An investigation into the implementation of the learner centered approach to english teaching at doan thi diem high school in ben tre province

INTRODUCTION

Background to the study

In recent years, Vietnam has experienced significant shifts in its teaching and learning philosophy, as outlined in the Ministry of Education and Training's Strategies for the Development of Education 2011-2020 This framework emphasizes the importance of fostering active and independent learning among students Consequently, the learner-centered approach (LCA) has emerged as the primary method in the Vietnamese education system, recognizing students as active participants in their learning journey.

The impact of the Doi Moi reform in 1986 has significantly elevated the status of English as the preferred foreign language in Vietnam, influencing various sectors of the economy and society The initiative, Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020, was introduced to enhance English language instruction within the school system As a result, English has become one of the three core subjects in high schools and is mandatory for students preparing for the General Certificate of Secondary Education (GCSE) and the national university entrance examination.

The transition to an education system incorporating Life Cycle Assessment (LCA) in Vietnam faces significant challenges A major issue is the entrenched traditional pedagogical view, where teachers are seen as knowledge providers and students as passive recipients This conventional teaching and learning model remains prevalent in Vietnamese education.

Vietnamese educational institutions are struggling to equip students with essential modern thinking and learning skills Challenges such as overcrowded classrooms, limited resources, and inadequate curriculum coverage hinder effective teaching and learning.

In 2016, the integration of Life Cycle Assessment (LCA) into education, particularly in English language teaching and learning, remains limited in many Vietnamese schools This challenge is especially pronounced in rural areas, where insufficient resources and facilities significantly hinder the effectiveness of English language education.

Research on English language teaching in Vietnam highlights students' positive attitudes towards learner-centered approaches (LCA), yet limited studies focus on their implementation in high schools, particularly in rural regions This study aims to investigate the development and application of LCA in English language education within a specific Vietnamese high school context.

Aims of the study

This study investigates the implementation of learner-centered approaches (LCA) in English education at Doan Thi Diem High School in Ben Tre Province, Vietnam It aims to assess the extent of LCA adoption in English language teaching and to identify the challenges faced in its implementation.

Research questions

Given all the above stated aims, this current research study attempts to answer two following research questions:

1 How is LCA implemented into English education at Doan Thi Diem high school, Ben Tre province, Vietnam?

2 What are the challenges to the implementation of LCA at Doan Thi Diem high school, Ben Tre province, Vietnam?

To better understand how LCA is used in practice, it is essential to first understand how this approach was perceived and why it was adopted in the first place

The analysis of data collected from diverse research tools aims to explore the perception and implementation of Learning-Centered Approaches (LCA) at the research site This investigation is anticipated to reveal factors that hinder student-centered teaching and learning, along with insights into the future development of LCA within the specific research context.

Significance of the study

The adoption of learner-centered approaches (LCA) in English teaching in Vietnam faces challenges due to cultural and infrastructural differences rooted in Western educational models (Nunan, 1998) Therefore, it is essential to explore the underlying reasons for LCA implementation and to understand the current practices within this educational institution.

This research study aims to enhance the understanding of English language teaching and learning in Vietnam, specifically focusing on the implementation of learner-centered approaches at Doan Thi Diem High School in Ben Tre Province The findings serve as a valuable reference for stakeholders, including English teachers, to develop learner-centered instructional methods Additionally, the study offers insights for school administrators to address challenges in English teaching and learning By filling a research gap in this field, the study also provides recommendations for future educational development in Vietnam.

Scope of the study

This study aims to provide an in-depth analysis of the implementation of Life Cycle Assessment (LCA) at Doan Thi Diem High School in Ben Tre Province The research is focused on a specific location, timeframe, and scale, which may influence the findings Consequently, the results could vary if these limitations were lifted.

Organization of thesis chapters

This study is divided into five chapters Each chapter deals with different aspects of the research project:

Chapter One serves as the Introduction, outlining the study's rationale, aims, significance, and scope, while also detailing the organization of the thesis chapters.

Chapter Two of the Literature Review explores the theoretical foundations and research surrounding key issues in the development of English language education through the lens of LCA It presents pertinent literature to contextualize the topic, examines the current state of upper-secondary education, and concludes with a concise summary of global and Vietnamese research studies on LCA, alongside the theoretical framework guiding the research study.

Chapter Three outlines the research methodology utilized in this study, providing a comprehensive overview of the research design, study subjects, tools for data collection, procedures and materials used, restated research questions, and the analytical methods applied.

Chapter Four, the Findings and Discussions, presents the data gained from interviews, class observations and questionnaires as well as the analysis based on the collected data

Chapter Five, the Conclusion, summarizes the major findings gained from the analysis and provides some suggestions for teachers of English, students and further researchers

LITERATURE REVIEW

Overview of Learner-centered approach

2.1.1 Definitions of Learner-centered approach

The "learner-centered approach" (LCA) encompasses various theoretical frameworks, each with distinct meanings and implications for educational practices (Neumann, 2013) Due to the absence of a unified definition, LCA can be interpreted differently across diverse teaching and learning contexts (Neumann, 2013; Hoidn, 2016) According to McCombs and Whisler (1997), LCA emphasizes both the learning process—utilizing the best available data on effective teaching practices that enhance motivation and achievement—and the individual learner, considering their unique backgrounds, talents, interests, and needs Lea et al (2003) highlight key principles of LCA, including a focus on deep learning and comprehension, as well as the promotion of active learning over passive learning methods.

6 increased student accountability and responsibility, (4) increased learner autonomy,

(5) reciprocity between teacher and learner, (6) mutual respect within the learner- teacher relationship, and (7) a reflexive approach to the teaching and learning method on the part of both teachers and learners

In English language education, Learner-Centered Approach (LCA) focuses on addressing learners' needs, fostering their responsibilities, and promoting their overall development Scholars like Nunan (1988) and Tudor (1996) highlight the significance of aligning teaching methods with learners' aspirations for a more effective English learning experience Nunan (2003) further elaborates on the necessity of adopting learner-centered strategies in the educational process.

LCA emphasizes the importance of recognizing that learners come with diverse beliefs and attitudes about language and learning It asserts that these individual perspectives must be considered when selecting content and designing learning experiences.

According to Tudor (1996), effective language teaching requires the design of instructional structures that cater to learners' needs, while also promoting active learner participation in shaping their educational experiences.

Learner-centered approaches (LCA) enhance student responsibility and foster development in the learning process According to Nunan (2003), these classrooms engage learners actively, allowing them to participate in decision-making regarding the content and methods of their language programs Tudor (1996) highlights that the goal of language education is to empower students, enabling them to take informed, self-directed roles in achieving their language-related objectives.

This current study utilizes the definitions of LCA by Tudor (1996) and Nunan

In student-centered teaching, learners take an active role in constructing their own knowledge, moving away from passive dependence on educators This approach fosters a deeper understanding of their interests, needs, and priorities, enhancing the overall learning experience.

2.1.2 Origins of Learner-centered approach

Western philosophy highlights the shift from a traditional teacher-centered approach to a learner-centered approach (LCA), marking a significant paradigm change that prioritizes student learning over teaching (Barr & Tagg, 1995) This transition is driven by critiques of passive lecture-discussion formats, which hinder student engagement and lead to apathy and boredom Unlike LCA, which is rooted in progressive educational philosophies, the teacher-centered approach relies on behaviorism and emphasizes rote learning to cover academic content While it allows teachers to maintain authority and control in the classroom, the limitations of this approach have prompted a reevaluation of effective teaching strategies.

‘efficiently’ and ‘comprehensively’ cover the desired content As noted in Weimer

In traditional teacher-centered classrooms, teachers primarily deliver lectures, explain content, demonstrate concepts, and assign seatwork, leading students to passively absorb information (Weimer, 2013) This approach, while structured, often limits students' critical thinking, problem-solving abilities, and social interactions In contrast, Learner-Centered Approaches (LCA) prioritize student engagement and empowerment, fostering collaboration and self-reflection in the learning process Grounded in social constructivism and humanism, LCA encourages students to actively participate in constructing their own knowledge, with teachers serving as facilitators who guide and support their learning journey (Brown, 2008; Naruemon, 2013).

