Learner-centered techniques used in the English language classrooms

Abstract

The present study entitled Learner-Centered Techniques Used in The English Language Classrooms aimed at findings out to examine the practice of learner-centered techniques in their classroom and what different learner-centered techniques have used in English classes by the teachers. For this study, five English language teachers were selected from Kathmandu district and six classes of each teacher (i.e. 30 classes) were observed. The sample of this study was selected through purposive non random sampling procedure. Interview and classroom observation were used as the main tools for data collection. The data collected from the field was analyzed qualitatively. The major finding of this study included that all the teachers had clear and positive perceptions on the use of Learner-Centered Techniques in the Secondary level. They used the techniques like individual work, pair work, group work, discovery techniques, role play, group discussion, and strip story in teaching English. However, dramatization technique was not used in their classrooms. Lack of teaching materials, lack of time, domination of GT method, over-crowded classroom, lack of training and low level of language proficiency of learners were found as the problems in the use of Learners-centered techniques. The present research has been organized into five chapters. The first chapter includes with the general background, statement of problem, objectives of this study, research questions significance of this study, delimitation and operational definitional of the key terms. The second chapter consists with the review of related literature and conceptual framework. The third chapter includes with the design of the study, population, sample, sampling strategy, sources of data, data collection tools and techniques, data collection procedures, data analysis and interpretation procedure, and ethical considerations. Similarly, the fourth chapter deals of analysis and interpretations of the data collected form the respondents. The chapter five consists of findings, conclusion and recommendations. The recommendations of further presented three levels as policy, practice and further research, references and appendixes are attached at the end.