TEACHERS’ ATTITUDES AND BELIEFS TOWARDS THE USE OF STUDENT-CENTRED LEARNING IN ENGLISH LANGUAGE CLASSES
SIKAP DAN KEPERCAYAAN GURU TERHADAP PENGGUNAAN PEMBELAJARAN BERPUSAT SISWA DALAM KELAS BAHASA INGGRIS
-
(1) * Suriati Salleh
Universiti Utara Malaysia
Malaysia
(2) Nurahimah Mohd. Yusoff Universiti Utara Malaysia
Malaysia
(*) Corresponding Author
Abstract
This study was conducted to examine teachers’ attitudes and beliefs towards the use of Student-Centred Learning in English language classes. In addition, it also sought to examine the extent of student-centred learning practices amongst primary school teachers have on their students’ performance in the English language. A survey was carried out to collect data from 147 primary school English language teachers in Perlis. The questionnaires were used to determine the teachers’ beliefsand attitudes towards student-centred learning and to measure the extent teachers practice or attempt to practice student-centred learning in their classrooms. The results for March Test and mid-term examinations were also collected from 346 respondents of Year Five students to determine the relationship between student-centred learning practices and the students’ achievement. The findings of this research showed that there were positive attitudes of the English language teachers towards student-centred learning. However, the teachers employ both student-centred and teacher-centred learning strategies in teaching English language for the primary school. Apart from that, the findings also revealed that there was a positive relationship between student-centred learning practices and students’ achievement in the English language subject but the relationship was a weak relationship.As such, recommendations were proposed in terms of improving teacher training and future research to investigate further on student-centred learning practices in Malaysia.
Downloads
References
Alexandra, C. J. (2013). Towards a learner-centred approach to teaching English. Professional Communication and Translation Studies, 6 (1-2), 205-210.
Attard, A. Di Ioio, E. Geven, & K, Santa, R. (2010). Student centered learning: An insight into theory and practice. Bucharest: Esu.
Bryer, T. A., & Seigler, D. (2009). Theoretical and instrumental rationales of student empowerment through social and web-based technologies. Journal of Public Affairs Education. 18(3), 429–448.
Ebert-May, D., Derting, T.L., Hodder, J., Momsen, J.L., Long, T.M., & Jardeleza, S.E. (2011). What we say is not what we do: Effective evaluation of Faculty Professional Development Programs. BioScience, 61(7), 550-558.
Echevarria, J. & Vogt, M. (2010). Response to intervention (RTI) and English learners: Making it happen. Boston: Allyn & Bacon.
Ernest Lim Kok Seng. (2014). Investigating teachers’ views of student-centred learning approach. International Education Studies, 7, 143-148. doi:10.5539/ies.v7n7p143 p. 143-148.
Froyd, F., & Simpson, N. (2010). Student-centered learning addressing faculty questions about student centered learning. Retrieved from
http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf
Jan Hardman, & Norhaslynda A-Rahman. (2014). Teachers and the implementation of a new English curriculum in Malaysia, Language, Culture and Curriculum, 27(3), 260-277, doi: 10.1080/07908318.2014.980826.
Juliana Othman. (2010). Teachers’ instructional practices in teaching English at Malaysian primary schools. Proceedings of EDULEARN10 Conference, 483-491.
Kementerian Pendidikan Malaysia. (2014). Dokumen standard kurikulum dan pentaksiran Bahasa Inggeris Tahun 5. Kuala Lumpur: Bahagian Pembangunan Kurikulum.
Kumaravadivelu, B. (1991). Language-learning tasks: Teacher intention and learner interpretation. ELT Journal, 45(2), 98-107.
Lea, S. J., D. Stephenson, and J. Troy. (2003). Higher education students’ attitudes to student centred learning: Beyond ‘educational bulimia’. Studies in Higher Education 28(3), 321–334.
Mei-Hui Lin, Tsai-Fu Chuang, & Han-Pin Hsu. (2014). The relationship among teaching beliefs, student-centred teaching concept and the instructional innovation. Journal of Service Science and Management, 7, 201-210.
Melor Md Yunus, & Nur Dalila Mohd Arshad. (2015). ESL teachers’ perceptions toward the practices and prospects of autonomous language learning. Asian Social Science, 11(2), 41-51. doi:10.5539/ass.v11n2p41
Ministry of Education. (2012). Malaysia Education Blueprint 2013-2025.
Nima Farzaneh. (2014). Students’ attitude towards using cooperative learning for teaching reading comprehension. Theory and Practice in Language Studies, 4(2), 287-292.
Nonkukhetkhong, R. B., Baldauf Jr, & Moni, K. (2006). Thai TESOL International Conference: Learner Centeredness in Teaching English as a Foreign Language, Chiang Mai, Thailand.
Nor Hashimah Jalaludin, Norsimah Mat Awal, & Kesumawati Abu Bakar. (2008). The mastery of English language among lower secondary school students in Malaysia: A linguistic analysis. European Journal of Social Sciences, 7 (2), 106-119.
Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279 – 295.
Phan Le Haa, Joyce Kho, & Brendan Chng. (2013). Nation building, English as an international language, medium of instruction, and language debate: Malaysia and possible ways forward. Journal of International and Comparative Education, 2(2), 58-71.
Prapaisit de Segovia, & Hardison, D. M., (2008). Implementing education reform: EFL teachers’ perspectives. ELT Journal, 63(2), 154-162.
Rosniah Mustaffa, Idris Aman, Nor Diyana Saupi, & Noorizah Mohd Noor. (2014). Interdiscursivity of pedagogic discourse in the ESL classroom in primary school. Journal of Social Sciences and Humanities, 9(1), 63-84.
Satterfield, J. (2015). Understanding the differences between the amount of learning in a teacher vs student-centered pedagogy. Retrieved from https://www.linkedin.com/pulse/understanding-differences-between-amount-learning-vs-josh-satterfield
Seid Mohamad. (2016). English language teachers’ attitudes towards cooperative learning. International Journal of Advanced Research in Management and Social Sciences, 5(2), 123-136.
Sekaran, U. (2003). Research method for business: A skill building approach.(4th. edition). United States: John Wiley & Sons.
Shihiba, S. E. S. (2011). An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools (Unpublished doctoral dissertation). University of Durham, Durham, UK.
Siti Rosminah Md Derus, & Ahmad Zamzuri Mohamad Ali. (2014). Integration of visualisation techniques and active learning strategy in learning computer programming: A proposed framework. International Journal on New Trends in Education and Their Implications, 5(1), 93-103.
Thang, S.M., & Azarina Alias (2007). Investigating readiness for autonomy: A comparison of Malaysian ESL undergraduates of three public universities. Reflections on English Language Teaching Journal, 6(1), 1-18.
Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. Washington: John Wiley & Sons.
Copyright (c) 2016 Suriati Salleh, Nurahimah Mohd. Yusoff
This work is licensed under a Creative Commons Attribution 4.0 International License.
Funding data