In a teacher-centered approach, the educator plays a pivotal role in guiding the learning process, directing students as they actively engage in constructing their own knowledge and understanding This method emphasizes facilitation over mere transmission of information, fostering a more interactive and meaningful learning experience.

The teacher-centered method, rooted in behaviorism, emphasizes the efficient dissemination of knowledge through techniques like rote learning, allowing teachers to manage classrooms effectively and deliver comprehensive lectures (Naruemon, 2013) In this approach, teachers typically lecture, explain material, demonstrate concepts, pose questions, and assign seatwork, leading students to follow predetermined learning progression models (Weimer, 2013) However, this guided teaching style can limit students' critical thinking, collaboration, and capacity for independent learning, potentially rendering them passive recipients of information In contrast, Learner-Centered Approaches (LCA), based on social constructivism and humanism, prioritize student participation and reflection, with teachers acting as facilitators who support learners in developing their own knowledge (Brown, 2008; Naruemon, 2013).

In Southeast Asia, particularly Vietnam, the transition to learner-centered approaches faces significant resistance due to the traditional, teacher-dominated educational model rooted in Confucian philosophy This perspective positions teachers as authoritative figures who impart knowledge, expecting students to passively absorb information and adhere to their guidance Consequently, as noted by Ellis (1994), the push for learner-focused teaching methods is hindered by the entrenched influence of this conventional teaching paradigm.

2.1.3 Underpinning theories of Learner-centered approach

Two theories underpinning the learner-centeredness are the constructivist theory of learning (Carlile & Jordan, 2005; Richardson, 2003) and the social constructivist theory of learning (O’Neill & McMahon, 2005; Williams & Burden,

The first theory emphasizes the importance of learner autonomy, where the teacher's role is to facilitate the discovery of meanings and understandings rather than merely transmitting information.

The constructivist theory of learning emphasizes the significance of activity, discovery, and independent learning in fostering individual development In contrast, Vygotsky's social constructivist theory highlights the role of social interaction and mediators in a child's learning process, identifying three key zones: the first zone involves self-directed learning, the second focuses on interaction with peers, and the third encompasses learning with assistance.

Williams and Burden (1997) propose a social constructivist model of the teaching-learning process, highlighting four essential elements that influence classroom learning quality: context, teacher, learner, and task The context encompasses the physical, emotional, and cultural environments The teacher determines the instructional approach, methodology, and strategies employed Learners, with their unique learning styles and personal traits, acquire and process knowledge in diverse ways Lastly, the task involves the curriculum, learning materials, activities, and assessment methods.

Figure 2.1: A social constructivist model of teaching-learning process

Teachers play a crucial role in education through Learning-Centered Approaches (LCA), as highlighted by Weimer (2013) and Handa (2009), who emphasize the shift from traditional teaching to a focus on learning This transformation positions teachers as facilitators or scaffolders of learning, while students become active collaborators in their educational journey Handa (2009) notes that this collaborative effort fosters a strong learning community, where teachers thoughtfully plan by considering the environment, learning evidence, techniques, outcomes, and materials Additionally, educators guide students in developing essential skills such as critical and creative thinking, collaborative learning, and self-directed learning, which are vital components of independent student learning.

Learner-centered approach in English education in Vietnam

2.2.1 Upper-secondary education system in Vietnam

The Vietnamese education system is centrally organized by the Ministry of Education and Training A significant turning point occurred in 1986 with the introduction of the Doi Moi Policy, which enhanced funding for educational institutions and increased government investment in the education sector This reform has also led to a rise in privatization, resulting in the growing popularity of private schools across all levels of general education, as well as in technical and vocational training.

In 1998, Vietnam enacted its first education law to support the goals of the "Doi Moi" reform and establish a legal framework for educational development Recognizing the need for improvement, the government amended this law in 2005 to enhance accessibility, making primary and lower secondary education universal By 2012, upper secondary education also became universal, catering to students who completed lower secondary education and wish to continue until age 18 At this stage, students can choose between science or arts programs and have the opportunity to learn a second language, such as English, French, or Chinese, while special gifted schools complement regular secondary education.

2.2.2 Initiatives of Learner-centered approach in Vietnam

Proponents of student-centered education argue that empowering students with greater control over their learning enhances essential skills such as flexibility, critical thinking, teamwork, creativity, and a lifelong learning mindset, ultimately preparing them for success in the knowledge economy (Truong et al., 2017) Recognizing the need for a skilled workforce, policymakers in several Asian countries, including China, Singapore, Malaysia, and Vietnam, have embraced student-centered learning reforms (Tran, 2013b) However, Vietnamese students often exhibit a passive learning approach rooted in Confucian cultural beliefs, which hampers their ability to adapt to a modern socio-economic landscape that values initiative and independent thinking.

2.2.3 English education in Vietnamese secondary schools

Vietnam's educational system has undergone significant transformations over the past few decades, driven by rapid socioeconomic development Key changes include updates to curricula, instructional methods, and learning resources Since the Doi Moi reforms, the use of English has surged, becoming the predominant foreign language taught in high schools This shift is attributed to economic modernization and the open-door policy English is now a crucial component of the national exams required for obtaining the Secondary School Education Certificate and is essential for both undergraduate and graduate studies.

Since the early 1990s, the rise of English as a global language has transformed English teaching philosophy in Vietnam, shifting from a teacher-centered approach to one that prioritizes learners In this new paradigm, teachers act as facilitators, creating innovative contexts for language acquisition In early 2002, the Ministry of Education and Training (MOET) initiated the development of a new curriculum to support this shift.

In accordance with Decree No 14/2001 TC-TTg, the Vietnamese Government launched a national initiative to renovate the general education curriculum, culminating in the introduction of 18 new textbooks for all subjects by early 2008 This initiative ensures that students across Vietnam utilize these updated resources, particularly in English language education Currently, there is one set of English textbooks for lower secondary education and two sets for upper secondary education: a standard set used by approximately 96% of students and an advanced set for around 4% At the upper secondary level, English is taught for three periods per week over 35 weeks each year, totaling 315 periods over three years (Hoang, 2018).

According to this new curriculum, the goals of Vietnam's English language teaching and learning at the general educational level, are for students to be able to:

To effectively communicate in English, individuals should develop competence in four key macro skills: listening, speaking, reading, and writing Mastery of these skills enables learners to comprehend and engage with materials comparable to their textbooks, utilizing a dictionary for support when necessary.

- To master basic English phonetics and grammar, to have acquired at least

To enhance understanding of English and American culture, it is essential to learn 2,500 vocabulary words This knowledge fosters awareness of cross-cultural differences, ultimately improving communication skills Additionally, it helps in comprehending the world from the perspective of the Vietnamese people, enriching their understanding of their own history and culture, and instilling pride in Vietnam’s language and heritage (MOET, 2007).

In a bid to enhance English education in Vietnam, the Prime Minister issued Resolution No 1400/Q-TTg on September 30, 2008, which established a comprehensive 10-year National Plan for Teaching and Learning Foreign Languages within the formal education system, allocated a budget of 9.378 billion VND The plan adopts the six-level testing system from the Common European Framework of Reference for Languages as the benchmark for evaluating English proficiency, promoting a standardized approach to assess and improve the quality of English learning across the country.

19 educational institutions to actively develop and carry out bilingual programs (Hoang,

2.2.4 Cultural influence on English education in Vietnam

The Vietnamese social situation significantly influences pedagogical practices, with deep roots in Confucian philosophy, which has shaped the nation's educational culture This philosophy has profoundly impacted Vietnamese society, affecting both its social structure and learning styles, and continues to be relevant today (Truong et al., 2017) According to Confucian teachings, maintaining a well-ordered and harmonious society requires individuals to navigate their relationships with respect for age, social status, and family background (Truong et al., 2017).

Vietnam's collectivist culture prioritizes the community over individualism, viewing education as a means to foster good citizenship rather than personal growth Influenced by Confucian values, the Vietnamese hold learning and respect for teachers in high regard, leading to a traditional perception of teachers as the ultimate knowledge source This dynamic discourages critical examination of information, as students are taught to prioritize group unity by submitting to authority and compromising their personal beliefs Consequently, students often perceive their role in lectures as merely attentive listeners who take notes, rather than active participants in their own learning.

