Abstract
This study investigated the effectiveness of a learner-centered course designed based on student voice. Two research questions were posed. The first question addressed two of Fielding’s patterns of partnership regarding student voice, students as data source and students as active respondents, which were employed to the collected data for the learner-centered course design. The second question aimed to determine the effectiveness of the learner-centered course design. A group of 111 Thai students enrolled in a business communication course conducted in a business program for undergraduates at a university in Thailand participated in the study. A total of 222 e-mail scripts were collected as the students’ passive productions before and after the 12-week course, and were analyzed quantitatively. The findings show that the learner-centered course design was effective; the paired t test results indicate that the students made significant progress during the learner-centered course. Moreover, the success of the course design was demonstrated further by the students’ enhanced confidence levels shown in their critical self-reflections as active respondents. Key words: Student voice, learner-centered, course design, e-mail writing.
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