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.
Inhaltsverzeichnis (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
- 1.2.2.2 The Role of the Learner
- 1.2.3 Previous Studies on the Challenges of the Implementation of LCT
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to identify and analyze the challenges faced by teachers in implementing learner-centered teaching (LCT) in English as a Foreign Language (EFL) classrooms in high schools in Marrakech. The study also seeks to explore teachers' strategies for overcoming these challenges and investigate students' attitudes towards LCT.
- Challenges of implementing LCT in EFL classrooms
- Teachers' perspectives on and strategies for addressing these challenges
- Students' attitudes towards LCT
- The impact of LCT on student learning and engagement
- Comparison of LCT to traditional teaching methods
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One provides an introduction to the study, outlining the research background, rationale, objectives, and research questions. It also includes a comprehensive review of the literature on learner-centered teaching, exploring its definition, principles, and implementation in various contexts. The chapter further examines the roles of teachers and learners in a learner-centered classroom, highlighting the unique dynamics and responsibilities of each party. Finally, it reviews previous studies that have investigated the challenges of implementing LCT, providing a foundation for understanding the complexities of this approach.
Schlüsselwörter (Keywords)
The study focuses on the key concepts of learner-centered teaching, challenges, implementation, and English as a foreign language. The research delves into the practical difficulties teachers face in implementing learner-centered pedagogy in EFL classrooms, examining the impact of these challenges on students' attitudes and learning outcomes.
- Quote paper
- Anonym (Author), 2022, Challenges of Implementing Learner Centered Teaching in the EFL Classroom, Munich, GRIN Verlag, https://www.grin.com/document/1281510
