Teacher-Centered versus Student-Centered Teaching

Murphy, Laurie; Eduljee, Nina B.; Croteau, Karen A.

doi:10.36021/jethe.v4i1.156

Cited by 31 publications

(27 citation statements)

References 30 publications

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“…These psychological problems do not only have concrete existence in governmental schools but also o private ones in addition to Saudi governmental and private universities. Even when the researchers set their Saudi subjects into experimental and control groups to solve these psychological problems, the effect of any given treatment was provisional (Oreopoulos, 1993;Nazari, 2019;Murphy, Eduljee, & Croteau, 2021). The Saudi university students have their ideal L2 self, a modal of language professionalism that they try to attain.…”

Section: Research Problemmentioning

confidence: 99%

“…The research studies in the fields of teaching, learning, applied linguistics, positive psychology, and psycholinguistics have seen a significant change from teacher-centered to student-centered education (Murphy, Eduljee, & Croteau, 2021). More focus has been placed on learning and learners rather than instruction and instructors (Noriega, Bonet, & Heppell, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

Abdulaal¹,

Hal²

2022

AWEJ

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As evidenced by recent studies in the fields of positive psychology and psycholinguistics, learners’ emotions and thoughts while learning a second language are believed to generate sophisticated and dynamic linkages that contribute to their motivational as well as linguistic outcomes. This study aims to evaluate foreign language gaiety (FLG) and foreign language apprehension (FLA) as determinants of the ideal second language (L2) self for Saudi EFL learners. The basic research question that this study attempts to answer is: “What is the impact of EL elation and apprehension on PSAU learners’ ideal L2 self?” An online survey incorporating the three scales in question was completed by 116 EFL male and female students at Prince Sattam bin Abdulaziz University (PSAU) in the College of Science and Humanities (CSH). To examine the reliability of this research study, the Cronbach Alpha value of ≥ 0.70 is regarded as reliable and acceptable. The study results showed a strong positive correlation between the PSAU EFL learners’ EF Gaiety and their ideal L2 self. Further, there was a strong negative correlation between the PSAU EFL learners’ FL Apprehension and their ideal L2 self. The study concluded that PSAU EFL learners do not enjoy studying English as a foreign language. Their ideal L2 self is tremendously affected by the high rates of apprehension and the low degrees of EF gaiety.

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Section: Research Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

Abdulaal¹,

Hal²

2022

AWEJ

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“…Unlike the less visible role of facilitators that the teachers assume in a learner-centred approach, in a teacher-centred approach the teacher acts as the authority figure who transmits knowledge and information, actively managing every aspect of classroom experience, while students passively receive the information (Brown 2014;Lightweis, 2013). In such an instructional setup, the learners have fewer opportunities to interact amongst themselves and practice using the foreign language (Murphy et al 2021), with some authors even suggesting that this approach in fact prevents students' educational development (Duckworth 2009).…”

Section: Hofstede's Individualism/collectivismmentioning

confidence: 99%

Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

Topalov

Bojanić

2021

EAP / IEA

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Applying L2 Motivational Self-System, the aim of this paper is to investigate how Thai and Serbian students construct their L2 motivational self-systems. A total of 543 students from Thailand and Serbia completed an 18-item questionnaire aimed at sampling relevant motivational factors. Although the students from both universities reported medium levels of motivated behaviour and a strong influence of their L2 learning experience, the most influential factors in the construction of self-systems were fundamentally different. While Serbian students construct their motivational self-systems on the basis of their ideal L2 selves, Thai students shape their motivational self-systems on the basis of ought-to L2 self. This difference points to the overall teaching approaches adopted in the investigated settings, where in Serbia learning experience is guided by the communicative approach to language teaching, while the Thai learning experience rests on a teacher-centred approach shaped by the collectivist cultural orientation.

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“…However, several authors emphasize that redirecting these priorities in the classroom, changing the educational goal, and conceiving of specific knowledge as a means toward that goal and not as an end in itself, requires a genuine change in mentality and teaching practices ( Hong, 2012 ; Murphy et al, 2021 ; Tahirsylaj and Fazliu, 2021 ) or, if we prefer, a genuine conceptual change ( Pozo et al, 2006 ; Ajayi, 2013 ), that is difficult to achieve. Indeed, several studies conducted prior to the pandemic found there was a gap between what teachers prefer and what they really do, as shown by the outcomes of the TALIS project ( OECD, 2009 ; Berger et al, 2018 ), that is, between their conceptions and their practices.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Teaching Practices During the COVID-19 Pandemic: Teachers’ Goals and Activities in Virtual Classrooms

2022

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To research teachers’ priorities on what was to be taught and learned during the COVID-19 lockdown, we asked Spanish Primary and Secondary teachers to choose and describe the activity they preferred among those carried out with their students during the pandemic. Our interest was to investigate what really happened in the classrooms, the type of learning favored by the practices (reproductive vs. constructive), and the agreement between the teacher’s goals and their teaching We obtained 272 activities that we analyzed according to the proposed goals, the types of learning worked (verbal, procedural, and attitudinal), and the kind of teaching promoted (content or student-centered). Results showed that most teachers proposed content-centered activities, oriented above all to verbal learning. There were clear differences between the proposed goals, partly student-centered, and what was really taught, essentially content-centered. We obtained two teaching profiles, one reproductive and the other constructive.

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Teacher-Centered versus Student-Centered Teaching

Cited by 31 publications

References 30 publications

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

The Correlation between Foreign Language Apprehension and Foreign Language Gaiety and their Impacts on the Ideal L2 Self for EFL Learners

Thai and Serbian Student L2 Motivational Selves: A Contrastive Study

Analysis of Teaching Practices During the COVID-19 Pandemic: Teachers’ Goals and Activities in Virtual Classrooms

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