Calls for a transition from traditional English teaching methods to innovative methods have been raised in recent decades. There is now a significant movement in instruction from teacher-centered to learner-centered, which is reinforced by the communicative strategy of language teaching. Because traditional teaching pedagogy in languages failed on meeting the expectations of educational institutions as well as those of students, there is an emergent need to replace it with an approach to teaching which must be able to equip learners with the necessary tools to manipulate the content as well as to develop their oral competencies in the English language, instead of just assigning students to store information and to memorize grammatical rules. Students are now expected to be actively engaged in the learning process.
In order to do so, students need to be able to speak fluent English so that they can interfere in their learning and have productive participation in the classroom. Specifically, rather than being passive receivers of information, students ought to be actively involved in their education. What is more, to help students understand and apply what they have learned, the teacher's job description should go from being a knowledge provider to being a facilitator, and it is his responsibility to address their needs, facilitate effective assessment, and motivate students to adjust to a new approach to learning. Although, research suggests that a learner-centered approach leads to better outcomes than traditional teaching methods. The approach faces significant barriers to implementation in some countries. In Morocco, for example, instructors teaching English find it an exercise in futility to use learnerßcentered teaching in an EFL classroom. As a result, the present research will focus on the various challenges limiting the implementation of learner-centered teaching in the EFL classroom in Marrakech high schools, because it is only when we are able to identify the gaps that we will be able to fix them.
Table of Contents
Chapter One:
1.1 Introduction
1.1.1 Introduction
1.1.2 Research Background
1.1.3 Rationale and Objective of the Study
1.1.4 Research Questions and Hypotheses
1.2 Review of the Literature
1.2.1 Learner-Centered Teaching
1.2.1.1 Defining Learner-Centered Teaching
1.2.1.2 Teacher-Centered Versus Learner-Centered Instruction
1.2.2 Teachers and Learners’ Roles in LCT Classroom
1.2.2.1 The Role of the Teacher
1.2.2.1 The Role of the Learner
1.2.3 Previous Studies on the Challenges of the Implementation of LCT
Chapter Two: Research Methodology
2.1 Research Design
2.2 Participants
2.3 Instrument
Chapter Three: Results and Discussion
3.1 Data Analysis
3.1.1 Students’ Questionnaire Analysis
3.1.2 Teachers’ Questionnaire Analysis
3.2 Discussion
3.2.1 The Main Results of Students’ Questionnaire
3.2.2 The Main Results of Teachers’ Questionnaire
General Conclusion
References
Research Objectives and Focus Themes
This study aims to identify the challenges faced by English teachers in high schools in Marrakech when implementing learner-centered teaching, while exploring students' attitudes toward this pedagogical approach and investigating teachers' strategies to overcome barriers.
- Implementation of learner-centered versus teacher-centered teaching.
- Students' attitudes and motivation regarding modern teaching methods.
- Institutional, classroom-based, and student-related barriers to pedagogical change.
- Teachers' coping strategies and the need for structural support.
Excerpt from the Book
1.1.1 Introduction
Calls for a transition from traditional English teaching methods to innovative methods have been raised in recent decades. There is now a significant movement in instruction from teacher-centered to learner-centered, which is reinforced by the communicative strategy of language teaching. Because traditional teaching pedagogy in languages failed on meeting the expectations of educational institutions as well as those of students, there is an emergent need to replace it with an approach to teaching which must be able to equip learners with the necessary tools to manipulate the content as well as to develop their oral competencies in the English language, instead of just assigning students to store information and to memorize grammatical rules (Nunan, 2013). Students are now expected to be actively engaged in the learning process. In order to do so, students need to be able to speak fluent English so that they can interfere in their learning and have productive participation in the classroom.
Specifically, rather than being passive receivers of information, students ought to be actively involved in their education. What is more, to help students understand and apply what they have learned, the teacher's job description should go from being a knowledge provider to being a facilitator, and it is his responsibility to address their needs, facilitate effective assessment, and motivate students to adjust to a new approach to learning.
Summary of Chapters
Chapter One: This chapter introduces the shift from traditional to learner-centered teaching and outlines the theoretical context, research background, and the primary objectives of the study.
Chapter Two: Research Methodology: This section details the research design and the participants, explaining the use of qualitative and quantitative methods to collect data from teachers and students.
Chapter Three: Results and Discussion: This chapter presents the analysis of the questionnaires for both students and teachers, followed by a comprehensive discussion on the main findings regarding the barriers and strategies related to implementing learner-centered teaching.
Keywords
Learner-centered teaching, EFL classroom, English teaching, education in Morocco, high school, teaching methods, student attitudes, pedagogical challenges, instructional strategies, teacher facilitator, classroom interaction, educational reform.
Frequently Asked Questions
What is the core focus of this study?
The study investigates the difficulties and challenges hindering the implementation of learner-centered teaching methods in English classes within high schools in Marrakech.
What are the central themes addressed in the work?
The work focuses on teacher-centered versus learner-centered instruction, student engagement, the psychological barriers to communication, and institutional constraints.
What is the primary research goal?
The main objective is to identify why learner-centered approaches face resistance and to explore how students and teachers perceive the shift from traditional methods.
Which scientific method is applied?
The study utilizes a mixed-methods approach, combining quantitative and qualitative data gathered through student and teacher questionnaires.
What topics does the main section cover?
The main section covers a review of literature on the roles of teachers and learners, followed by a detailed analysis of findings concerning classroom dynamics, grammar teaching methods, and implementation barriers.
Which keywords define this research?
Key terms include Learner-centered teaching, EFL classroom, pedagogical implementation, high school, and student engagement.
How do Marrakech students feel about learner-centered activities?
Overall, students demonstrated a positive attitude toward the identification of their needs, cooperative learning, and engaging in non-graded activities despite some reported psychological barriers.
What are the primary obstacles mentioned by teachers?
Teachers frequently reported a lack of training courses for creative teaching, insufficient educational tools, large class sizes, and an overloaded or outdated syllabus.
Does the teacher's authority suffer in a learner-centered environment?
The majority of participating teachers in this study reported that implementing learner-centered teaching does not significantly jeopardize their authority in the classroom.
What solutions do the teachers suggest?
Teachers suggested strategies such as buying their own materials, assigning extra work, and encouraging a stress-free environment to boost student self-esteem, while emphasizing that wider systemic changes are needed.
- Arbeit zitieren
- Anonym (Autor:in), 2022, Challenges of Implementing Learner Centered Teaching in the EFL Classroom, München, GRIN Verlag, https://www.grin.com/document/1281510
