality that I would continue to experience throughout my years in Thailand.

That same day, another incident reminded us that adapting to life in a foreign country required more than professional qualifications. On our journey back to our apartment, we mistakenly boarded the wrong bus. Absorbed in conversation, we failed to notice that it had turned onto a different route until the familiar landmarks had disappeared. By the time we realised our mistake, the bus was heading towards the expressway leading to Don Mueang Airport.

After explaining our situation to the conductor, we disembarked and eventually found our way back. What might have seemed an inconvenient detour later became one of those memorable experiences that travellers often recall with amusement. Living and working abroad requires patience, adaptability, and a willingness to accept that unexpected situations are part of the journey. Although our visit to the Ministry had not produced immediate results, we continued searching online with renewed determination. Every unsuccessful application strengthened rather than weakened my resolve. I believed that somewhere there was an institution willing to judge applicants by their qualifications, experience, and commitment rather than by their nationality.

One morning, while browsing www.Ajarn.com, Thailand's leading educational recruitment website, I noticed a vacancy advertised by Prince of Songkla University. Unlike many previous advertisements, this one did not specify that applicants had to be native speakers of English. Recognising that this might be a rare opportunity, I immediately prepared my application and submitted it electronically.

To my great surprise, I received a reply from the Department of Languages and Linguistics inviting me to attend an interview.

The university was located in Hat Yai, nearly one thousand kilometres south of Bangkok. Although the distance was considerable, I did not hesitate for a moment. I informed my friend about the invitation and booked a seat on the overnight train, the most economical means of travel. As the train departed Bangkok in the late afternoon, I realised that another chapter of my professional life might be about to begin.

Where is Hatyai in Thailand?

Travelling from Bangkok (Hua Lamphong station) to Hatyai

                                   Inside view of Hua Lumphong railway station-Bangkok

                                    One of the platforms of Hua Lamphong railway station

The train in which I travelled

Hatyai Junction railway station

     Hatyai is a flourishing city in the north of Thailand. This picture shows a part of Hatyai city

               

     
                                      A view of the floating market in Hatyai

The statue of Prince Mahidol erected at Prince of Songkla University, Hatyai Campus, is the most venerated object among the university students, teachers, and the general public.

The Journey South

The overnight train journey to Hat Yai was unlike any journey I had previously experienced. Having reserved a sleeper berth, I settled comfortably into the carriage as the train gradually left the bustle of Bangkok behind and travelled through the countryside of southern Thailand.

As evening approached, railway attendants transformed the seats into beds, and passengers quietly prepared for the night. The rhythmic sound of the train moving steadily along the tracks created an atmosphere of calm that I still remember vividly. It was the last sound I heard before falling asleep and the first sound that greeted me the following morning. At each major station, local vendors boarded the train carrying freshly prepared food, fruit, snacks, and drinks. Their arrival briefly transformed the quiet carriages into lively marketplaces before the train resumed its journey south. These small encounters offered a fascinating glimpse into everyday life in Thailand and made the long journey both enjoyable and memorable.

The train finally arrived at Hat Yai Railway Station the following morning. I checked into a modest budget hotel and spent the remainder of the day exploring the city while preparing mentally for the interview that awaited me. Although I appeared calm on the outside, I was fully aware that the following day could determine whether my dream of building an international teaching career would become a reality.

Prince of Songkla University: The Beginning of an International Academic Career

The following morning, I arrived at the Department of Languages and Linguistics at Prince of Songkla University (PSU) with a mixture of anticipation and nervousness. Having travelled nearly one thousand kilometres from Bangkok, I knew that this interview represented far more than an opportunity to secure employment. It was, in many ways, the culmination of months of determination, uncertainty, and perseverance.

The selection process began with a demonstration lesson before a panel of lecturers from the department. Although I had accumulated several years of teaching experience in Sri Lanka, I recognised that teaching in a Thai university would require me to demonstrate not only my English proficiency but also my ability to communicate effectively with learners from a different linguistic and cultural background.

I approached the lesson with confidence, drawing upon both my previous classroom experience and the practical teaching strategies I had acquired during the TEFL programme. The demonstration was followed by a formal interview, during which the panel explored my educational background, teaching philosophy, and professional experience. The discussion was cordial yet rigorous, reflecting the university's commitment to maintaining high academic standards.

At the conclusion of the interview, I was informed that the department would communicate its decision by email. Although the interview had gone well, I resisted the temptation to speculate about the outcome. I boarded the overnight train back to Bangkok, carrying with me a cautious sense of optimism.

Two days later, the long-awaited email arrived.

I had been offered the position of Contracted Foreign Instructor in English in the Department of Languages and Linguistics.

The message marked one of the happiest moments of my professional life. After months of searching, numerous unsuccessful applications, and considerable uncertainty, I had finally secured a university teaching position abroad. Looking back, I often reflect on how easily this opportunity might never have materialised. Had I not continued searching despite repeated disappointments, I would most likely have returned to Sri Lanka and resumed my duties at Dehiwala ATI. Instead, this appointment became the foundation upon which the next stage of my academic career was built.

On 26 October 2006, I officially joined Prince of Songkla University as a member of the Department of Languages and Linguistics. During my first year, I was assigned to teach English Conversation I and English Foundation English, courses designed to develop undergraduate students' communicative competence in English. In subsequent years, my teaching responsibilities focused primarily on conversation courses, enabling me to concentrate on one of my greatest professional interests—helping learners develop confidence in spoken English.

Teaching at Prince of Songkhla University differed significantly from my previous experience in Sri Lanka. The university promoted a learner-centred approach that encouraged classroom interaction, critical thinking, and communicative language use. Students generally demonstrated a positive attitude towards learning English and were willing to participate actively in classroom activities. This environment provided me with opportunities to experiment with different teaching techniques and gradually refine my own pedagogical philosophy.

Equally important, working alongside colleagues from different cultural and educational backgrounds broadened my understanding of higher education. Daily interactions with Thai and international academics exposed me to diverse perspectives on language teaching, curriculum design, and professional practice. These experiences strengthened my belief that effective teaching is not confined to the transmission of knowledge but involves creating meaningful learning experiences that respond to students' individual needs.

Looking back, my appointment at Prince of Songkhla University represented much more than a change of employment. It marked the beginning of my international academic career and opened doors that would later lead me towards advanced study, educational research, and scholarly publication.

                                                        Aerial view of Penang city

                      I obtained a visa from the Malaysian consulate in Songkla to visit Penang

 An Unexpected Challenge: Renewing My Visa

Just as I was beginning to settle into my new position, I encountered an unexpected administrative challenge. During my second week at the university, I was informed that I needed to obtain a Thai work permit. Although I had entered Thailand with a Non-Immigrant Category B visa, its remaining validity was insufficient for processing the work permit application.

The university's personnel office advised me to travel to Penang, Malaysia, where they believed I could obtain a new visa from the Royal Thai Consulate. Following their instructions, I left Hat Yai by minivan on 6 November 2006, expecting to complete the formalities within two days before returning to resume my teaching duties.

Unfortunately, events did not unfold as planned.

Upon arriving at the Royal Thai Consulate in Penang, I was informed that Thai visas for Sri Lankan nationals could not be issued there. Instead, I was told that I would have to return to Sri Lanka and apply through the Royal Thai Embassy in Colombo.

The news came as a complete shock. Neither I nor the university had been aware of this regulation. Standing in a foreign country with limited funds and no immediate solution, I experienced one of the most stressful moments of my professional life.

I immediately contacted the university and explained the situation. The personnel staff was equally surprised, but they responded promptly by preparing the documentation required for my visa application in Sri Lanka. Their assistance reassured me that I was not facing the problem alone.

A second challenge soon emerged. I had not budgeted for an unexpected international journey. My available cash was barely sufficient to cover local expenses in Penang, and purchasing an airline ticket to Colombo seemed almost impossible. Fortunately, I remembered the international credit card I had obtained from the Bank of Ceylon before leaving Sri Lanka. What had seemed like a routine financial precaution suddenly became an invaluable lifeline.

