Learner-Centered English Language Teaching: Premises, Practices, and Prospects

Abstract

Although learner-centered education is claimed to have several learning gains, research suggests that teachers' attitudes and practices play a crucial role in promoting its prolific outcomes. This study examines the adaptation of learner-centered education and examines how it has been implemented in second language teaching by university teachers since launching an educational shift embodied in the learner-centered reform a decade ago. In so doing, a questionnaire was distributed to a random sample of 128 instructors. The data collected were analyzed through descriptive and inferential statistical analyses using the Statistical Package for Social Sciences SPSS 16.0 software. Meanwhile, interviews were analyzed qualitatively. The quantitative analysis of data provides a snapshot of instructors' attitudes towards Learnercentered education and the extent to which they implemented it in their courses. More importantly, the analysis of qualitative interview results outlines a "contextualized" framework that takes into account the conceptual nature of the global premises of Learner-centered education by linking them to teachers' perceptions and practices in a particular context. The findings provide insights into the dynamism of meeting college students' second language learning needs. The study further addresses the problems of designing teacher training that aims at promoting higher education second language learning in the Middle East and North Africa context.

A Multilevel Input-Oriented English Teaching Model considering Diversified Training Objectives

“…According to Figure 7, it can be seen that the I/O performance will decline with the increase of time. The best I/O performance of reference [6] model and reference [7] model is only at the beginning of the system operation, which will directly lead to the poor degree of video streaming, The number of services available is too small, but the number of services in this model continues to increase in the first five minutes, and remains above 6000 even if it decreases later. This is because this model includes a portal and a streaming video server.…”

“…. In order to verify the overall effectiveness of the proposed method, it is necessary to test the I/O performance and peak signal-to-noise ratio of the multilevel input English teaching model, reference [6] model, and reference [7] model considering diversified 7: By comparing the I/O performance of different methods, we can directly reflect the advantages and disadvantages of the system, operate the system for a long time, and give the same number of instructions to the three methods. According to Figure 7, it can be seen that the I/O performance will decline with the increase of time.…”

“…In the formula, c i represents the component value of autocorrelation eigenfunction of the multilevel input English teaching model, and r n represents the higher-order cumulative coefficient of the multilevel input English teaching model distributed in the platform [27]. According to the calculation results of equation (7), the efficient mining of autocorrelation features of the multilevel input-oriented English teaching model can be realized.…”

“…The research results are discussed according to the literature. Reference [7] proposes learner centered English teaching and the adaptability of learner centered education and examines how university teachers implement learner centered education in second language teaching since the learner centered education reform was launched ten years ago. In this process, a questionnaire was distributed to a random sample of 128 teachers.…”

Students’ perceptions of emergency remote teaching in a writing course during COVID-19

“…Therefore, 10.3389/feduc.2022.965659 they recommended a blended learning model to increase student performance and maintain learner engagement. Tichavsky et al's (2015) and Ritthipruek's (2018) studies both reflect some of the main ideas of learner-centered education (LCE)-the idea that teaching should focus on the individual needs of learners (Badjadi, 2020). Past research has indicated that implementing LCE methods can be challenging for instructors (e.g., Bai and González, 2019).…”