Vietnamese English language instruction is often characterized as occurring on a "culture island," where the teacher is seen as the primary source of the language, while students passively receive information This approach prioritizes language structure over practical usage, resulting in a teacher-centered environment that emphasizes grammar and translation rather than fostering communicative skills.

Vietnamese students often experience anxiety and confusion due to the emphasis on student-centered teaching methods, which can be challenging to navigate Additionally, the English education system is heavily exam-driven, meaning that assessments dictate the curriculum and learning process, often neglecting the unique needs of individual students.

Previous studies on Learner-centered approach

Internationally, some remarkable research studies on the implementation of the learner-centeredness have been conducted at various educational institutions in both developed and developing countries over the last decade

In a 2014 study by Dano-Hinosolango, the relationship between students' learning skills and the implementation of learner-centered teaching was examined in a Philippine high school with 900 respondents across various grade levels The survey assessed students' learning skills, collaborative learning, and study strategies, revealing that most students rated their skills as Good or Fair, with no one achieving a Very Good rating This indicated challenges in mastering essential learning skills The study suggests that fostering greater student involvement in their learning process could enhance their skills and strategies, ultimately helping them apply their knowledge effectively in everyday life.

A study by Metto (2014) explored the feasibility of implementing learner-centered methods in Kenyan public primary schools, concluding that such practices are hindered by various factors, including teacher attitudes, the availability of teaching materials, and student characteristics Despite the recognized effectiveness of learner-centered teaching in enhancing learning outcomes and advocacy from educational organizations for its adoption, teachers in these schools continue to favor traditional, teacher-centered approaches The study highlighted two key recommendations to address these challenges.

Kenyan education stakeholders advocate for the adoption of learner-centered teaching methods over traditional teacher-centered approaches to better equip youth for the challenges of the 21st century To ensure the effective implementation of these methods, systematic teacher training is essential.

A qualitative case study conducted by Tsegay in 2015 examined the impact of a learner-centered teaching environment on the educational process at a Chinese university The research, which utilized observations and interviews, highlighted both the benefits and challenges of student-centered learning Students reported positive experiences such as collaborative learning, knowledge sharing, and practical application of their studies However, issues arose regarding equal participation and recognition among students in class discussions Additionally, the study emphasized the crucial role of the instructor's facilitation in shaping these learning experiences, as effective guidance can either promote inclusivity or marginalize certain students, ultimately influencing their engagement and the overall learning atmosphere.

In 2016, Kawishe, T K conducted a study in a Tanzanian secondary school to explore the implementation of learner-centered methods despite limited instructional resources and facilities The study found that these methods significantly boosted students' morale and confidence, enhancing their ability to understand the material However, it also identified a lack of funding as the primary barrier to acquiring essential resources like books, computers, projectors, and printers While teachers recognized learner-centered approaches as effective, the study recommended close supervision of the curriculum to ensure successful implementation.

In 2020, Ong-Art Namwong conducted an exploratory case study to examine the adoption of learner-centered pedagogies (LCA) in English classes across small and extra-large public secondary schools in Thailand The study focused on the perceptions of various participants, including Ministry officials, teachers, and students, regarding their understanding of LCA.

The study examined the implementation of learner-centered approaches (LCA) in Thai classrooms, identifying key factors that influenced this process Data were gathered through questionnaires, individual interviews, and student focus groups, revealing that teachers possessed a limited understanding of LCA, often reflecting a teacher-centered approach instead Major barriers to implementing learner-centered methods included teachers' additional responsibilities, superficial knowledge of LCA, large class sizes, and insufficient teaching resources Additional concerns highlighted were the lack of opportunities for students to practice English outside the classroom, teachers' English proficiency levels, and the need for pedagogical training The investigation also uncovered conflicts between educational policies and Thai cultural norms, indicating that cultural context significantly affected the adoption of learner-centered strategies.

Recent research highlights the importance of learner-centered methods in education due to their numerous benefits However, the implementation of these approaches faces challenges that necessitate concerted efforts from stakeholders to address effectively.

In Vietnam, the concept of Life Cycle Assessment (LCA) was introduced over twenty years ago; however, research on LCA in the context of English language education remains limited This lack of research stems from the generally low research capabilities of educational institutions, which tend to prioritize teaching over studying, leading to a scarcity of studies focused on student-centered learning in the country (Hien, 2010).

Research studies on student-centered education in Vietnam have highlighted two main approaches The first approach identifies several obstacles hindering the implementation of student-centered practices in higher education, particularly focusing on teachers' perceptions that reinforce the notion of educators as authority figures in the learning environment.

The influence of cultural factors, large class sizes, limited resources, and overloaded curricula can hinder the effectiveness of education (Thompson, 2009; Pham, 2016) To address these challenges, there is a growing demand for a hybrid student-centered pedagogy that is adaptable to both institutional and cultural contexts (Thompson, 2009; Nguyen et al., 2012) This approach emphasizes the implementation of student-centered learning in teaching English as a foreign language (EFL) in Vietnam, aiming to enhance student engagement and improve the English proficiency of the younger Vietnamese generation (Van-Dang).

Thanh (2010) utilized Casual Layered Analysis (Inayatullah, 2004) to investigate the factors influencing the implementation of a student-centered approach in Vietnam This framework revealed weaknesses in the existing traditional learning methods and identified the underlying causes and beliefs that perpetuate these outdated perceptions The findings indicated that transitioning to a student-centered learning approach does not require imposing new principles on students; instead, it necessitates changes in school infrastructure and shifts in societal perceptions.

A case study by Chu (2014) examined the understanding and application of learner-centeredness in TESOL among teachers at a Vietnamese public university's English faculty Utilizing a two-stage investigation with three data collection methods—questionnaires, interviews, and classroom observations—the study revealed that principled pragmatism influenced the teachers' practices Although inconsistencies existed between their beliefs and actual practices, a notable degree of alignment was observed The teachers' pedagogical approaches were shaped by their personal teaching philosophies and the specific contexts in which they taught.

In a comparative qualitative case study, Tran (2018) explored the implementation of Learning-Centered Approaches (LCA) in higher education institutions in Vietnam The research aimed to analyze and contrast the practices of two distinct universities, each operating within unique institutional contexts.

A study was conducted on 24 public and private universities in Vietnam to explore the implementation of student-centered learning methods, supported by theoretical justifications Data was gathered through interviews with eighteen teachers and students, as well as an analysis of government documents and course syllabi The findings indicated that while both institutions adhered to the criteria for student-centered learning, the private university demonstrated a stronger alignment with these principles This discrepancy was attributed to the differing economic and educational contexts of the two universities The research also recommended that the government pay closer attention to the specific practices at individual educational institutions, particularly in the realm of higher education.

Theoretical Frameworks

This section presents a series of hypotheses aimed at enhancing readers' understanding of the central themes that will be explored in the analysis and discussion of the fieldwork data in this study.

2.4.1 Brandes and Ginnis’s (1986) Principles of Student-centered Learning

Brandes and Ginnis (1986) outline essential principles for implementing student-centered education effectively These principles emphasize that learners must take full responsibility for their own educational journey, ensuring that the subject matter is relevant and meaningful to them Additionally, active involvement and participation are crucial components for successful learning.

(4) relationship between learners is important, and (5) the teacher should be a facilitator and resource person

Principle 1: The student is entirely responsible for their own education

Learner-centeredness is an educational approach that prioritizes the needs and interests of students, allowing them greater freedom in decision-making and topic selection This method encourages students to take responsibility for their own learning, enabling them to construct knowledge as they explore and refine their initial interests over time.

Principle 2: The content must be pertinent and meaningful to the student

Engaging learners through activities and relevant contexts is essential for effective teaching and learning, emphasizing a learner-centered approach When students see the connection between their life experiences and the subject matter, they are more motivated to invest time and effort, leading to a deeper understanding of the material This awareness of the rationale and value of their learning enhances their educational experience.

Principle 3: Involvement and participation play an important part in learning Learning with learner-centeredness is contextually based and knowledge is believed to be constructed through participation in authentic processes Only when a student is truly interested and participates in learning activities does he optimize his learning

Principle 4: The importance of student relationships

A key element of a student-centered classroom is fostering collaborative learning through group projects and class discussions This approach enables students to share their ideas, gain diverse perspectives, and develop innovative solutions to challenges, enhancing both individual and collective learning experiences.

Principle 5: The teacher should act as a resource and facilitator

Student-centered education emphasizes the critical role of teachers in facilitating active learning, requiring them to invest additional time and effort to support their students' engagement and development.

Effective teaching requires thorough preparation, pedagogical competence to share knowledge respectfully, and content expertise to locate necessary materials for students Additionally, it is essential for educators to possess sensitivity in recognizing and addressing the diverse needs of their students.

2.4.2 Neumann’s (2013) framework of Student-centered learning

Neumann (2013) suggests a framework that specifically divides LCA into three contours (1) learning relationships that center in students, (2) learning relationships that center on students, and (3) learning relationships that center with students

Ownership of learning content varies based on the educational context: in student-centered environments, students choose the content; in educator-centered settings, teachers make the selections; and in collaborative contexts, both teachers and students work together to determine the content.

In student-centered learning environments, instructor intervention is minimized, allowing learners to take priority in determining their own learning conditions and materials This model empowers students to inspire, plan, and organize their educational experiences, resulting in no fixed learning outcomes However, critics argue that the absence of collaboration in this approach may limit students' opportunities to learn beyond their individual capacities.

Student-centered learning environments are increasingly prevalent in today's educational landscape, allowing students to progress through tasks at their own pace Despite this autonomy, students still have limited control over key aspects such as inquiry themes, readings, objectives, and course outputs, which are primarily determined by the teacher The educator plays a crucial role in guiding students to actively engage in learning activities aimed at achieving predetermined objectives Thus, the main distinction between student-centered and teacher-centered approaches lies in the active participation of students, rather than passively absorbing knowledge.

Neumann (2013) emphasizes the risk of promoting student passivity when teachers impose their demands, which can lead to students merely complying instead of engaging with topics they are genuinely interested in Active participation in learning is essential for students to thrive and explore their interests.

In student-centered educational contexts, collaboration between teachers and students takes precedence, fostering a shared influence over the learning process While teacher control is less than in traditional models, it remains more significant than in fully autonomous settings This approach promotes an optimal power balance by reducing the relational distance between educators and learners, which is particularly effective in contemporary educational environments However, a potential challenge arises as teachers may struggle to maintain authority while engaging in this collaborative negotiation.

2.4.3 APA’s psychological principles of Learner-centered practice

In 1997, the American Psychological Association (APA) revised the 12 learner-centered psychological principles, establishing a framework for learner-centered practices across all educational levels These essential theories of learner-centered approaches are highly pertinent to the current study.

Table 2.2 APA’s learner-centered psychological principles

1 The nature of the learning process

2 Goals of the learning process

Effective learning hinges on the ability to construct meaningful knowledge by integrating new information with existing understanding Key characteristics of successful learners are highlighted, underscoring the importance of these traits in achieving learning objectives.

28 knowledge in a supportive learning environment

7 Motivational and emotional influences on learning

9 Effects of motivation on effort

Learners’ motivation and emotion influence learning Tasks related to personal interests stimulate learners’ intrinsic motivation to learn

The use of appropriate materials, social interactions, interpersonal relationships and communication affect learners’ learning

METHODOLOGY

Research questions

This research study aimed to explore teachers' and students' perceptions of Learning-Centered Approach (LCA) at Doan Thi Diem High School in Ben Tre province The primary goal was to investigate the implementation of LCA in English teaching and learning Two key research questions guided the study to gain a comprehensive understanding of the adoption of LCA in the educational context.

1 How is LCA implemented into English language education at Doan Thi Diem high school, Ben Tre province, Vietnam?

2 What are the challenges to the implementation of this approach at Doan Thi Diem high school, Ben Tre province, Vietnam?

Research design

A mixed-methods case study design was adopted in this current study The justification for this design was discussed in more detail in the following section

This study employed a mixed methods design to enhance the understanding of the research problem, integrating both quantitative and qualitative data collection and analysis within a single framework, as outlined by Creswell.

Combining quantitative and qualitative approaches is essential, as neither method alone can adequately address the complexities of applying LCA to English teaching and learning in the research context The integration of these methodologies enhances the depth of analysis, providing a more comprehensive understanding of the situation.

This research employed a sequential explanatory mixed methods design, a widely recognized approach in educational research (Creswell, 2014) The first phase involved qualitative methods, utilizing semi-structured interviews and classroom observations to assess the adoption of Learning-Centered Approaches (LCA) at the research site In the second phase, quantitative data was gathered through questionnaires to evaluate students' attitudes towards LCA.

When developing a mixed methods study, it is essential to consider priority, implementation, and integration (Creswell, 2014) In this research, priority was given to the qualitative method, which played a significant role in data collection and analysis The quantitative component, while smaller, served to capture students' perspectives on the approach The findings from both phases were integrated during the discussion of the overall study results.

A case study is an empirical inquiry grounded in observation rather than theory, as defined by Creswell (1998) It involves analyzing a contemporary phenomenon within the framework of real-world events, especially when the boundaries between the phenomenon and its context are unclear (Yin, 2003).

"engaged in insight, discovery, and interpretation of a single phenomena or entity" in this study design (Merriam, 1988)

Merriam (1988) outlines four essential characteristics of case study research, all of which were evident in this study Case studies focus on specific circumstances, events, programs, or phenomena, along with selected groups facing particular issues They provide a comprehensive description and analysis of the phenomenon in question Additionally, case studies are valuable for uncovering new insights that can either enhance or validate existing understandings.

This case study explores the development of LCA (Learner-Centered Approach) in English language education at Doan Thi Diem High School in Ben Tre Province, Vietnam It employs an inductive approach, collecting data from various sources to uncover new correlations and insights, rather than testing predefined hypotheses The study aims to provide a comprehensive description and explanation of the significant factors and characteristics influencing this educational phenomenon.

This study utilized a mixed methods case study approach to effectively explore the application of LCA in teaching and learning English Qualitative methods were employed to investigate the challenges faced by teachers and students in adopting this new approach, while quantitative methods were used to assess students' feelings towards it.

The overview of methodology for this research study is displayed in Figure 3.1

Case studies serve as an alternative to traditional empirical research methods, but they come with certain limitations A primary concern is the perceived lack of rigor in case study research (Yin, 2003) To address this, the researcher aimed to present information in a systematic, fair, and comprehensible way Additionally, single case studies provide limited grounds for scientific generalization (Cohen, Manion, & Morrison, 2000; Yin, 2003) According to Yin (2003), case studies are more generalizable to theoretical propositions than to specific populations or contexts.

Researchers should focus on expanding and generalizing theories instead of merely reporting frequencies This study does not assert that the events observed at Doan Thi Diem High School are representative of all Vietnamese high schools Instead, the findings are specific to this context and may be applicable to other high schools with similar circumstances.

Context of the study

The research site for this study was selected through purposive sampling, a method highlighted by Maxwell (2005) as a deliberate choice of specific locations, individuals, or activities to gather unique information The study took place at Doan Thi Diem High School, a public institution located in Thanh Phu District, Ben Tre Province, during the second term of the 2020-2021 academic year, spanning from early March to late May.

Established in 2002 under the supervision of the Department of Education & Training in Ben Tre Province, the school has significantly developed over the past fifteen years, now accommodating over a thousand students across grades 10, 11, and 12 Recognized as one of the leading institutions in Ben Tre, it boasts the highest national entrance examination pass rates Despite its successes, there is a pressing need for innovation in English language teaching and learning, particularly regarding facilities and teacher quality The researcher, having studied at this school during her secondary education and maintaining positive relationships with the faculty, found it easier to secure permission for the current study.

