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The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

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  • Hassan M. Kassem

Abstract

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.

Suggested Citation

  • Hassan M. Kassem, 2019. "The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement," English Language Teaching, Canadian Center of Science and Education, vol. 12(1), pages 134-134, January.
    • Handle: RePEc:ibn:eltjnl:v:12:y:2019:i:1:p:134
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    References listed on IDEAS

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    1. Rima Bahous & Nahla Bacha & Mona Nabhani, 2011. "Motivating Students in the EFL Classroom: A Case Study of Perspectives," English Language Teaching, Canadian Center of Science and Education, vol. 4(3), pages 1-33, September.
    2. Oqab Alrashidi & Huy Phan, 2015. "Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview," English Language Teaching, Canadian Center of Science and Education, vol. 8(5), pages 1-33, May.
    3. Fakieh Alrabai, 2017. "Exploring the Unknown: The Autonomy of Saudi EFL Learners," English Language Teaching, Canadian Center of Science and Education, vol. 10(5), pages 222-222, May.
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    Cited by:

    1. Abdolvahab Khademi, 2022. "Effectiveness of a Negotiated Syllabus on the Reading Achievement of Intermediate-Level EFL Learners," SAGE Open, , vol. 12(4), pages 21582440221, December.

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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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