Application of Learner-Centered Approach in College English Instruction in China: A Case Study

Autor/in	Du, Shengnan
Titel	Application of Learner-Centered Approach in College English Instruction in China: A Case Study
Quelle	In: English Language Teaching, 14 (2021) 10, S.23-34 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Student Centered Learning; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Outcomes of Education; Learner Engagement; Linguistic Theory; Taxonomy; Learning Activities; Teacher Attitudes; Student Evaluation; Feedback (Response); Learning Strategies; Learning Motivation; Case Studies; College Students; Academic Achievement; China + Suchen Sie Ihr Suchwort? Ausland; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Linguistische Theorie; Taxonomie; Lernaktivität; Lehrerverhalten; Schulnote; Studentische Bewertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Case study; Fallstudie; Case Study; Collegestudent; Schulleistung
Abstract	With a development history of more than half a century, the learner-centered approach has become a new teaching paradigm worldwide. The approach can produce effective and significant learning focusing on learners' development, learning, and learning outcomes. This study aimed to determine how a learner-centered approach can increase students' engagement, improve their English learning strategies, and enhance their academic performance in a specific EFL setting. Bloom's taxonomy, Zhao's "Neo Tri-Centers," Krashen's L2 acquisition theory, and primarily Biggs' constructive alignment functioned as valuable guidelines when designing the instructional activities. Constructive alignment holds that intended learning outcomes, teaching and learning activities, and assessment tasks should be aligned organically to achieve effective learning. Data collected through the instructor's observations, questionnaires, assessments of the students' performances, and colleague's feedback show that the learner-centered approach has remarkably motivated the students, improved their learning strategies, and enhanced their academic performance. The results and implications of this study may be of reference importance for future language teaching in a foreign language or second language setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01