A study on the implementation of learner-centred approach in ESL classroom / Nik @ Aini Mahmud

Mahmud, Nik @ Aini (2006) A study on the implementation of learner-centred approach in ESL classroom / Nik @ Aini Mahmud. Masters thesis, Universiti Teknologi MARA, Terengganu.

Abstract

Presently, there is a shift from teacher-centred teaching to learner-centred teaching in our education system in order to be in line with our National Philosophy of Education and Vision 2020 in producing knowledgeable, holistic and responsible citizens. In line with globalization and the rapid advances in ICT, our education system has shifted the fociis on the significant role of the learners. With the implementation of smart schools in the year 2000, a learner-centred approach to teaching is realized through the use of computers and Internet. The CDC has revised the school syllabus in 2003 and the learner-centred approach has emerged in innovative methodologies such as Constructivism, Contextualism and Multiple Intelligences, to name a few. The learner-centred approach is supposed to be implemented by ESL teachers but surveys conducted by the Teachers’ Training Colleges and the School Inspectorates have proven otherwise. Thus, this study was undertaken to investigate its implementation, to explore factors that hinder the implementation as well as to solicit first-hand information from the teachers regarding the implementation of the learner-centred approach. In doing so, 12 ESL teachers from SMK Bukit Besar, Kuala Terengganu, by purposive sampling, were selected. Data were collected from questionnaire and face-to-face interviews. They were analyzed in a narrative manner. Based on the findings, a majority of the respondents implemented the learner-centred approach in their teaching. The findings also revealed some prominent factors that hindered the implementation of this approach. For instance 75% of the respondents agreed that it was due to students’ low English language proficiency, 75% claimed that it was because of large classes, 91.7% indicated that the students were not motivated and 91.7% that it was due to the students’ negative attitudes. The feedback solicited from the respondents showed that a majority of them affirmed that the learner-centred approach enhanced selfaccess learning and students’ active participation in the lessons. It is recommended that teachers should attend in-service and refresher courses in order to enhance their classroom practices. School administrators should supervise and give constant support as well as guidance to teachers in implementing innovative methodologies introduced by the CDC as well as the learner-centred approach in the classrooms.

Metadata

Item Type: Thesis (Masters)
Creators:
Creators
Email / ID Num.
Mahmud, Nik @ Aini
UNSPECIFIED
Contributors:
Contribution
Name
Email / ID Num.
Thesis advisor
Awang Nik, Yah
UNSPECIFIED
Subjects: L Education > LB Theory and practice of education > Teaching (Principles and practice)
L Education > LB Theory and practice of education > Teaching (Principles and practice) > Teaching aids and devices
L Education > LB Theory and practice of education > Learning. Learning strategies
Divisions: Universiti Teknologi MARA, Terengganu > Dungun Campus > Faculty of Education
Programme: Master of Teaching English as a Second Language
Keywords: Teacher-Centred Teaching ; Learner-Centred Teaching ; Education System ; Holistic And Responsible Citizens
Date: April 2006
URI: https://ir.uitm.edu.my/id/eprint/54294
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