Participants and Sampling procedures

The target population in this study was teachers and students at Doan Thi Diem high school, Ben Tre province, who were taking classes during the second semester of

2021 A total of 3 teachers and 132 students were chosen for collecting the research data

The characteristics of participants are as follow:

Table 3.1 List of teacher participants

Age From late twenties to early forties

Ranging from 5 years to 15 years

Education Level Completed bachelor degree in Vietnam (2)

Completed bachelor degree in Vietnam and completed master degree in Vietnam (1)

Table 3.2 List of student participants

Three English teachers from Doan Thi Diem High School in Ben Tre province were individually interviewed at the outset of this study, providing valuable insights into the development process of LCA due to their expertise and background in the subject.

37 for English language education in this research context They understood the reasons for its adoption, the delivery processes, the challenges to implementation, and the implications for future development

A total of 132 students participated in class observations and questionnaires across three classes, all taught by teachers who had previously taken part in interviews.

To effectively analyze learner-centered interaction in English language teaching, three classes were selected: one focused on Listening-Speaking, one on Reading, and one on Writing Students participated in a questionnaire designed to gather their perspectives on learner-centered activities within the classroom.

Research tools

According to G J Anderson (1998), a key strength of case studies lies in their use of multiple data sources This study aimed to investigate the implementation of Learning-Centered Approaches (LCA) and students' perspectives on it, utilizing data collection methods such as semi-structured interviews with teachers, class observations, and a survey questionnaire To enhance the validity and reliability of the findings, triangulation was applied Individual interviews served as the primary data source, providing insights into experiences and opinions regarding the development of LCA in a Vietnamese high school context Class observations and the questionnaire were selected as secondary data sources to corroborate the information gathered during the interviews.

3.5.1 Individual interviews with English teachers

This research study utilized semi-structured interviews as the main data collection method to gain in-depth insights into the experiences, emotions, and perspectives of the participants, allowing them to express themselves in their own words (Bryman, 2012) This approach enabled the researcher to ask spontaneous questions when necessary, enhancing the understanding of the interviewees' viewpoints.

To enhance data analysis and minimize irrelevant details, interview guides were developed featuring targeted questions that concentrate on the study's pertinent information.

The interviewees were selected based on their availability and accessibility, with invitation letters sent to a list of teachers to participate in the study Each subject was allowed to choose the day and time for their interview, which averaged thirty minutes in length All interviews were conducted in Vietnamese to ensure clear communication, despite the teachers' strong English proficiency, thereby minimizing potential misunderstandings caused by a foreign language.

Three individual interviews were conducted with English teachers at Doan Thi Diem High School in Ben Tre province to gather their insights on the implementation of the Learning-Centered Approach (LCA) in English teaching The interviews consisted of five questions aimed at understanding their perspectives on the LCA, the rationale for its implementation at the school, the actual process of implementation, the challenges faced, and their suggestions for improving the approach Detailed accounts of these interviews can be found in the Appendix.

A All the interviews were recorded for data analysis

To enhance the clarity and effectiveness of the interview questions, a pilot test was conducted, allowing for refined phrasing and more insightful responses from participants The researcher sought feedback from a colleague, an English teacher at a high school in Ho Chi Minh City, prior to implementing the questions at the research site.

After piloting the semi-structured interview, some of the wording of questions was refined to enhance the clarity of the words used

Three class observations were conducted across different English classes at Doan Thi Diem High School in Ben Tre province to explore the implementation of Learner-Centered Approach (LCA) in classroom practices Utilizing participant observation as a secondary research method, this study aimed to gain deeper insights and establish connections with participants that traditional interviews might not provide (Merriam, 1998) The observations focused on identifying characteristics of learner-centered classrooms, as highlighted in the literature review, while also addressing issues discussed in prior interviews, including classroom size, layout, facilities, and teaching materials Each observation lasted approximately 45 minutes and adhered to a consistent observation schedule (see Appendix B).

According to Gray (2014), questionnaires allow researchers to efficiently and cost-effectively collect data from a larger population Participants answer a uniform set of questions in a designated sequence, enabling them to give sincere, comprehensive, and insightful responses, particularly to open-ended questions (Cohen, Manion & Morrison, 2000).

A study was conducted involving an open-ended questionnaire administered to 132 students across three observed classes to gather insights on their perspectives regarding LCA The use of open-ended questionnaires, along with interviews and observations, ensured data triangulation This approach also enabled participants to express their own thoughts and ideas after each question.

The following points were indicated in this questionnaire:

• What students thought of learner-centered methods for English language teaching and learning

• How these methods helped them to learn English

• What challenges they faced with these methods

• What reasons for the challenges of these methods

The details of this questionnaire were presented in Appendix C

Testing a questionnaire is essential to identify incorrect questions and ensure it effectively gathers the necessary information for research (Gray, 2014) To evaluate the questionnaires, the researcher sought permission from a high school teacher in Ho Chi Minh City to test them with five students who would not participate in the study Feedback was requested on the adequacy of the questions, the relevance of the content, and the clarity of the phrasing Ultimately, no significant changes were made to the questionnaire, as no questions were added or removed, and only minor phrasing errors were identified.

Data collection procedure

The research data collection involved four key stages: first, consent forms were sent to the headmaster and participating teachers; second, interviews were conducted with teachers using note-taking and audio recording; third, the researcher observed classes to gather field notes; and finally, data was collected from students via a questionnaire A summary of these data collection procedures is presented in Table 3.3.

Table 3.3 Stages for collecting data

Stage 1: Preparation Sending to the headmaster and each teacher participant at the school

Stage 2: Interview Conducting the interviews March 5 – March

21, 2021 Stage 3: Observation Observing the classes at the research site March 28 – April 5,

2021 Stage 4: Questionnaire Conducting the questionnaires March 28 – April 5,

Three data collection methods were employed to gather information from participants, as summarized in Table 3.4, which outlines the methods used and the corresponding research questions they address.

Table 3.4 A summary of participants and data collection methods for each research question

Research questions Participants Research instruments

How is LCA implemented into English education in

Doan Thi Diem high school, Ben Tre province,

What are the challenges to the implementation of this approach at Doan Thi

Diem high school, Ben Tre province, Vietnam?

Data analysis scheme

Data analysis is a systematic process that breaks down information into manageable segments, integrates and synthesizes ideas, and formulates themes, patterns, or theories, ultimately illuminating the essential findings of the study (Cohen, Manion, & Morrison).

Data analysis in case studies involves systematically reviewing, categorizing, and organizing evidence to support the study's fundamental claims (Yin, 2003) It is essential to thoroughly examine both the case database and the case record to ensure comprehensive understanding and interpretation of the findings.

The study utilized content analysis to examine data collected from three individual interviews and three sets of class observation field notes This process involved repeatedly identifying and grouping themes to develop initial codes, as outlined by Miles and Huberman (1994).

132 questionnaires After being transcribed, the data was read many times and grouped under themes and subthemes in accordance to the similarities of ideas

3.7.1 Analysis of individual interview data

In this research, the analysis process began with transcribing audio-recorded interviews into written transcripts The researcher then translated the relevant data into English Following this, individual interviews were coded according to the similarities of ideas.

Table 3.5 shows how the examples of codes were formed by breaking down the responses of participants to pick out the key phrases

Table 3.5 Example of coding interviews

What are your understandings about LCA?

In the context of LCA, teachers facilitate learning by guiding rather than delivering all the information, encouraging students to engage in independent thinking and discovery following each lesson.

Teachers are considered as their supporters to make clear what students have not known or provide the information students still lack (TA)

- learners have to do it by themselves, independently think, discover something after a lesson

- teachers are considered as their supporters

What ways do you use to implement

In my class, students have the freedom to select their preferred topics for discussion, allowing for a more engaging learning experience Instead of assigning specific subjects, I encourage group discussions centered around their interests For instance, I recently tasked my students with collaborating in groups to present their favorite TV shows, fostering creativity and teamwork in the process This approach promotes a dynamic classroom environment where students can express themselves and explore topics they are passionate about.

In the data presentation, responses from various interviewees were assigned code names using abbreviations for easier reference; specifically, quotes from teachers were labeled as TA, TB, and TC.

The categories which emerged in the individual interviews were as follows:

• Reasons for the adoption of LCA

• Implementation of LCA to English teaching and learning

• Challenges to the implementation of LCA

• Implications for the future development of LCA

3.7.2 Analysis of class observation field notes

This study emphasized the importance of note-taking during observations, with the researcher recording brief notes to capture key details of each class activity These concise notes were later summarized to effectively describe the observed events.

