Asian EFL University Students' Preference toward Teaching Approaches

Autor/in	Mermelstein, Aaron David
Titel	Asian EFL University Students' Preference toward Teaching Approaches
Quelle	In: CATESOL Journal, 27 (2015) 2, S.259-279 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	English (Second Language); Second Language Instruction; College Students; Foreign Countries; Teaching Methods; Teaching Styles; Qualitative Research; Student Attitudes; Student Centered Learning; Conventional Instruction; Statistical Analysis; Cognitive Style; Likert Scales; Student Surveys; Correlation; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Qualitative Forschung; Schülerverhalten; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Statistische Analyse; Cognitive styles; Kognitiver Stil; Likert-Skala; Schülerbefragung; Korrelation
Abstract	Designing and presenting lessons is the center of the teaching process. Every day teachers must make decisions about the instructional process. A teacher's approach can have an enormous impact on the effectiveness of his or her teaching. Understanding students' preferences toward teaching approaches and teaching styles can create opportunities for teachers to make adjustments that better serve their students. Many teachers continue using traditional teaching approaches, so the question exists of whether or not these teaching approaches are meeting the educational needs of the learners. This article addresses this question and discusses a qualitative study involving the preferences of 225 Taiwanese EFL university students toward 3 main teaching approaches (instructor centered, student centered, and content centered) and offers pedagogical suggestions. Through a statistical analysis, the research findings indicate that the participants can clearly recognize the differences among the teaching approaches, have a clear preference toward the student-centered approach, and hold more positive attitudes toward student-centered learning. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01