8 References
Abercrombie, D. (1965). 'RP and local accent.'. Oxford: Oxford
University Press
Abeysena, H., & Liyanage, I. (2020, 2-4 March). Linguistic
shame and shaming:Teacher awareness and English language teaching (ELT) in Sri
Lanka. In L. G. Chova, M. A. López
& I. Torres (eds), 14th International
Technology, Education and Development Conference (897-906), Valencia
Spain.
Åkerlind, G.
(2003). Growing and developing as a university teacher--variation in meaning. Studies in Higher Education, 28(4),
375-390.
Åkerlind, G. (2007). Constraints on
academics’ potential for developing as a teacher.
Studies in Higher Education, 32(1), 21-37. doi:
10.1080/03075070601099416
Åkerlind, G. (2012). Variation and
commonality in phenomenographic research methods.
Higher Education Research & Development,
31(1), 115-127. doi: https://doi.org/10.1080/07294360.2011.642845
Anderson, L. (2010). Embedded, emboldened, and (net)working
for change: Supportseeking and teacher agency in urban, high-needs schools. Harvard Educational Review, 80(4),
541-573. doi: https://doi.org/10.17763/haer.80.4.f2v8251444581105
Aragão, R.
(2011). Beliefs and emotions in foreign language learning. System, 39(3), 302313. doi: https://doi.org/10.1016/j.system.2011.07.003
Arasanayagam, J. (1995). Indian sub‐continent:
Sri Lanka: Sri Lankan writing in English:
The bi‐cultural experience in a post‐colonial
context. Wasafiri, 10(21), 63-64.
doi:
10.1080/02690059508589432
Ariyasinghe, D., & Widyalankara, R. C. (2016). Awareness
and attitude of undergraduates towards Sri Lankan English. Scholars Journal of Arts, Humanities and Social Sciences, 4(10),
1263-1278. doi: 10.21276/sjahss.2016.4.10.8
Atkinson, D.
(2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86(4),
525-545.
Bartlett, L.
(2007). Literacy, speech and shame: The cultural politics of literacy and
language in Brazil. International Journal
of Qualitative Studies in Education, 20(5),
547-563. doi:
10.1080/09518390701207426
Beal, J. C.
(2008). Shamed by your English?’: The
market value of a ‘good’pronunciation (Vol. 73). Sheffield: University of
Sheffield.
Bechtel, L. M.
(1991). Shame as a sanction of social control in biblical Israel: Judicial,
political, and social shaming. Journal
for the Study of the Old Testament, 16(49),
47-76.
doi: https://doi.org/10.1177%2F030908929101604903
Bedford, O. A. (2004). The individual
experience of guilt and shame in Chinese culture.
Culture & Psychology, 10(1), 29-52. doi:
10.1177/1354067X04040929
Beekhuyzen, J., Nielsen, S., & von Hellens, L. (2010). The
Nvivo looking glass: Seeing the data through the analysis. In Proceedings of the
QuallT conference: Qualitative Research in IT & IT in Qualitative Research
(29-30).
Benesch, S.
(2013). Considering emotions in critical English language teaching: Theories
and praxis. The Electronic Journal for
English as a Second Language, 17(4), 1-3.
Bergh, A., & Wahlström, N. (2018). Conflicting goals of
educational action: A study of teacher agency from a transactional realism
perspective. The Curriculum Journal, 29(1),
134-149. doi: https://www.tandfonline.com/doi/pdf/10.1080/09585176.2017.1400449
Bert, V. (2015). Implementing a play-based curriculum:
Fostering teacher agency in primary school. Learning,
Culture and Social Interaction, 4(4), 19-27. doi:
pdf/10.1080/09585176.2017.1400449
Bhattacharya, R.,
Gupta, S., Jewitt, C., Newfield, D., Reed, Y., & Stein, P. (2007). The
policy-Practice nexus in English classrooms in Delhi, Johannesburg, and London:
Teachers and the textual cycle. TESOL Quarterly, 41(3), 465-487. doi: https://doi.org/10.1002/j.1545-7249.2007.tb00081.x
Bieler, D.
(2013). Strengthening new teacher agency through holistic mentoring. The English Journal, 102(3), 23-32.
Blommaert, J., Leppänen, S., & Spotti, M. (2012).
Endangering multilingualism. In J. Blommaert, S. Leppänen & M. Spotti
(Eds.), Dangerous multilingualism:
Northern perspectives on order, purity and normality (pp. 1-21). London:
Palgrave Macmillan.
Blum, A. (2008).
Shame and guilt, misconceptions and controversies: A critical review of the
literature. Traumatology, 14(3),
91-102. doi:
https://doi.org/10.1177%2F1534765608321070
Bonner, D. M.
(2001). Garifuna children's language shame: Ethnic stereotypes, national
affiliation, and transnational immigration as factors in language choice in
southern
Belize.
Language in Society, 30(1), 81-96.
doi: https://doi.org/10.1017/S004740450100104X
Borg, S. (2003). Teacher cognition in language teaching: A
review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi: https://doi.org/10.1017/S0261444803001903
Borg, S. (2006). Applied linguistics and language teacher
education In N. Bartels (Ed.), Experience,
knowledge about language and classroom practice in teaching grammar (pp.
325-340). Boston, MA: Springer.
Borovnik, M.
(2005). Seafarers'“Maritime culture“ and the I‐Kiribati way of life”: The
formation of flexible identitiesS? Singapore
Journal of Tropical Geography, 26(2),
132-150.
doi: https://doi.org/10.1111/j.0129-7619.2005.00210.x
Botchkovar, E. V., & Tittle, C.
R. (2005). Crime, shame and reintegration in Russia.
Theoretical Criminology, 9(4), 401-442.
doi: https://doi.org/10.1177%2F1362480605057726
Bourdieu, P. (1977a). The economics
of linguistic exchanges. Information
International
Social Science Council,
16(6), 645-668. doi: 10.1177/053901847701600601
Bourdieu, P.
(1977b). Outline of a theory of practice
(Vol. 16). Cambridge: Cambridge University Press.
Bourdieu, P.,
& Wacquant, L. J. (1992). An
invitation to reflexive sociology. Chicago: University of Chicago press.
Bouson, J. B.
(2005). True confessions: Uncovering the hidden culture of shame in English
studies. JAC, 25(4), 625-650.
Braithwaite, J.
(1989). Crime, shame and reintegration
(1 ed.): Cambridge University Press.
Brown, C. B. (2008). I
thought it was just me: But it isn't: Telling the truth about perfectionsim,
inadequacy, and power. New York: Gotham Books.
Bruce, C., Buckingham, L., Hynd, J., McMahon, C., Roggenkamp,
M., & Stoodley, I. (2004). Ways of experiencing the act of learning to
program: A phenomenographic study of introductory programming students at
university. Journal of Information
Technology Education: Research, 3, 145-160.
Burnett, D. G. (2005). Language games and schooling:
Discourses of colonialism in Kiribati education. Asia Pacific Journal of Education, 25(1), 93-106. doi: https://doi.org/10.1080/02188790500032640
Canagarajah, S. (1993). Critical ethnography of a Sri Lankan
classroom: Ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, 27(4), 601626. doi:
10.2307/3587398
Canagarajah, S.
(1999). On EFL teachers, awareness, and agency. ELT Journal, 53(3), 207214. doi: https://doi.org/10.1093/elt/53.3.207
Canagarajah, S. (2005). Dilemmas in planning
English/vernacular relations in post‐colonial communities. Journal of Sociolinguistics, 9(3), 418-447. doi: https://doi.org/10.1111/j.1360-6441.2005.00299.x
Cao, Y. (2014). A sociocognitive perspective on second
language classroom willingness to communicate. TESOL Quarterly, 48(4), 789-814. doi: https://doi.org/10.1002/tesq.155
Caravias, V. (2015, 19th Oct). Blended learning environments:
A phenomenographic study of Australian teachers' conceptions and approaches. In E-Learn:
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher
Education (285295), Kona Hawai, United States
Carrington, V., & Luke, A. (1997). Literacy and Bourdieu's
sociological theory: A reframing. Language
and Education, 11(2), 96-112. doi: https://doi.org/10.1080/09500789708666721
Central Bank
of Sri Lanka. (2016). Sri Lanka socio-economic data 2016 (Vol. XXXIX). Colombo,
Sri Lanka: Central Bank of Sri Lanka.
