Effectiveness of Learner-Centered Teaching in Modifying Attitude towards EFL and Developing Academic Self-Motivation among the 12th Grade Students

Autor/inn/en	Ahmed, Sumaya A.; Dakhiel, Maysoon A.
Titel	Effectiveness of Learner-Centered Teaching in Modifying Attitude towards EFL and Developing Academic Self-Motivation among the 12th Grade Students
Quelle	In: English Language Teaching, 12 (2019) 4, S.139-148 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Centered Learning; Teaching Methods; Active Learning; Cooperative Learning; Pretests Posttests; English (Second Language); Second Language Instruction; Second Language Learning; Self Motivation; Learning Motivation; Student Attitudes; Instructional Effectiveness; Grade 12; High School Students; Scores; Foreign Countries; Attitude Measures; Construct Validity; Psychometrics; Saudi Arabia + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Motivation for studies; Lernmotivation; Schülerverhalten; Unterrichtserfolg; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Psychometry; Psychometrie; Saudi-Arabien
Abstract	The present study aimed to identify the effectiveness of learner-centered teaching in modifying attitude towards EFL and developing academic self-motivation. The sample consisted of (35) 12th grade students (in one of the high schools of Jeddah, Saudi Arabia, for the academic year 2017/2018). To achieve the study objectives, a training program based on three-strategies learning modules (Cooperative Learning: Think, Pair, Share, and Think out Loud) was prepared. The pre and posttest for the scales of attitude towards EFL and academic self-motivation were applied, along with active learning-based training sessions (Cooperative Learning: Think, Pair, Share, and Think out Loud). The application lasted (8) weeks, where the quasi-experimental method was utilized. The results showed statistically significant differences between the average scores of the respondents in the pre and posttest for the scales of attitude towards EFL and academic self-motivation in favor of the posttest. Finally, some recommendations were made in the light of the study results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01