Abstract
The aim of this research study is to investigate the changes of the elementary English learners in the cognitive and affective ability of the learner-centered English class. For this study, 26 elementary English learners in Gangwon province participated in 10 week-experiment. As main research instruments, pre-/post-cognitive & affective ability tests were conducted along with a focus group interview in order to find any changes. The results showed that it was confirmed that a learner-centered class had a positive cognitive effect on learners. The post-cognitive ability test result showed an improvement of about 5 points compared to the pre-cognitive ability test. Also, the learner-centered class caused a positive change in the affective factors of the learners. There was a statistically significant difference, as well. To sum up these findings, the implementation of the learner-centered English class had a positive outlook on increasing both learners’ cognitive and affective awareness of English language learning. Based on this conclusion, some educational implications are to be addressed.
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