Effectiveness of learner-centered methods in elevating positive attitudes towards English: Meta-analysis study

Abstract

This paper analyzed the effect of learner-centered methods (cooperative learning, drama and project-based learning) on learners' attitudes towards English lesson. Meta-analysis method was used in the study. 24 studies (25 effect sizes) were discovered through literature review. Analyzes were done using random effects model. Learner-centered methods in foreign language teaching had a large (g=0.925, 95% CI [0.642-1.209], p<.0.000) effect on learners' attitudes towards English lesson. The publication bias was interpreted both visually through Funnel plot and statistically via Rosenthal Classic fail-safe N and Orwin fail-safe N methods. Year of publication, the place of the research, publication type, the method applied, language skill, teaching level, experimental application duration and sample size were identified as moderators. It was concluded that Q-value for the effect sizes for publication year, language skill and teaching level was statistically meaningful and effective on the heterogeneity of effect sizes. One of the remarkable results was that the longer the experimental application period, the more effective it was in increasing positive attitudes towards the lesson.