Chao, Y.-H.,
Cheng, Y.-Y., & Chiou, W.-B. (2011). The psychological consequence of
experiencing shame: Self-sufficiency and mood-repair. Motivation and Emotion,
35(2), 202. doi: https://doi.org/10.1007/s11031-011-9208-y
Coperahewa, S. (2009). The language planning situation in Sri
Lanka. Current Issues in Language
Planning, 10(1), 69-150. doi: https://doi.org/10.1080/14664200902894660
Cummins, J.,
& Reid, H. (2001). Language, power, and pedagogy: Bilingual children in the
crossfire. The CATESOL, 13(1),
201-203.
Dahlgren, L. O., & Fallsberg, M. (1991). Phenomenography
as a qualitative approach in social pharmacy research. Journal of Social and Administration Pharmacy, 8, 150156.
Dall’Alba, G.
(2009). Phenomenology and education: An introduction. Educational Philosophy and Theory, 41(1), 7-9. doi:
10.1111/j.1469-5812.2008.00479.x
Denzin, N.,
& Lincoln, Y. (2008). Collecting and
interpreting qualitative materials. Thousand Oaks, California: Sage
Publications.
Doyon, P.
(2000). Shyness in the Japanese EFL class: Why it is a problem, what it is,
what causes it, and what to do about it. The
Language Teacher, 24(1), 11-16.
Elias, N. T.
B. R. A. P. (1978). The civilizing
process volume 1: The history of manners (Vol. 1 ). New York: Pantheon
Books.
Every, D. (2013). ‘Shame on you’: The language, practice and
consequences of shame and shaming in asylum seeker advocacy. Discourse & Society, 24(6), 667-686.
doi: https://doi.org/10.1177%2F0957926513486223
Felix, A. (2009).
The adult heritage Spanish speaker in the foreign language classroom: A
phenomenography. International Journal of
Qualitative Studies in Education, 22(2),
145-162.
doi: https://doi.org/10.1080/09518390802703414
Fernando, S., Gunesekera, M., & Parakrama, A. (Eds.).
(2010). English in Sri Lanka: Ceylon
English, Lankan English, Sri Lankan English. Colombo, Sri Lanka: Sri Lanka
English Language Teachers' Association.
Flodén, A., Berg,
M., & Forsberg, A. (2011). ICU nurses’ perceptions of responsibilities and
organisation in relation to organ donation—A phenomenographic study.
Intensive and Critical Care Nursing, 27(6),
305-316. doi: https://doi.org/10.1016/j.iccn.2011.08.002
Galmiche, D.
(2017). Shame and SLA. Apples: Journal of
Applied Language Studies, 11(2), 25-53. doi: https://doi.org/10.17011/apples/urn.201708233538
Garrett, P.,
& Young, R. F. (2009). Theorizing affect in foreign language learning: An
analysis of one learner's responses to a communicative Portuguese course. The
Modern Language Journal, 93(2), 209-226.
doi: https://doi.org/10.1111/j.15404781.2009.00857.x
Gill, P.,
Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data
collection in qualitative research: Interviews and focus groups. British Dental Journal, 204(6),
291-295.
doi: https://doi.org/10.1038/bdj.2008.192
Goonetilleke, D. (1983). Language
planning in Sri Lanka. Navasilu, 5,
13-18.
Gouva, M.,
Mentis, M., Kotrotsiou, S., Paralikas, T., & Kotrotsiou, E. (2015). Shame
and anxiety feelings of a Roma population in Greece. Journal of Immigrant and
Minority Health, 17(6),
1765-1770. doi: https://doi.org/10.1007/s10903-014-9979-9
Gunasekera, M.
