Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |