Browsing by Subject "Learner-centered approach"
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    A comparative study of Grades 10 and 11 students' beliefs towards teacher-centered and learner-centered approaches in English as a foreign language class at Mai Ja Yang High School in Kachin State, Myanmar
    (Assumption University Press, 2020) Mai, Seng ; Suwattana Eamoraphan
    The purpose of conducting this study was firstly, to determine Grades 10 and 11 students’ beliefs towards English as a foreign language class at Mai Ja Yang High School in Kachin State, Myanmar. Secondly, to determine whether there were significant differences in Grade 10, Grade 11,and Grades 10 and 11 students’ beliefs towards teacher-centered and learner-centered approaches in English as a foreign language at Mai Ja Yang High School in Kachin State, Myanmar. The respondents were 120 Grade 10 students and 145 Grade 11 students (totaling 265 students) in Mai Ja Yang High School during the academic year 2018-2019. The data obtained were analyzed by descriptive statistics, mean and standard deviation and by dependent samples t-test. The findings of this study indicated that in Mai Ja Yang High School Grade 10 students, on average, held neutral beliefs on teacher-centered approach in English as a foreign language class when the Grade 11 students’ beliefs towards teacher-centered approach in English as a foreign language class was positive.
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    A comparative study of teachers' and students' beliefs towards teacher-centered and learner-centered approaches in Grade 12 English as a foreign language class at one governmental senior secondary school in Shaan'xi Province, China
    (Bangkok : Assumption University, 2019) Xiangqin, Bai ; Gonzalez, Orlando Rafael Gonzalez
    The aim of this study was to determine what were Grade 12 EFL teachers’, and Grade 12 intermediate- and advanced-level students’ beliefs towards teacher-centered approach and learnercentered approach, in order to determine whether there was a significant difference between them. This study was conducted at one governmental senior secondary school in Shaan’xi Province, China. The study focused on 23 Grade 12 EFL teachers, 48 Grade 12 EFL intermediate-level students and 87 Grade 12 EFL advanced-level students of the second semester of academic year 2016-2017 from the target school. The researchers used descriptive and inferential statistics to analyze the data. Among other things, the research findings presented here showed that teachers hold positive beliefs towards both teacher-centered approach and learner-centered approach; both intermediate-level students and advanced-level students hold neutral beliefs towards teacher-centered approach and learner-centered approach, and positive beliefs towards teacher-centered approach and learner-centered approach. The results of the study also showed that there was a significant difference between Grade 12 teachers’ beliefs and Grade 12 intermediate- and advanced-level students’ beliefs towards teacher-centered approach and learner-centered approach in EFL class at the target school, whereas there was no significant difference between Grade 12 EFL intermediate-level and advanced-level students’ beliefs towards both teacher-centered approach and learner-centered approach in EFL. Based on these findings, the researchers gave some suggestions to students, teachers, administrators and future researchers.
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    The impact of strategy training on Assumption University's learners of French
    (Assumption University, 2014) Benassaya, Romain ; Assumption University. Graduate School of Education
    Research in second language learning has shown that learners who use learning strategies are more likely to achieve effective learning, and has highlighted the importance of strategy training in language education. The principal objective of this research is to evaluate the impact of a 14 hours training module to language learning strategies integrated in a conversation class for the benefit of Assumption University’s students of French. The research was organized in three stages: (1) an identification of the language learning strategies used most commonly by a sample of 25 Assumption University’s learners of French. The data were collected through the Oxford’s (1990) Strategy Inventory for language learning (SILL) questionnaire. (2) The implementation of strategy training elaborated from the Cohen’s (1998) Strategy-Based Instruction (SBI) model and adapted to students of French. (3) An evaluation of the impact of the training through a second administration of the SILL questionnaire to the participants at the end of training. The evaluation showed an overall increase in the mean scores strategy uses. It is hoped that this research will provide teachers with tools that will enable them to help students become more effective and independent language learners, and offer new perspectives on strategy training in second and foreign language class.