From Syntax to Stanza: Leveraging a Computational Tool to Enhance the Poetry Knowledge of Language Students at Eastern University, Sri Lanka

Abstract

In the context of English language education in Sri Lanka, the transition from linguistic competence to literary appreciation remains a significant challenge for undergraduates. This research investigates the impact of integrating computer technology over traditional pedagogical methods to develop sentential knowledge as a means of enhancing the overall poetry knowledge of language students. Specifically, the study focuses on simple sentence structures and the capacity of digital tools to deconstruct complex poetic syntax, thereby facilitating a deeper thematic understanding of the poetic works. Adopting a qualitative and descriptive research design, the study sampled 20 first-year B.A. students at Eastern University, Sri Lanka (EUSL), who offered English as one of their core subjects. The research utilized a comparative framework, evaluating student performance through a traditional pre-test and a post-test with a developed computational tool, “Digital Sentence Pattern Learner and Tester”, which bridges the gap between grammatical structure and poetic meaning. The findings reveal a marked improvement in the post-test results, demonstrating that technology-mediated instruction significantly outperforms traditional methods in fostering sentential clarity. Qualitative analysis of the results indicates that students developed a mastery of sentential knowledge as a more sophisticated ability to decode poetic syntax when supported by digital tools. The study concludes that the integration of computer technology is an effective catalyst for improving poetry knowledge among language learners. It recommends that university-level literature curricula in Sri Lanka adopt computer technology-incorporated sentential analysis to modernize literary instruction and improve student outcomes.