44 what was actually happening in each class The data from the class observations were then used to link to the data from the interviews

The study's questionnaire results were categorized into three key areas: (1) students' perspectives on learner-centered methods, (2) challenges faced with these methods, and (3) underlying reasons for these challenges Additionally, the findings were linked to insights gained from interviews and classroom observations.

The process of data analysis for this study can be summarized as follows:

Figure 3.2 The process of data analysis for this study

Interviews => Transcribing => Themes => Reporting Class observation field notes => Transcribing => Themes => Reporting Questionnaires => Results => Themes => Reporting

The themes were summarized, organized, and interpreted within a thematic network based on Attride-Stirling (2001):

Thematic networks, as described by Attride-Stirling (2001), serve as web-like illustrations that effectively organize and present qualitative data Basic Themes represent fundamental assumptions that provide limited insight into the text when viewed in isolation; their significance emerges only when interpreted alongside other Basic Themes Organizing Themes synthesize key concepts from multiple Basic Themes, while a collection of Organizing Themes forms a Global Theme In this study, participant responses were analyzed, leading to the identification of Basic Themes, which were subsequently categorized into Organizing Themes and Global Themes.

Global themes Organizing themes Basic themes

The implementation of learner- centered methods

Perspectives on learner- centered methods

Reasons for adopting the methods

- Contemporary trend Implementing the methods

Challenges to implementation of learner-centered methods

- Facility conditions -Influences of previous teaching methods

To address the initial research question, seven key themes were identified reflecting teachers' perspectives on the approach, motivations for method application in schools, and the degree of implementation These themes include the roles of learners and teachers, guidance from management staff, contemporary trends, planning strategies, classroom activities, and assessment practices.

The second research question identified six key challenges to implementing learner-centered methods, categorized into two main themes These challenges include time pressure, the constraints of the teaching curriculum, inadequate facility conditions, the influence of previous teaching methods, as well as the varying capacities of both teachers and students.

Figure 3.3 and Figure 3.4 display specific themes of the research study

Figure 3.3 Themes for the first research question

Figure 3.4 Themes for the second research question

Ethical Considerations

Ethical standards ensure the security and safety of participants while guiding researchers' conduct This study strictly follows established moral guidelines for data collection Before the researcher arrived at the site, an informed consent form was developed, detailing the study's topic, purpose, and methods, emphasizing its voluntary nature, and assuring confidentiality and anonymity of respondents To protect participants' identities, coded files were used with their consent during data presentation.

Reliability, Validity, and Triangulation

To minimize measurement errors in research studies, ensuring the reliability and validity of instruments is essential Reliability refers to the accuracy and precision of a measurement technique, while validity assesses how well a study accurately reflects or evaluates the specific concept or construct being measured (Merriam, 1988).

Reliability in research refers to the consistency of measurements and the ability to replicate findings (Hinds, 2000) To ensure reliability, researchers must adhere to specific methods and protocols during data collection (Burns, 1994) The alignment of each data collection tool with the study's objectives is crucial for demonstrating reliability, particularly in assessing the development of LCA in English language education at Doan Thi Diem High School in Ben Tre province, Vietnam.

The degree to which a measure fulfills its goal is referred to as validity (Hinds,

External validity in this study pertains to the generalizability of the findings, which was ensured through meticulous and comprehensive data description, establishing a solid foundation of knowledge.

To ensure transferability, the study adhered to established criteria (Cohen, Manion, & Morrison, 2000) Internal validity was reinforced through the use of multiple evidence sources, demonstrating data convergence and creating a cohesive chain of evidence (Burns, 1994) The study's validity was further enhanced by triangulation, incorporating data from interviews, class observations, and questionnaires.

Triangulation in research involves integrating information from multiple sources and analytical methods to create a comprehensive understanding of the subject being studied Its primary objectives are to validate research findings, reduce bias, and identify errors or inconsistencies (G J Anderson, 1998) In this study, triangulation was achieved through various data collection techniques, including individual interviews, classroom observations, and questionnaire analysis The data from questionnaires and classroom observations served to corroborate the validity of the interview findings, providing diverse evidence regarding the issues explored within the specific context of the research.

Summary

This research study investigated the implementation of Learner-Centered Approaches (LCA) in English teaching and learning at Doan Thi Diem High School in Ben Tre Province It specifically addressed two key questions: the adoption of LCA at the school and the challenges encountered during this process Utilizing a mixed-methods approach, the study employed semi-structured interviews, classroom observations, and questionnaires for data collection The analysis was conducted through thematic analysis, organizing themes based on commonalities The research adhered to ethical considerations, ensuring reliability and validity throughout the study.

This chapter outlines the findings from interviews, class observations, and questionnaires, focusing on participants' understanding of LCA implementation and the factors influencing both teachers and students The research utilized established categories from the literature, aligning with the study's objectives to organize the data effectively Key themes include perspectives on LCA, reasons for its adoption, implementation processes, challenges faced, and the implications of learner-centered approaches for the future of English language education.

Findings

This section presents the findings on the perception and application of LCA at the research site, highlighting various factors that facilitated and hindered student-centered teaching and learning within the study context.

Three experienced English teachers, each with over five years at the research site, participated in individual interviews that prioritized ethical considerations Conducted as semi-structured, face-to-face sessions lasting approximately thirty minutes, the interviews focused on key themes identified in the literature review These themes were categorized into perspectives, reasons for adoption, implementation challenges, and implications for future development of learner-centered methods For further details, refer to the interview schedule in Appendix A.

4.1.1.1 Perspectives on Learner-centered approach

The first interview question aimed at discovering the participants’ perspectives on English language teaching and learning with LCA All the participants emphasized

(1) the importance of learners’ roles with the focus on learners’ needs, responsibilities and development, and (2) the necessity for teachers’ roles in their responses a The Importance of Learners’ Roles

All the interviewees emphasized the importance of learners’ needs in enhancing students’ responsibilities and helping them develop in the learning process

All the participating interviewees focused on learners’ needs in curriculum and syllabus design, as well as in the teaching and learning processes when referring to LCA

Understanding students' needs is essential in Language Curriculum Assessment (LCA) prior to developing a teaching curriculum or syllabus By focusing on what students are eager to learn, educators can enhance their engagement and, consequently, improve their learning outcomes.

Addressing learners' needs is essential when implementing Learner-Centered Approaches (LCA) in education It is crucial for educators to engage with students and understand their preferences and learning styles before imparting knowledge By consulting with students, teachers can create a more effective syllabus that enhances the overall teaching and learning experience.

Learner-centered education prioritizes the needs of students in the teaching curriculum It is crucial for teachers to understand and accommodate students' preferences and learning styles to enhance their educational experience By focusing on these aspects, educators can effectively meet learners' needs and promote more efficient learning outcomes.

All the participants thought that learner-centeredness helped to enhance learners’ responsibilities in the learning process

In a learner-centered approach, teachers shift from being the primary source of information to facilitating student independence This method encourages students to think critically and discover knowledge on their own after each lesson, positioning teachers as guides in the learning process.

52 their supporters to make clear what students have not known or provide the information students still lack (TA)

Classroom activities will increasingly focus on student engagement, with teachers acting as facilitators rather than primary instructors Students will take the initiative in their learning by preparing for new lessons, actively asking questions, and drawing conclusions post-lesson.

In the learning process, students are encouraged to think independently and engage actively, while teachers primarily serve as monitors and facilitators This approach fosters greater student involvement in their education, allowing them to take charge of their learning journeys Although teachers oversee classroom activities, it is ultimately the students who determine their own pathways to achieving learning outcomes.

All the participants also shared ideas about learner-centeredness as an effective tool helping learners develop necessary soft skills in the learning process

Learner-centered methods foster critical and logical thinking in students, enabling them to navigate various situations effectively By encouraging independent problem-solving, these approaches empower students to find their own solutions Additionally, such methods are beneficial for students' future career success.

