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What is Learner-Centered Instruction

Handbook of Research on Foreign Language Education in the Digital Age
A teaching method that focuses on students engaging in hard work, reflecting on their learning process, and learning independently or collaboratively.
Published in Chapter:
Investigating Mobile Assisted English Foreign Language Learning and Teaching in China: Issues, Attitudes and Perceptions
Haixia Liu (Michigan State University, USA & Beijing Normal University Zhuhai Campus, China), Wenhao Tao (Beijing Normal University Zhuhai Campus, China), and William Cain (Michigan State University, USA)
DOI: 10.4018/978-1-5225-0177-0.ch015
This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.
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More Results
Instructional Design and E-Training
Being a learner-centered teacher means focusing attention squarely on the learning process: what the student is learning, how the student is learning, the conditions under which the student is learning whether the student is retaining and applying the learning, and how current learning positions the student for future learning. The distinction between teacher-centered and student-centered is made as a way of indicating that the spotlight has shifted from the teacher to the student. In learner-centered instruction the action focuses on what the students are doing not what the teacher is doing. This approach that now features students, accepts, cultivates and builds on the ultimate responsibility students have for their own learning (Overview of Learner-Centered Teaching, 2006).
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Faculty Competencies and Incentives for Teaching in E-Learning Environments
Any formal or non-formal education that accounts for a learner’s cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual differences (APA, 1997).
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Translator Education and Metacognition: Towards Student-Centered Approaches to Translator Education
The idea of learner-centered instruction implies taking into account the learner’s experiences, talents, personalities, social backgrounds, and needs. It also refers to using current knowledge about learning as a way to help learners become lifelong learners able to cope with the rapid changing world of their time.
Full Text Chapter Download: US $37.50 Add to Cart
Full Text Chapter Download: US $37.50 Add to Cart
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