Abstract
This research was initiated following the widespread claim regarding the success of learner-centered teaching approach across all disciplines. It seeks to examine whether such a claim is true by implementing a theoretical framework of learner centered teaching in an EFL Classroom. A qualitative design involving a teacher of English and a number of learners from a vocational higher institution was used. The findings of this study overall proved that the implementation of this learner-centered teaching framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic. Apart from this positive change, it was identified that teacher’s understanding of implementing this framework was still limited resulting in the inconsistency of implementing all aspects of learner centered teaching approach. This study could highlight issues unique to the context of this research but were not covered in the framework. It, therefore, produced an extended framework. Findings from this study can be used for teachers who are interested in implementing the learner-centered teaching approach.
Highlights
Abstrak: Penelitian ini dilaksanakan karena adanya klaim terkait dengan susksesnya pembelajaran yang menerapkan pendekatan pembelajaran berfokuskan pada siswa
Considering the benefits that students will gain from the application of learner-centered teaching, it is no longer a choice for English teachers those working in the context of English as a foreign language not to apply this approach
The present study examines a learner-centered framework into an English classroom at a vocational higher institution in Indonesia
Summary
Abstrak: Penelitian ini dilaksanakan karena adanya klaim terkait dengan susksesnya pembelajaran (pada semua bidang ilmu) yang menerapkan pendekatan pembelajaran berfokuskan pada siswa. The main reason for this change is mainly due to a belief that the latter teaching approach can accelerate the process of knowledge and skills gain Putting it into an ELT setting, it is strongly believed that in a learner-centered classroom, students will “become committed to improving their English” and more importantly “different learning styles can be accommodated and students can help each other to develop their skills” This paper seeks to bridge this gap by presenting information from research looking into the use of this teaching approach in a higher vocational education system. The first part of the paper highlights the study background followed with the presentation of literature related to learner-centered teaching approach and methods used in this research. The last part of this paper presents the framework resulting from this study
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