Learner-centered methods empower students to take charge of their education, encouraging them to seek knowledge beyond the classroom This approach fosters the development of essential communicative skills as students engage in reading relevant books and documents, allowing them to share, defend, present, and report their ideas effectively.

Self-study fosters active engagement and quick thinking in students, enabling them to effectively seek out resources to answer their questions This approach not only enhances their current learning experience but also aligns with the principles of lifelong learning, preparing them for future challenges Additionally, the role of teachers remains essential in guiding and supporting this self-directed learning process.

All the interviewees emphasized the necessity of teachers’ roles in support and control of the teaching and learning processes using student-centeredness:

Student-centeredness means teachers are learning facilitators rather than the transmitter of knowledge It will not be true that we think LCA only focuses on

53 learners Sometimes it prevents us from introducing them to our views if we follow learners’ ideas Students sometimes stray too far from my purposes (TA)

Involving ourselves excessively in learners' activities may hinder a truly learner-centered approach, as we fear they might struggle without guidance However, effective teachers play a crucial role in fostering student success By solely adhering to learners' ideas, we miss the opportunity to share our perspectives, which is essential for enhancing their logical reasoning and encouraging critical thinking.

In today's information-rich environment, it's crucial to focus on essential skills that enhance students' employability, such as effectively utilizing existing information These skills are best acquired through engaging classroom experiences rather than traditional lectures Additionally, teachers play a vital role in monitoring and supporting students' progress to ensure their development.

4.1.1.2 Reasons for adoption of learner-centered approach

The interviewees highlighted that the adoption of learner-centered methods in English language teaching at the research site was primarily driven by guidance from management staff and the impact of contemporary educational trends.

The Ben Tre province's Department of Education and Training has released guidelines aimed at promoting and supporting teachers in adopting learner-centered teaching methods Additionally, the department is organizing professional training sessions focused on enhancing learner-centered approaches in education.

When studying at the university, I was taught about the principles of this approach besides some teaching practices Now I am trying to apply the method to my teaching (TB)

Discussion

The findings of this research study are discussed in relation to established theoretical frameworks and relevant literature The data analysis framework utilized categories from the literature review alongside themes that emerged from the findings Key categories include perspectives on learner-centeredness, motivations for adopting Learner-Centered Approaches (LCA), the implementation of LCA among English language teachers and students, challenges faced during LCA implementation, and future implications for LCA development at Doan Thi Diem High School in Ben Tre Province, Vietnam.

4.2.1 Perspectives on learner-centered Approach

This study highlights two key aspects of learner-centeredness in English language education at Doan Thi Diem High School: first, it emphasizes the crucial role of learners in the educational process, focusing on their needs, development, and responsibilities; second, it underscores the essential role of teachers in facilitating and guiding the learning process to achieve positive outcomes.

4.2.1.1 The Importance of Learners’ Roles in the Teaching and Learning Process

This study's findings align with previous literature, highlighting the importance of learner-centeredness by prioritizing learners' needs Participants noted that these needs were integral to curriculum design, teaching syllabi, and instructional methods.

73 on learners’ needs of learner-centeredness was similar to the perspectives on learner- centeredness in English language teaching explained by Tudor (1996) and Nunan

The findings of the study highlighted the importance of learner-centeredness in enhancing students' learning experiences Interview participants noted that when learners take an active role in their education, they can significantly improve their knowledge, critical thinking, independent learning, and communication skills Classroom observations supported this, showing that students were encouraged to develop their abilities through engaging activities like discussions and idea sharing Notably, 81% of student respondents agreed that learner-centered methods positively impacted their English study development This focus on learner development aligns with Tudor’s (1996) perspective on the long-term goals of language education.

The study highlights the importance of enhancing learners' responsibilities within a learner-centered framework, where students are seen as active participants in their education, with teachers acting as monitors and supporters Classroom observations indicated an increase in student-led activities, such as presentations and group discussions, with teachers providing initial guidance and ongoing support Questionnaire results reinforced this perspective, showing that 81% of students felt that learner-centered methods fostered independent English study, while 70% believed these methods enhanced their dynamic and cooperative skills Additionally, 55% reported improvements in critical thinking, and 49% felt empowered to learn at their own pace This data underscores the effectiveness of learner-centered approaches in promoting student responsibility and engagement in their learning processes.

74 findings shared similar views to Nunan and Lamb (1996) in views of learners’ responsibilities in learner-centered learning and learner-centered classrooms

This study highlights the importance of learner-centeredness by focusing on learners' needs, fostering their development, and increasing their responsibilities in the learning process These findings align with previous perspectives on learner-centeredness and support various theories related to Learner-Centered Approaches (LCA).

This study highlights the importance of teacher support and control as essential components in the teaching and learning process, suggesting that these elements are crucial for achieving positive educational outcomes, alongside learner-centered approaches.

4.2.1.2 The Necessity of Teachers’ Roles in the Teaching and Learning Process

In interviews, teachers expressed mixed feelings about granting students full responsibility in the learning process, emphasizing that without teacher support, students might struggle to achieve a comprehensive understanding of the material They highlighted the importance of teacher oversight in guiding learners' activities to effectively meet educational objectives and address individual needs Consequently, while students were encouraged to develop independence, this autonomy was carefully monitored by teachers to ensure optimal teaching and learning outcomes.

While classroom observations did not distinctly show teachers' control over the learning process, the student questionnaire results highlighted significant concerns Notably, 45% of students reported that not all English teachers employed the same instructional approach, and 19% felt they did not receive sufficient guidance regarding effective English learning strategies.

The findings from interviews, observations, and questionnaires revealed a consistent understanding of teachers' roles in supporting learners, aligning with the Learning-Centered Approach (LCA) discussed by Nunan (1999) However, these results diverged from previous viewpoints by highlighting the teachers' control over the teaching and learning process This contrasts with Nunan and Lamb's (2001) emphasis on learners' contributions to decision-making regarding curriculum content and teaching methods.

In the context of English language education, the findings align with existing literature on learner-centeredness, emphasizing the importance of enhancing learners' roles and the necessity of teacher support in the learning process However, there is a notable divergence from prior perspectives regarding the significant level of control teachers maintain over student activities to achieve educational objectives.

4.2.2 Reasons for the adoption of Learner-centered approach

This study identified two key factors influencing the adoption of LCA (Learner-Centered Approach) in English language education at Doan Thi Diem High School: the support from management staff and the influence of current educational trends.

Management staff guidance was identified as a crucial factor in the adoption of Learner-Centered Approaches (LCA) in this study Interviewed teachers noted that LCA gained popularity in the school due to professional training programs organized by Ben Tre’s Department of Education & Training The findings revealed that these training activities, including workshops and seminars, effectively equipped teaching staff with essential skills in teaching methodology, syllabus design, and student assessment methods, thereby fostering the implementation of learner-centered methods.

The study highlights that the adoption of Life Cycle Assessment (LCA) among English language teachers at Doan Thi Diem High School is influenced by contemporary trends and personal experiences Teachers' attitudes play a significant role in shaping their approach to LCA implementation in the classroom.

In this study, B shared that her positive attitudes towards learner-centered methods stemmed from her engagement with teaching materials and documents relevant to her daily practice The findings revealed that teachers were well-acquainted with learner-centered approaches due to their professors' promotion of these methods at their educational institutions Additionally, these educators benefited from observing their professors demonstrate effective teaching techniques aligned with learner-centered principles.

CONCLUSION

Summary of the study

This study utilized a mixed methods case study approach to investigate the implementation of Learning-Centered Activities (LCA) at Doan Thi Diem High School in Ben Tre Province, focusing on the factors that facilitated or hindered successful implementation Data was collected from teachers and students through interviews, class observations, and questionnaires, involving three interviewees and 132 questionnaire respondents The research was guided by specific questions that directed each phase of the case study.

1 How is LCA implemented into English education at Doan Thi Diem high school, Ben Tre province, Vietnam?

2 What are the challenges to the implementation of LCA at Doan Thi Diem high school, Ben Tre province, Vietnam?

Main research findings

5.2.1 Perspectives on Learner-centered approach

The research study demonstrated that teachers possess a strong understanding of Learner-Centered Approaches (LCA) Interviewed educators exhibited extensive knowledge of the roles of both learners and teachers in teaching and learning processes They highlighted the significance of learners' roles, focusing on their needs, development, and responsibilities, while also emphasizing the essential role of teachers in facilitating and managing these processes to achieve positive outcomes.

