Learner-Centered Instruction in Pre-Service Teacher Education: Does it Make a Real Difference in Learners’ Language Performance?

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Abstract

The current study investigated the effect of implementing learner centered methodologies in a
teacher education program. More specifically, it looked at the impact of exposing prospective
teachers to learner centered methodologies through an EFL methods course. In turn, the
effects of this approach on their school students’ performance in English language skills
(reading, writing, and speaking) were examined. The study used a quasi-experimental design
where the performance of a group of school students using learner centered methodology
(experimental group) was compared to the performance of another group of school students
using non- learner centered approaches (control group). The study further examined whether
significant differences existed between the performance of the two groups that can be
attributed to gender and the school environment. Moreover, the study looked into students’
attitudes towards language in a learner-centered environment. The instruments used in this
study are the National test designed by the Ministry of Education and an attitude
questionnaire that was adapted from the learner-centered methodology program document of
the Ministry of Education. Major findings reveal significant differences in the performance of
students in the two types of schools in favor of learner-centered schools. Despite the
differences between the two groups on all measures, students’ language performance of both
learner centered and non-learner centered schools was found to be lower than the Ministry of
Education specified minimum score.
Original languageEnglish
Article numberISSN 1948-5476
JournalInternational Journal of Education.
Volume6
Issue number4
DOIs
Publication statusPublished - 2014

Keywords

  • Learner-centered, Pre-service, Teacher education, Language performance

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