(2010). The postcolonial identity of Sri
Lankan English. Colombo, Sri Lanka: Vijitha Yapa Publications
Gurney, L. J. (2015). EAP
teachers' conceptions of and interactions with professional development: A
phenomenographic investigation. Unpublished Doctoral dissertation. School
of Education, Deakin Univeristy. Melbourne, Australia.
Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of
podcasting as an instructional tool to improve Turkish EFL learners’ speaking
anxiety. Educational Media International,
53(4), 313-326. doi: https://doi.org/10.1080/09523987.2016.1254889
Hasselgren, B., & Beach, D. (1997). Phenomenography—a
“good‐for‐nothing brother” of phenomenology? Outline of an analysis. Higher Education Research & Development,
16(2), 191-202. doi: https://doi.org/10.1080/0729436970160206
Heller, A.
(2003). Five approaches to the phenomenon of shame. Social Research: An International Quarterly, 70(4), 1015-1030.
Herath, S. (2015). Language policy,
ethnic tensions and linguistic rights in post war Sri
Lanka.
Language Policy, 14(3), 245-261. doi:
https://doi.org/10.1007/s10993-0149339-6
Herbert, S., & Lynch, J. (2017). Classroom animals provide
more than just science education. Science
& Education, 26(1-2), 107-123. doi: https://doi.org/10.1007/s11191-017-9874-6
Humphreys, G., & Wyatt, M. (2013). Helping Vietnamese
university learners to become more autonomous. ELT Journal, 68(1), 52-63. doi: https://doi.org/10.1093/elt/cct056
Imai, Y. (2010).
Emotions in SLA: New insights from collaborative learning for an EFL classroom.
The Modern Language Journal, 94(2),
278-292. doi:
https://doi.org/10.1111/j.1540-4781.2010.01021.x
Irshad, M. (2018). Trilingualism, national integration, and
social coexistence in postwar Sri Lanka. In I. Liyanage (Ed.), Multilingual education year book 2018
(pp. 107-124). Cham, Switzerland: Springer
Johnson, K.
E., & Golombek, P. R. (2002). Teachers'
narrative inquiry as professional development. Cambridge: Cambridge
University Press.
Kachru, B. (1986). The
alchemy of English: The spread, functions, and models of nonnative Englishes.
New York: Paragamon Press
Kachru, B. (2006). Standards, cordification and
sociolinguistic realism: The English language in the outer circle In K. Bolton & B. Kachru (Eds.), World Englishes: Critical concepts in
linguistics (Vol. 3, pp. 241-255). London: Routledge
Kachru, B. (2008). World Englishes:
Approaches, issues and resources. Language
Teaching, 25(1), 1-14. doi: 10.1017/S0261444800006583
Kandiah, T.
(1981). Lankan English schizoglossia. English world-wide. A Journal of Varieties of English, 2(1), 63-81.
Kandiah, T.
(1984). "Kaduva”: Power and the
English language weapon in Sri Lanka. Colombo, Sri Lanka: Thisara
Prakasakayo.
Kubota, R. (2014). The multi/plural turn, postcolonial theory,
and neoliberal multiculturalism: Complicities and implications for applied
linguistics. Applied Linguistics, 37(4),
474-494. doi: 10.1093/applin/amu045
Lamb, M., & Coleman, H. (2008). Literacy in English and
the transformation of self and society in post-Soeharto Indonesia. International journal of bilingual education
and bilingualism, 11(2), 189-205. doi: https://doi.org/10.2167/beb493.0
Lavallee, D., Sagar, S. S., & Spray, C. M. (2009). Coping
with the effects of fear of failure in young elite athletes. Journal of Clinical Sport Psychology, 3(1),
73-98. doi: https://doi.org/10.1123/jcsp.3.1.73
Leeming, D., & Boyle, M. (2004). Shame as a social
phenomenon: A critical analysis of the concept of dispositional shame. Psychology and Psychotherapy: Theory,
Research and Practice, 77(3), 375-396. doi: https://doi.org/10.1348/1476083041839312
Lewis, H. (1971). Shame and guilt in neurosis. New York:
International Universities Press.
Lim, L. (2009). Kaduva of privileged power, instrument of
rural empowerment? The politics of English (and Sinhala and Tamil) in Sri Lanka. In Workshop
on Politics of English in Asia: Language Politics and Cultural Expression).
Liyanage, I. (2004). An
exploration of language learning strategies and learner variables of Sri Lankan
learners of English as a second language with special reference to their
personality types. Unpublished Doctoral dissertation. Griffith University.
Queensland, Australia.
Liyanage, I. (2010). Globalisation: Medium-of-instruction
policy, indigenous educational systems and ELT in Sri Lanka. In V. Vaish (Ed.),
Globalization of language and culture in
Asia (pp. 209-232). London: Continuum.
Liyanage, I. (2012). Critical pedagogy in ESL/EFL teaching in
South Asia. In K. Sung & R. Pederson (Eds.), Critical ELT practices in Asia: Key issues, practices and possibilities
(pp. 137-151). Roterdam, Netherlands: Sense Publishers.
Liyanage, I. (2016, August 7). Deakin University to Take
English Language to Sri Lanka's Rural Students. The Sunday Times, p. 1. Retrieved from https://www.pressreader.com/sri-lanka/sunday-times-srilanka/20160731/282973924404998
Liyanage, I. (2018). Trilingualism and languages policy in
education in Sri Lanka. In K. J. Kennedy & J. C-K. Lee (Eds.), International handbook on schools &
schooling in Asia (pp. 492-501). New York: Routledge.
Liyanage, I. (2019). Language Education Policy in Sri Lanka.
In A. Kirkpatrick & A. L. Liddicoat (Eds.), The Routledge international handbook of language education policy in
Asia (pp. 399-413). New York: Routledge.
Liyanage, I., & Canagarajah, S. (2019). Shame in English
language teaching: Desirable Pedagogical Possibilities for Kiribati in
Neoliberal Times. TESOL Quarterly, 53(2),
430-455.
Liyanage, I., & Canagarajah, S. (2020). The role of shame
in drawing social boundaries for empowerment: ELT in Kiribati In W. J.A, J.
D.de & B. L (Eds.), The dynamics of
language and inequality in education: Social and symbolic boundaries in the
global south (pp. 71-83). Bristol, UK Multigual Matters
Liyanage, I., Walker, T., & Singh, P. (2015). TESOL
professional standards in the “Asian century”: Dilemmas facing Australian TESOL
teacher education. Asia Pacific Journal
of Education, 35(4), 485-497. doi: 10.1080/02188791.2013.876388
Marton, F.
(1981). Phenomenography-Describing conceptions of the world around us. Instructional Science, 10(2),
177-200.
Marton, F.
(1994). The idea of phenomenography.
In Phenomenography: Philosophy and
practice (7-9), QUT, Brisbane.
Mead, G. H.
(1934). Mind, self and society (Vol.
111). Chicago: Chicago University of Chicago Press.
Meyler, M. (2007). A dictionary of Sri Lankan English Colombo:
Michael Meyler
Meyler, M.
(2009). Sri Lankan English: A distinct South Asian variety. English Today, 25(4), 55-60.
Meyler, M. (2015). Sri Lankan English: An appropriate model
for the teaching of English in Sri Lanka? In H. Coleman (Ed.), Language and social cohesion in the
developing world (pp. 178-185). Colombo: British Council and Deutsche
Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH.
Miccoli, L. (2003). English through
drama for oral skills development. ELT
Journal, 57(2),
122-129.
doi: https://doi.org/10.1093/elt/57.2.122
Ministry of Education and Cultural Affairs Ceylon. (1969). Education in Ceylon (from the sixth century
B.C to the present day). A century volume (Vol. 1). Colombo, Sri Lanka:
Government Press Colombo.
Nathanson, D. (1992). Shame
and pride: Affect, sex and the birth of the self (1 ed.). New York: Norton.
National
Institute of Education Sri Lanka. (2016). Teachers'
guide English language. Maharagama, Sri Lanka: National Institute of
Education.