As for students, the research study also showed their positive attitude towards LCA Although some students met difficulties in learning with learner-centered

86 methods, the majority of student respondents viewed this approach as useful for their study development

5.2.2 Reasons for the adoption of Learner-centered approach

This research study highlights two key factors influencing the advancement of English language education with LCA at Doan Thi Diem High School in Ben Tre Province: the guidance provided by management staff aligned with Vietnamese government educational development objectives and the personal experiences and attitudes of English language teachers shaped by contemporary trends.

In response to the education reform initiated by the Vietnamese Ministry of Education and Training (MOET), the Department of Education and Training in Ben Tre Province has implemented a range of professional development training activities, including seminars and workshops These initiatives aim to promote the adoption of learner-centered approaches in English language education at provincial high schools, effectively updating and enhancing the knowledge of English language teachers in this context.

English language teachers at the school have embraced learner-centered methods, gaining insights through university training and additional guidance from their experiences at English language centers Since beginning their roles at the research site, these educators have effectively integrated these approaches into their teaching practices.

5.2.3 Implementation of Learner-centered approach

The research study highlighted the effective integration of Learner-Centered Activities (LCA) in English language skill classes, emphasizing practical engagement for students Various dynamic activities were employed, such as group and pair discussions, presentations, individual tasks, and communicative exercises, which were frequently varied within a single class to enhance learning outcomes.

Implementing learner-centered methods involves designing teaching syllabuses that include suitable content tailored to students' needs It also emphasizes the importance of collaboration between teachers and students to establish course plans that align with regulated teaching standards.

Despite a high level of understanding among teachers regarding Learning-Centered Approaches (LCA), full implementation remains lacking, particularly for English language educators They are required to follow a strict curriculum dictated by the Vietnamese Ministry of Education and Training, which includes set course books and assessment methods This structure limits student involvement in curriculum and syllabus design, emphasizing teacher control over the learning process to meet prescribed educational standards and timelines.

5.2.4 Challenges to the implementation of Learner-centered approach

The research findings pointed to internal and external factors challenging the implementation of LCA

The research indicated that external factors significantly hinder the implementation of Learner-Centered Approaches (LCA) in English language teaching Key challenges included time constraints and the demanding nature of the teaching curriculum, alongside inadequate facilities and the persistent influence of traditional teaching methods These obstacles were found to affect both teachers and students, corroborating existing literature on English language education in Vietnam.

Difficulties from internal factors consisting of teacher’s and learner’s capacities also make a big barrier to the implementation of LCA in the research context

5.2.5 Implications for the future development of LCA

The research highlights two key implications for the future of English language education with a focus on LCA Firstly, it emphasizes the need for management to address various challenges, particularly the necessity of revising the current teaching curriculum to alleviate time constraints and workload pressures Secondly, the findings indicate that management must enhance facility conditions and offer substantial support for teachers through training and financial resources.

88 compensation to ensure that learner-centered methods are fully implemented by teachers

The study revealed that teaching staff played a significant role in the development of Learner-Centered Approaches (LCA) Participants expressed the need for English language teachers to adopt a more learner-centered perspective and to actively pursue their own professional development to effectively address challenges in LCA implementation.

Limitations of the study

Some limitations were acknowledged during the process of designing and conducting this research study

This research study is limited to a single high school in Vietnam, which may restrict the applicability of its findings to broader contexts The concept of LCA is context-dependent, allowing for various definitions and interpretations across different environments (Schweisfurth, 2013a).

The limited participation in the survey, involving only a small number of students and teachers, may lead to results that do not accurately represent the entire population Additionally, data collection was confined to a single class per grade level, which restricted the exploration of diverse interactions across different English language skill classes.

The researcher has not yet had the opportunity to interview the management board of Doan Thi Diem High School to gather their insights on the implementation of LCA (Life Cycle Assessment) within the institution.

Recommendations

1 According to this study's findings, teachers cannot be held solely accountable for the successful implementation of LCA All the related stakeholders, including the management, the school, and the students must recognize the implementation or participate in it

Vietnam's education system faces a significant paradox: despite the government's commitment to ambitious reforms and the adoption of innovative teaching methods, there is a lack of clear guidelines and effective policies regarding the implementation of Learning-Centered Approaches (LCA) To address this issue, it is essential to provide detailed instructions for LCA implementation, which would serve as a valuable resource for teachers and enable management to effectively support and evaluate the adoption of this educational approach.

School administrators must understand the recent changes in education policies, including the reasons for their adoption, the objectives of these changes, and the necessary steps to achieve them This clarity enables schools to effectively engage their staff in the successful implementation of the new approach.

Student-centered techniques prioritize the needs and interests of learners, encouraging them to take greater responsibility for their education Effective implementation of this teaching strategy relies on active student involvement, as it enhances the role of both instructors and educational institutions in the learning process.

Professional development for teachers is strongly recommended for the development of LCA

2 It is necessary to redesign curricula to make them suitable for LCA The timeframe for each course in the curriculum should be sufficient Besides, ensuring adequate time for students’ self-study is necessary It is important to look into students' viewpoints and involve them in curriculum design Teachers should be encouraged to collaborate in groups in order to be able to choose teaching course books and create effective teaching curricula

3 As Steiner-Khamsi (2014) states, “the local context is key to understanding why policies are borrowed, how they are locally modified and implemented, and what impact they have on existing structures, policies, and practices” (p 162) Although

This study offers a concise overview of the introduction and implementation of student-centered learning at a specific research location However, it does not address the third issue Based on the findings, further research is strongly encouraged to explore the impact of a student-centered approach on Vietnam's existing educational system.

Summary

This chapter summarizes the findings of a research study conducted at Doan Thi Diem High School in Ben Tre province, Vietnam, utilizing Brandes and Ginnis’s Principles of Student-centered Learning, Neumann’s Framework of Student-centered Learning, and APA’s Psychological Principles Framework of Learner-centered Practice The study concludes that the implementation of a learner-centered approach at the school aligns with the outlined frameworks, although the content remains largely dictated by the institution Additionally, the research identifies its limitations and offers suggestions for future studies.

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APPENDIX B - CLASSROOM OBSERVATION SHEET APPENDIX C - QUESTIONNAIRE

1 What are your understandings about learner-centered approach ?

2 What are the reasons why you apply the methods to teaching English at school?

3 What are the ways you choose to deliver the methods in your English teaching?

4 What challenges are you facing with implementing learner-centered approach?

5 What do you suggest for the development of learner-centered approaches?

Classroom layout: ……… Classroom size: ……… Classroom atmosphere: ………

What to observe How long

Instructional strategies/ teaching methods and resources:

Please answer the questions by circling the answer as appropriate

1 What gender are you? a male b female

2 Which grade are you in? a grade 10 b grade 11 c grade 12

3 How long have you been learning English? a less than 5 years b 5-10 years c more than 10 years

1 What do you think about learner-centred methods to teaching English? Please check all ideas that apply to you (more than one may be applicable) a learner-centred methods are useful for my study development b learner-centred methods cause some difficulties with my study c learner-centred methods give me both advantages and disadvantages with my study

2 How do learner-centred methods help you to learn English? Please check all ideas that apply to you (more than one may be applicable) a improve my independent study b develop cooperative abilities and share my understandings with others c develop their critical thinking d encourage me to work at my own individual pace

3 What challenges do you have with learner-centred methods? Check all challenges that apply to you (more than one may be applicable) a I feel unfamiliar with learner-centred approach b I do not have enough opportunities to show my ability in classes c I get less encouragement from teachers d There are not enough resources to practice inside and outside classes e These methods need me to work harder and make me tired

4 What reasons do you think cause these challenges? Please check all ideas that apply to you (more than one may be applicable) a Inadequate guidance of learner-centred approach to learning English c Inadequate facilities for self-study such as lab, library, computers, d The content of the English textbooks is not practical for my daily life e Not all teachers implement learner-centred methods to us f The workload of my study g Little time for my study