LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:10 October 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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The Effectiveness of Student-Centric Approach on EFL Learner’s Attitude and Accomplishments

Muhammad Naeem Yaqubi, Mohammad Mustafa Kamal,
Ali Mohammad Hekamat, and Shafiullah Roghmal

Abstract

As English is taught as foreign language in Afghanistan context, the purpose of learning English is to be able communicate effectively and empower the skills in order to achieve the goal. Learners have insufficient achievements during the learning process, they have shown indicators of poor affect such as low motivation, poor autonomy, high anxiety and low self-esteem when speaking English. The researchers felt that such enfeeble notions among the learners exist. It seems that the reason of such condition of English learners in EFL context could be teacher centric approach. As a result of implementing TC method. The findings of the research clearly indicate that using student-centric method improves foreign language learner’s capacity and provides learning opportunity to enhance their ability to have a better language performance in academic and real-life context. This approach provides leaning environment very influential which improve motivation and achievement for all language learners.

Keywords: Student-centric, Approach, Learner, Teacher, Afghanistan context.

Introduction

It is very obvious that English is a foreign language in Afghanistan context. Individuals learn the language through private courses, or other learning institutions which grammar translation method is usually applied. In this approach, interaction is taken place from instructors to students, and there is little commencement and little student-student interaction. As a result of this leading instruction, learners have poor performance, achievement, autonomy, self-steam and poor motivation. The two terms (teacher centered and student-centered methods were described by educators (Amiri, & Saberi, (2017). Teacher-centered is typically referring to learning situations in which the teachers emphasize control over the materials and the ways in which students study them. For example, where, when, how, and at what speed they learn. Bagherzadeh, H. (2012)., believes that in teacher-centered classes, the teachers tend to be the most influential and active person in the classroom and do most of the talking (e.g., by indicating concepts, giving lecture, reading loudly, or delivering instructions), however students spending most of their time sitting, listening, taking notes, providing brief responses to teacher’s questions. In contrary, student-centeredness is typically referring to form of teaching that students have more opportunities to lead the learning process such as, learning activities, more active participation in class-discussions, explore topics that interest them, design learning projects. Learners can better improve in educational field when they are able to demonstrate in real-life the knowledge and skills they have learned. Students should have the chance to make choices about designing and contributing their own learning.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Muhammad Naeem Yaqubi,
Mohammad Mustafa Kamal,
Ali Mohammad Hekamat, and
Shafiullah Roghmal
Kabul Medical University and Sciences Abu-Ali Sina
English Department
m.naeemyaqubi1988@gmail.com
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