After securing a flight via Bangkok, I remained in Penang for several days while waiting for my departure. To minimise expenses, I stayed in modest guesthouses and spent much of my time exploring the city on foot. Although the circumstances were far from ideal, the experience taught me valuable lessons about resilience, adaptability, and remaining calm when confronted with unexpected difficulties.

I travelled to Sri Lanka, successfully obtained the required visa, and returned to Thailand approximately two weeks later. Soon afterwards, I resumed my teaching responsibilities at Prince of Songkhla University without further interruption.

In retrospect, what had initially appeared to be a serious setback became another valuable lesson in international academic life. Working abroad requires flexibility, patience, and the ability to respond constructively to unforeseen challenges. These early experiences strengthened my confidence and prepared me for the many opportunities and occasional obstacles that lay ahead.

                                     Penang Bridge, the longest bridge in Southeast Asia

George Town was founded and built by the British as a free port in the 18th century. This attracts not only traders and merchants but also a lot of settlers from the neighbouring region

Becoming a TESOL Scholar: My Studies at the University of South Africa

Although teaching at Prince of Songkhla University provided me with an intellectually stimulating and professionally rewarding environment, I soon realised that practical teaching experience alone was insufficient for long-term academic growth. Every day in the classroom raises new questions about language learning, learner differences, classroom interaction, and effective pedagogy. While experience enabled me to address many of these questions intuitively, I increasingly felt the need for a stronger theoretical foundation to explain why certain teaching practices succeeded while others did not.

This growing curiosity led me to enroll in the Bachelor of Arts Honours in Teaching English to Speakers of Other Languages (TESOL) at the University of South Africa (UNISA) in 2007. Looking back, I regard this decision as one of the most significant turning points in my professional life. It marked the beginning of my transformation from an experienced language teacher into a reflective practitioner and emerging scholar.

Distance learning required considerable self-discipline. Balancing full-time teaching responsibilities in Thailand with university study demanded careful planning, perseverance, and personal commitment. Much of my learning took place during evenings, weekends, and university vacations. Although the workload was demanding, every module expanded my understanding of language education and challenged many assumptions that I had previously accepted without question.

Throughout the three-year programme, I completed ten specialised modules covering a broad range of topics in second language acquisition, language teaching methodology, curriculum design, assessment, literature in TESOL, sociolinguistics, and individual learner differences. Each module contributed to my professional development uniquely, but together they fundamentally reshaped my understanding of language teaching and learning.

Perhaps the most important lesson I learned at UNISA was that effective language teaching cannot rely solely on intuition, personal experience, or adherence to fashionable methodologies. Instead, it must be informed by theory, supported by empirical evidence, and adapted to the specific needs of learners and their learning contexts. This insight gradually transformed the way I approached both teaching and professional development.

From Learning to Scholarship

One of the most rewarding outcomes of my studies at UNISA was the confidence they gave me to undertake scholarly research. Rather than viewing university assignments simply as academic requirements, I increasingly regarded them as opportunities to investigate questions arising from my own teaching practice. This shift in perspective marked the beginning of my journey as a researcher.

One module that profoundly influenced my thinking was MAPP04: Language Learning and Teaching. Before studying this course, I had assumed, as many language teachers do, that mastery of grammar and the adoption of a single well-known teaching method were sufficient for successful language instruction. The module challenged these assumptions by introducing me to the theoretical foundations of second language acquisition and encouraging me to examine the strengths and limitations of different pedagogical approaches critically.

For the first time, I began to understand that no single teaching method could adequately address the needs of every learner or every educational context. Rather than asking which method was "best," I learned to ask which approach was most appropriate for a particular group of learners, specific learning objectives, and a given sociocultural context. This seemingly simple shift in perspective fundamentally changed my philosophy of language teaching.

As my understanding deepened, I became increasingly interested in the historical evolution of language teaching methodologies. I discovered that educational approaches often emerge in response to the perceived limitations of earlier methods, creating a continuing cycle of innovation and reassessment. Markwardt's observation, cited in Brown (2000), that language teaching follows a cyclical pattern in which new paradigms periodically replace older ones resonated strongly with my own developing understanding of the field.

