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Cited by 11EFL/ESL Teaching and LearningInnovative Teaching MethodsEnglish Language Learning and Teaching

The DOI matches its Crossref record; 15 of the 16 references it cites were found in a registry or an index, and 1 are not checked yet.

The Effect of Shifting to Student-Centered Learning: Implementing Student-Centered Reading

Open access
Minalla, Amir Abdalla·2023·Journal of Curriculum and Teaching
DOI 10.5430/jct.v12n4p107
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Abstract

The "traditional" forms of teaching are extremely familiar to students, who frequently favor learning that is focused on receiving instruction and reproducing knowledge. This study aims to examine the effects of these traditional forms of teaching practices, such as teacher-centered learning on EFL learners' engagement in implementing student-centered reading. The study uses an observation checklist and interview as tools for collecting data from twelve EFL elementary reading classes and their teachers. The statistically analyzed data has shown that whenever reading activities demand deeper, personalized discussion, the learners engage less and rely more on their teachers for assistance. When interacting with non-communicative tasks, EFL students take full ownership of their own learning; however, when interacting with communicative tasks, they require teacher prompting. Furthermore, learners' collaboration with each other on achieving reading tasks was, in most cases, either done to some extent or in a very limited range. Thus, EFL learners maintained dependency in carrying out reading activities through their preference for non-communicative tasks over communicative tasks and their collaboration upon reading activities in a limited range. Based on this, the design of communicative reading activities demands prompting, and learners need to be encouraged and guided for engagement. Students may be more receptive and interested if they are more informed about the advantages and effectiveness of student-centered learning. In spite of the effectiveness of student-centered learning in many contexts, it needs to be redefined to fit within the culture and specific EFL learning and teaching contexts.

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Crossref · 10.5430/jct.v12n4p107

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Figures

Figure 1 Learners' Interaction in Completing the Tasks
Figure 1 Learners' Interaction in Completing the TasksCC-BY · From the PDF
Figure 2 Collaborative Learning in Completing Tasks
Figure 2 Collaborative Learning in Completing TasksCC-BY · From the PDF
Figure 3 Answering Reading Comprehension Questions
Figure 3 Answering Reading Comprehension QuestionsCC-BY · From the PDF
Figure 4 Completing Communicative and/or Non-communicative Tasks
Figure 4 Completing Communicative and/or Non-communicative TasksCC-BY · From the PDF

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Cites

Show all 15 references

Research works printed but not linked: 7

  1. Al Asmari, A. (2015). Communicative Language Teaching in EFL university context: Challenges for teachers. Journal of Language Teaching and Research, 6(5), 976-984. https://doi.org/10.17507/jltr.0605. · DOI
  2. Brahm, T., & Gebhardt, A. (2011). Motivation deutschsprachiger Studierender in der »Bologna-Ära«. Zeitschrift für Hochschulentwicklung, 6(2), 15-29.
  3. Du Plessis, E. (2020). Student teachers' perceptions, experiences, and challenges regarding learner-centered teaching. South African Journal of Education, 40(1).
  4. Kalanzadeh, G. (2011). Perceived Problems in Using Communicative Language Teaching (CLT) By EFL Iranian Teachers. Conference: ICLLL, January, 2011.
  5. Jones, L. (2007). The Student-Centered Classroom. Cambridge: Cambridge University Press.
  6. Mina, S., & Zohreh, S. (2015). Iranian English Teachers' Beliefs about Teacher-centered Education vs. Their Beliefs about Actual Classroom Roles. DU Journal, Humanities and Social Sciences, 8(5), 471-484.
  7. Tani, M. (2005). Quiet, but only in class: Reviewing the in-class participation of Asian students. In Higher Education Research and Development Society of Australia Conference, Sydney, New South Wales. Retrieved September (Vol. 5, p. 2007).

Cited by

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Related

Metadata

Authors
Minalla, A. A.
Affiliations
University of Tabuk (SA)
Corresponding author
Minalla, Amir Abdalla
Venue
Journal of Curriculum and Teaching
Publisher
Sciedu Press
Published
2023-08-15
Volume
12
Issue
4
Pages
107
ISSN
  • 1927-2677 (ISSN-L)
  • 1927-2685
DOI
10.5430/jct.v12n4p107
OpenAlex
W4386168033
Cited by
5
References
15
Citations by year
2026: 1 · 2025: 3 · 2024: 1
FWCI
5.61
Type
journal article
Language
en
Open access
Licence
Locations
Journal of Curriculum and Teaching (publishedVersion, cc-by)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › English Language Learning and Teaching
Keywords
student-centered learning, EFL reading instruction, teacher-centered instruction, student engagement, learner autonomy, peer collaboration, elementary English learners

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