Learner-Centered Instruction in Pre-Service Teacher Education: Does it Make a Real Difference in Learners’ Language Performance?

The current study investigated the effect of implementing learner centered methodologies in a teacher education program. More specifically, it looked at the impact of exposing prospective teachers to learner centered methodologies through an EFL methods course. In turn, the effects of this approach on their school students’ performance in English language skills (reading, writing, and speaking) were examined. The study used a quasi-experimental design where the performance of a group of school students using learner centered methodology (experimental group) was compared to the performance of another group of school students using non- learner centered approaches (control group). The study further examined whether significant differences existed between the performance of the two groups that can be attributed to gender and the school environment. Moreover, the study looked into students’ attitudes towards language in a learner-centered environment. The instruments used in this study are the National test designed by the Ministry of Education and an attitude questionnaire that was adapted from the learner-centered methodology program document of the Ministry of Education. Major findings reveal significant differences in the performance of students in the two types of schools in favor of learner-centered schools. Despite the differences between the two groups on all measures, students’ language performance of both learner centered and non-learner centered schools was found to be lower than the Ministry of Education specified minimum score. 

The current study investigated the effect of implementing learner centered methodologies in a teacher education program. More specifically, it looked at the impact of exposing prospective teachers to learner centered methodologies through an EFL methods course. In turn, the effects of this approach on their school students’ performance in English language skills (reading, writing, and speaking) were examined. The study used a quasi-experimental design where the performance of a group of school students using learner centered methodology (experimental group) was compared to the performance of another group of school students using non- learner centered approaches (control group). The study further examined whether significant differences existed between the performance of the two groups that can be attributed to gender and the school environment. Moreover, the study looked into students’ attitudes towards language in a learner-centered environment. The instruments used in this study are the National test designed by the Ministry of Education and an attitude questionnaire that was adapted from the learner-centered methodology program document of the Ministry of Education. Major findings reveal significant differences in the performance of students in the two types of schools in favor of learner-centered schools. Despite the differences between the two groups on all measures, students’ language performance of both learner centered and non-learner centered schools was found to be lower than the Ministry of Education specified minimum score.