The Teaching of Afro-Asian Literature: A Comparison between the Nonconventional Learner-Centered and the Conventional Teacher-Centered Approaches

Autor/in	Wong Gonzales, Wilkinson Daniel O.
Titel	The Teaching of Afro-Asian Literature: A Comparison between the Nonconventional Learner-Centered and the Conventional Teacher-Centered Approaches
Quelle	9 (2014) 2, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Learner Controlled Instruction; Asian Studies; African Studies; Literature; Teaching Methods; Private Schools; Grade 8; Instructional Effectiveness; English Language Learners; Intermode Differences; Standardized Tests; Reading Tests; Diagnostic Tests; Reading Comprehension; Experimental Groups; Control Groups; Qualitative Research; Classroom Observation Techniques; Interviews; Check Lists; Reading Achievement; Foreign Countries; Statistical Analysis; Philippines + Suchen Sie Ihr Suchwort? Asia; Studies; Asienwissenschaft; Literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Private school; Privatschule; School year 08; 8. Schuljahr; Schuljahr 08; Unterrichtserfolg; Standadised tests; Standardisierter Test; Lesetest; Diagnostic test; Diagnostischer Test; Leseverstehen; Qualitative Forschung; Interviewing; Interviewtechnik; Checkliste; Leseleistung; Ausland; Statistische Analyse; Philippinen
Abstract	In the past few decades, nonconventional learner-centered (NLC) trends in ELT have emerged amidst the current and probably dominant conventional teacher-centered (CTC) approaches used by majority of private and public schools in the Philippines. With the implementation of the K-12 curriculum, Afro-Asian literature remained the focus of the eighth grade. The argument of which approach is more effective seems to have surfaced in the recent years. In several literatures, both approaches have been found effective in teaching in different disciplines. However, in the teaching of literature, specifically Afro-Asian literature, it seems that limited to no studies have been conducted in the Philippine private school context. This comparative study focuses on the Grade 8 ESL literature classes of Hope Christian High School, Manila, Philippines and aims to determine which approach is more effective in teaching Afro-Asian literature. The teacher preferred the CTC approach while students preferred the NLC approach based on qualitative data. From the quantitative data, the results showed that there were no significant differences in the Afro-Asian literature test scores immediately after the CTC or NLC instructional sessions. I conclude that there is no particular teaching approach that is more effective and suggested that an eclectic or mixed approach would be more beneficial in teaching Afro-Asian literature in Hope Christian High School. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01