Inspired by these ideas, I wrote two short articles entitled "The Best Method in EFL/ESL Learning" and "The Exploitation of Literary Texts in Teaching ESL/EFL" (Both articles were published in peer-reviewed English Journals: The first in the International Journal of English and Literature (IJEL) while the second one in the English Language Teacher, 39, 205−221.       www.melta.org.my/ET/2010/article%2011.pdf  As outlined above, the background and rationale for writing the article “The Exploitation of Literary Texts in Teaching ESL/EFL” are as follows. While studying the module Literature in TESOL, I examined the journal article by Hess (2003), who provides an insightful and comprehensive exploration of how literary texts can be used to teach English communicatively and effectively in ESL/EFL classrooms. To examine her claims in my own teaching context, I selected a literary extract from Ernest Hemingway’s The Old Man and the Sea and designed several classroom activities based on Hess’s (2003) pedagogical suggestions. These activities were adapted to suit the proficiency level, linguistic needs, and interests of my undergraduate students at Prince of Songkhla University, Thailand. After implementing the activities in the classroom, I analyzed the students’ responses and found them to be overwhelmingly positive. Based on these findings, I concluded that literary texts—when selected according to the criteria proposed by Brumfit (1986)—can effectively enhance learners’ communicative competence in the L2. Preparing this paper required me not only to synthesise the theoretical perspectives I had encountered during my studies but also to reflect critically on my own classroom experience. The article was subsequently revised for publication, representing one of my earliest attempts to contribute to professional discussions within the field of English language teaching.

Another module that had an equally profound influence on my professional development was MAPP02: Individual Factors in Additional Language Learning. Before studying this module, I had often observed that students progressed at markedly different rates, yet I lacked the theoretical framework to explain these differences. The module introduced me to research on maturational, cognitive, and affective factors that influence second language acquisition and demonstrated how these variables shape individual learning outcomes.

This new understanding fundamentally changed the way I viewed learners. Rather than expecting every student to respond similarly to instruction, I came to appreciate the complex interaction of age, aptitude, motivation, personality, anxiety, learning strategies, and previous educational experiences. I realised that effective teaching requires sensitivity not only to the curriculum but also to the unique characteristics of individual learners.

The assignments associated with this module demanded extensive reading of research literature, careful critical analysis, and evidence-based argumentation. These tasks significantly strengthened my academic writing skills and introduced me to the conventions of scholarly inquiry. I was particularly encouraged when one of my assignments received a mark of 77%, the highest score awarded among the students enrolled in the module that year. While the mark itself was gratifying, what mattered more was the confidence it gave me that I could engage successfully with advanced academic study and research.

Looking back, this achievement represented far more than academic success. It strengthened my confidence as a scholar and encouraged me to believe that I could make meaningful contributions to the field of TESOL through research and publication.

Although certain modules had a particularly strong influence on my thinking, every course in the programme contributed to my intellectual growth. Together, they provided a comprehensive understanding of second language acquisition, language pedagogy, educational research, and applied linguistics. More importantly, they cultivated habits of critical reflection that have continued to shape my teaching, research, supervision, and academic writing throughout my career.

In 2010, after successfully completing all ten modules and the final examinations, I graduated with a Bachelor of Arts Honours in TESOL, receiving distinctions in two modules. Completing the programme remains one of the proudest achievements of my academic life, not merely because of the qualification itself, but because of the profound transformation it brought about in my professional identity.

When I enrolled at UNISA, I considered myself an experienced English teacher. By the time I graduated, I had become something more—a reflective educator who understood that effective teaching is grounded in theory, informed by research, enriched by critical reflection, and continually refined through lifelong learning. That intellectual transformation laid the foundation for every stage of my subsequent academic career, including my postgraduate studies, research publications, curriculum development, and doctoral scholarship.

 

This is a screenshot taken from the MELTA online journal available at

http://www.melta.org.my/The-English-Teacher/q?cid=25&doit=showclass

                                                      My BA (Hons) Degree Certificate

                                                      Transcript of BA Degree
What follows are some of the question papers I wrote in the examination held at the South African Embassy in Thailand in 2008. These papers were not allowed to be taken out then. However, the invigilator forgot to collect them from me after my exam.