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 the challenges teachers face in implementing learner-centered teaching (LCT) in EFL high school classrooms in Marrakech, explore teachers' strategies for addressing these challenges, and examine students' attitudes towards LCT. The research employs a mixed-methods approach, combining qualitative and quantitative data collection and analysis from teachers and students.
- Challenges of implementing learner-centered teaching in EFL classrooms.
- Teachers' strategies for overcoming the challenges of LCT implementation.
- Students' attitudes towards learner-centered teaching.
- Comparison of teacher-centered and learner-centered instruction.
- The roles of teachers and learners within a learner-centered classroom.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter One: This chapter introduces the study, providing background information on learner-centered teaching (LCT) and its challenges. It outlines the study's objectives, research questions, and hypotheses. A comprehensive review of existing literature on LCT is presented, defining LCT, contrasting it with teacher-centered instruction, and exploring the roles of both teachers and learners in an LCT environment. The chapter concludes by examining previous research focusing on the difficulties encountered when implementing LCT methodologies. This foundational chapter sets the stage for the subsequent investigation into the specific challenges faced in Marrakech high schools. The juxtaposition of theoretical frameworks with prior empirical studies establishes a solid base for understanding the complexities of LCT implementation within the context of the study.
Schlüsselwörter (Keywords)
Learner-centered teaching, challenges, implementation, English as a foreign language, EFL, Marrakech, high school, teacher roles, student roles, qualitative research, quantitative research, mixed methods.
Frequently Asked Questions about "A Comprehensive Language Preview"
What is this document?
This document is a comprehensive language preview providing a detailed overview of a research study. It includes the table of contents, objectives and key themes, chapter summaries, and keywords.
What is the main topic of the research?
The research focuses on the challenges teachers face when implementing learner-centered teaching (LCT) in English as a Foreign Language (EFL) high school classrooms in Marrakech, Morocco. It explores teachers' strategies for addressing these challenges and examines students' attitudes towards LCT.
What are the key objectives of the study?
The study aims to:
- Identify the challenges teachers face in implementing LCT in EFL classrooms.
- Explore teachers' strategies for overcoming these challenges.
- Examine students' attitudes towards learner-centered teaching.
- Compare teacher-centered and learner-centered instruction.
- Analyze the roles of teachers and learners within a learner-centered classroom.
What methodology is used in this research?
The research employs a mixed-methods approach, combining qualitative and quantitative data collection and analysis from both teachers and students.
What does Chapter One cover?
Chapter One introduces the study, providing background information on learner-centered teaching (LCT) and its challenges. It outlines the study's objectives, research questions, and hypotheses. It includes a literature review defining LCT, contrasting it with teacher-centered instruction, and exploring the roles of teachers and learners in an LCT environment. Finally, it examines previous research on the difficulties of LCT implementation.
What are the key themes explored in this research?
Key themes include the challenges of implementing learner-centered teaching, teachers' strategies for addressing these challenges, students' attitudes towards LCT, a comparison of teacher-centered and learner-centered instruction, and the roles of teachers and learners in a learner-centered classroom.
What are the keywords associated with this research?
Keywords include: Learner-centered teaching, challenges, implementation, English as a foreign language (EFL), Marrakech, high school, teacher roles, student roles, qualitative research, quantitative research, mixed methods.
What is the overall scope of this preview?
This preview offers a comprehensive overview, providing readers with sufficient information to understand the study's focus, methodology, and key findings before delving into the complete research document.
- Citar trabajo
- Anonym (Autor), 2022, Challenges of Implementing Learner Centered Teaching in the EFL Classroom, Múnich, GRIN Verlag, https://www.grin.com/document/1281510