Parakrama, A. (1995). De-hegemonizing
language standards: Learning from (post) colonial Englishes about English.
Hampshire, United KIngdom: Palgrave.
Parakrama, A. (2010). "Naduth unge baduth unge"
(mistranslated as the rules & tools are theirs) some thoughts on the
language of privilege & the privilege of language. In S. Fernando, M.
Gunesekera & A. Parakrama (Eds.), English
in Sri Lanka: Ceylon English, Lankan English, Sri Lankan English (pp.
78-102). Colombo, Sri Lanka: Sri Lanka English Language Teachers' Association.
Perera, M. (1999). The
role of classroom interaction in second language acquisition in Sri
Lanka. (Unpublished
Doctoral dissertation), Faculty of Education, University of Wollongong,
Wollongong, Australia. Retrieved from http://ro.uow.edu.au/theses/1805
Petersson, G., & Nyström, M. (2011). Music: Artistic
performance or a therapeutic tool? A study on differences. International Journal of Music Education, 29(3), 229-240. doi: https://doi.org/10.1177%2F0255761411408498
Phillipson, R.
(2009). Linguistic imperialism continued. Journal
of Second Language Teaching and Research, 1(1), 83-88.
Prasangani, K., & Nadarajan, S. (2015). Sri lankan urban
and rural undergraduates’motivation to learn english. International Journal of Technical Research and Applications(18),
26-33.
Raheem, R., & Devendra, D. (2010). Changing times,
changing attitudes: The history of English education in Sri Lanka In S.
Fernando, M. Gunesekera & A. Parakrama (Eds.), English in Sri Lanka: Ceylon English, Lankan English, Sri Lankan
English. Colombo: Sri Lanka English Language Teachers' Association.
Ratwatte, H.
(2011). Why learn English? A comparative study of popular belief vs. belief of
educated'masses'.
Ratwatte, H. (2012). Kaduva, Karawila or Giraya? Orientation
towards English in 21st century Sri Lanka. Vistas
-Journal of Humanities and Social Sciences, 7(8), 180203.
Richards, J. C. (2008a). Growing up
with TESOL. English Teaching Forum, 46(1),
2-11.
Richards, J.
C. (2008b). Second language teacher education today. RELC Journal, 39(2), 158-177.
Richards, J. C.
(2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122. doi: 10.1177/0033688210372953
Sagar, S. S., & Stoeber, J. (2009). Perfectionism, fear of
failure, and affective responses to success and failure: The central role of
fear of experiencing shame and embarrassment. Journal of Sport and Exercise Psychology, 31(5), 602-627.
Sandbergh, J. (1997). Are
phenomenographic results reliable? Higher
Education Research
&
Development, 16(2), 203-212. doi: 10.1080/0729436970160207
Scheff, T. (1988). Shame and
conformity: The deference-emotion system. American
Sociological Review, 53(3),
395-406. doi: https://doi.org/10.2307/2095647
Scheff, T.
(2000). Shame and the social bond: A sociological theory. Sociological Theory, 18(1), 84-99.
Scheff, T.
(2003). Shame in self and society. Symbolic
Interaction, 26(2), 239-262. doi: https://doi.org/10.1525/si.2003.26.2.239
Scheff, T., & Mateo, S. (2016). The S-word is taboo: Shame
is invisible in modern societies. Journal
of General Practice, 4(1), 1-6. doi: http://dx.doi.org/10.4172/2329-9126.1000217
Scheff, T.,
& Retzinger, S. M. (2000). Shame as the master emotion of everyday life. Journal of Mundane Behavior, 1(3),
303-324.
Schneider, E.
W. (2003). The dynamics of New Englishes: From identity construction to dialect
birth. Language, 79(2), 233-281. doi:
https://doi.org/10.1353/lan.2003.0136
Shulman, L. (1987). Knowledge and teaching: Foundations of the
new reform. Harvard Educational Review,
57(1), 1-23. doi: https://doi.org/10.17763/haer.57.1.j463w79r56455411
Siccama, C.
