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ERIC Number: EJ1200231
Record Type: Journal
Publication Date: 2019
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1916-4742
The Impact of Student-Centered Instruction on EFL Learners' Affect and Achievement
Kassem, Hassan M.
English Language Teaching, v12 n1 p134-153 2019
This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen's affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia