The Impact of Student-Centered Instruction on EFL Learners' Affect and Achievement

Autor/in	Kassem, Hassan M.
Titel	The Impact of Student-Centered Instruction on EFL Learners' Affect and Achievement
Quelle	In: English Language Teaching, 12 (2019) 1, S.134-153 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Student Centered Learning; Conventional Instruction; Teaching Methods; English (Second Language); College Freshmen; Instructional Effectiveness; Grades (Scholastic); Foreign Countries; Student Attitudes; Personal Autonomy; Student Motivation; Self Efficacy; Beliefs; Reading Skills; Writing Skills; Listening Skills; Speech Skills; Grammar; Vocabulary; Literature; 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; English as second language; English; Second Language; Englisch als Zweitsprache; Studienanfänger; Unterrichtserfolg; Notenspiegel; Ausland; Schülerverhalten; Individuelle Autonomie; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Grammatik; Wortschatz; Literatur; Saudi-Arabien
Abstract	This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen's affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01