My Visiting Lecturing Journey at the Faculty of IT, University of Moratuwa
Walking into the Faculty of Information Technology at the University of Moratuwa as a visiting lecturer was a moment filled with both excitement and anticipation. Teaching IT undergraduates presents a unique challenge, as their academic focus is primarily technical. My module, Communication Skills, was not just another English course, it was an English for Specific Purposes (ESP) program, carefully designed to enhance their professional communication abilities within the ICT industry.
The goal was to equip students with the language skills needed for real-world applications, such as technical writing, presentations, professional correspondence, and workplace communication. Every aspect of the module was tailored to align with their field, ensuring that what they learned would be directly applicable to their future careers. From delivering technical presentations to collaborating on projects, the course was structured to bridge the gap between language proficiency and industry expectations, making it an essential component of their academic journey.
As a lecturer, my goal was not only to teach language skills but also to equip students with the ability to communicate effectively in the ICT sector—whether in professional presentations, technical discussions, or workplace interactions. The experience was both rewarding and enlightening, as I witnessed the students' remarkable engagement, curiosity, and willingness to step out of their comfort zones.
A Dynamic and Engaging Learning Environment
From the very first lecture, it was clear that these students were driven and eager to learn. The class was male-dominated, as is often the case in ICT-related fields, but I was particularly impressed by the female students’ level of participation. They actively engaged in discussions, contributed insightful ideas, and demonstrated a strong willingness to learn proving that they are passionate knowledge seekers.
To keep the sessions interactive and relevant, I integrated icebreakers and digital games into the lessons. Given that these students are highly tech-savvy, these tools made the learning process more engaging and enjoyable. The use of digital platforms, gamified quizzes, and online collaboration tools allowed them to actively participate and apply their language skills in a setting they were already comfortable with. Their positive response to these methods made the sessions lively and interactive, breaking the traditional lecture format.
Emphasizing Communication and Presentation Skills
One of the key areas I focused on was presentation skills, an essential component of professional communication. Most students put in significant effort to prepare well for their presentations, and the results were impressive. They demonstrated:
While most students excelled, a few required additional support in speaking skills. However, through targeted feedback and peer-learning opportunities, they gradually built confidence in expressing themselves effectively. It was fulfilling to see their progress over time.
A Balanced Approach to Teaching
As a lecturer, I firmly believe in the importance of creating an inclusive learning environment, particularly in a male-dominated classroom where participation dynamics can sometimes be uneven. It was essential for me to ensure that both male and female students felt equally valued, encouraged, and empowered to contribute to discussions. To achieve this, I applied Positioning Theory, which emphasizes how individuals perceive their roles within an interaction. By carefully structuring my lessons, I aimed to create a balanced space where all students—regardless of gender—felt comfortable expressing their ideas, engaging in discussions, and actively participating in class activities.
One of the most effective strategies I used was incorporating examples that resonated with both genders, making the course material more relevant and relatable for everyone. I was mindful of the fact that representation matters, and that the examples I used could influence students’ sense of belonging in their field.
For instance, while teaching presentation techniques, I deliberately selected examples from both male and female professionals in the technology industry. Instead of only referring to well-known male figures in tech, such as Elon Musk or Bill Gates, I also highlighted women leaders like Sheryl Sandberg and Fei-Fei Li, ensuring that students were exposed to a diverse range of role models. This approach helped to normalize female representation in the tech industry, subtly reinforcing the message that success in ICT is not gender-specific.
Additionally, I structured class discussions in a way that encouraged equal participation. Instead of allowing dominant voices to take over, I used group activities, paired discussions, and structured turn-taking to ensure that everyone had an opportunity to speak. This method not only fostered inclusivity but also encouraged students who were initially hesitant to voice their opinions to become more engaged over time.
By implementing these strategies, I was able to create a learning environment where both male and female students felt equally heard, respected, and motivated. The result was a collaborative and dynamic classroom atmosphere, where students felt confident to share their ideas, challenge perspectives, and engage in meaningful discussions, an essential skill for their future careers in ICT.
Adapting to an ICT-Focused Curriculum
Compared to my previous lecturing experiences, this journey required a significant adjustment. Every concept and skill I taught needed to be directly relevant to ICT. Unlike traditional English courses, I had to ensure that my lessons seamlessly integrated with their technical expertise.
This required in-depth research and preparation, as I had to familiarize myself with industry-specific jargon, workplace communication scenarios, and technical documentation. At times, I had to step outside my own comfort zone to ensure that the content I delivered was both linguistically and contextually relevant to their future careers. This learning process was not just beneficial for my students, it also broadened my own perspective as a lecturer.
A Truly Rewarding Experience
Looking back, my time as a visiting lecturer at the University of Moratuwa was truly one of the most fulfilling experiences of my career. The students’ enthusiasm, active participation, and eagerness to learn made every lecture session exciting and enjoyable. Their energy fueled my own, creating a dynamic and mutually enriching learning experience.
I extend my heartfelt gratitude to the Faculty of IT, University of Moratuwa, for giving me this opportunity to shine. It was an honor to contribute to the growth and learning of such brilliant undergraduates, and I look forward to more such enriching teaching journeys in the future!
My Dear Students!
Wishing you all the very best in your academic journey and beyond! May you continue to learn, grow, and achieve great success in everything you do. Your enthusiasm and dedication have been truly inspiring, and I have no doubt that you will excel in your future careers.
Good luck and keep striving for excellence! ✨🎓🚀
This is interesting!
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