Learners’ evaluations of teacher-fronted and student-centred classroom activities

Abstract

Various claims have been made in the educational literature about the relative merits of pair and group activities in classrooms. With the shift in language teaching towards a more learner-centred approach, however, there is now a stronger emphasis on the views of learners themselves. One hundred and three Brazilian EFL students (beginners, elementary, intermediate) completed and then evaluated different types of learning activities: teacher-fronted grammar (TFG), student-centred grammar (SCG), teacher-fronted fluency (TFF) and student-centred fluency (SCF). They were asked to evaluate these in terms of affective reactions (enjoyment, anxiety) and perceived learning value, by completing 5-point scales and writing reasons for their ratings. There were some significant differences among the different levels of students. Beginners saw TFG as better for learning than SCG. Intermediates saw TFG as less fun. The same groups also viewed SCF as more fun and more relaxing than TFF, though neither of them perceived any difference in learning outcomes. Elementary learners felt TFF was better for learning than SCF, but saw no difference between them when it came to enjoyment and relaxation. These findings are discussed alongside the reasons the learners gave for their ratings.

Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia

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Students’ and Teachers’ Perceptions and Preferences for Oral Corrective Feedback: Do They Match?

“…What makes research into this area worthwhile for language pedagogy is the necessity of a relative match between the CF perceptions and preferences of students and teachers. Many studies have revealed the negative effects of a lack of such agreement on the process of language learning and teaching (Garrett & Shortall, 2002;Green, 1993;McCargar, 1993;Morris & Tarone, 2003;Noels, 2001;Noels, Clément, & Pelletier, 1999;Peacock, 2001;Reid, 1987;Terrell, 1977;Tse, 2000). According to Plonsky and Mills (2006) the mismatch between the views of the two groups may cause tension, demotivation, frustration, and other learning conditions which are detrimental to the goal of language learning.…”

Cooperative and Competitive Teaching Techniques Affecting Iranian Efl Learners’ Autonomy Level

“…As learner autonomy plays an important role in long life English learning and teaching, Duan (2005) suggested four effective ways including changing the beliefs of teachers and learners, teaching learning strategies, using cooperative learning, and taking advantage of computer resources to foster it. Garrett and Shortall (2002) investigated the relationships among enjoyment, anxiety, and learning value of 103 Brazilian EFL students at different proficiency levels: beginners, elementary, and intermediate with different types of classroom interaction: pair work and small group work and learning activities: teacher-fronted grammar (TFG), student-centered grammar (SCG), teacher-fronted fluency (TFG), and student-centered fluency (SCF). They concluded that there were significant differences among the students at different levels.…”