J., & Penna, S. (2008). Enhancing validity of a qualitative dissertation
research study by using NVivo. Qualitative
Research Journal, 8(2), 91-103.
Sjöström, B., & Dahlgren, L. O. (2002). Applying
phenomenography in nursing research. Journal
of Advanced Nursing, 40(3), 339-345. doi: https://doi.org/10.1046/j.13652648.2002.02375.x
Skär, L. (2010). Children’s
conceptions of the word ‘disabled’: A phenomenographic study.
Disability & Society, 25(2),
177-189. doi: https://doi.org/10.1080/09687590903534379
Stefani, C., & Tsaparlis, G. (2009). Students' levels of
explanations, models, and misconceptions in basic quantum chemistry: A
phenomenographic study. Journal of
Research in Science Teaching, 46(5), 520-536. doi: https://doi.org/10.1002/tea.20279
Stenfors‐Hayes, T., Hult, H., & Dahlgren, M. A. (2013). A
phenomenographic approach to research in medical education. Medical Education, 47(3), 261-270. doi: https://doi.org/10.1111/medu.12101
Tangney, J. P.
(1996). Conceptual and methodological issues in the assessment of shame and
guilt. Behaviour Research and Therapy, 34(9),
741-754. doi:
https://doi.org/10.1016/0005-7967(96)00034-4
Tight, M. (2016). Phenomenography: The development and
application of an innovative research design in higher education research. International Journal of Social Research
Methodology, 19(3), 319-338. doi: https://doi.org/10.1080/13645579.2015.1010284
Tilak, J. B. (2008). Higher
education: A public good or a commodity for trade? Prospects,
38(4),
449-466. doi: 10.1007/s11125-009-9093-2
Tsui , A., &
Ngo , H. (2017). Students’ perceptions of English-medium instruction in a Hong
Kong university. Asian Englishes, 19(1),
57-78. doi:
10.1080/13488678.2016.1230484
Vaismoradi, M., Turunen, H., &
Bondas, T. (2013). Content analysis and thematic analysis:
Implications for conducting a
qualitative descriptive study. Nursing
& Health Sciences, 15(3), 398-405. doi: https://doi.org/10.1111/nhs.12048
Vierling-Claassen,
A. (2012). Shame, anxiety, and mathematics. Mathematics
for the people. Retrieved 29 April
2019, from https://angelavc.wordpress.com
Vizin, G., Urbán, R., & Unoka, Z. (2016). Shame, trauma,
temperament and psychopathology: Construct validity of the experience of shame
scale. Psychiatry Research, 246,
62-69. doi: https://doi.org/10.1016/j.psychres.2016.09.017
Vongsila, V.,
& Reinders, H. (2016). Making asian learners talk: Encouraging willingness
to communicate. RELC Journal, 47(3),
331-347. doi: 10.1177/0033688216645641
Walisundara, D. C., & Hettiarachchi, S. (2016). English
language policy and planning in Sri Lanka: A critical overview. In R.
Kirkpatrick (Ed.), English language
education policy in Asia (pp. 301-332). Cham, Switzerland: Springer.
Walsh, L. N., Howard, R. G., & Bowe, B. (2007).
Phenomenographic study of students’ problem solving approaches in physics. Physical Review Special Topics-Physics
Education Research, 3(2), 020108. doi: https://doi.org/10.1103/PhysRevSTPER.3.020108
Whittington,
B. (2012). Shame and shaming in
restorative practice. (Doctoral thesis), Simon Fraser University,
Canada.
Wickremesinghe, M. (2009). Rejuvenating and restructuring the
discipline of English studies in Sri Lanka: A concept paper (Concept
Paper). Retrieved 29/7/2017, from
University of Kelaniya, Sri Lanka
Widäng, I.,
Fridlund, B., & Mårtensson, J. (2008). Women patients’ conceptions of
integrity within health care: A phenomenographic study. Journal of Advanced
Nursing, 61(5), 540-548. doi: https://doi.org/10.1111/j.1365-2648.2007.04552.x