Báo cáo nghiên cứu khoa học: Factors affecting the application of learner-centered approach in ELT classroom at VNU-IS

ABSTRACTThe study’s aim is to evaluate students ‘s attitude toward the application oflearner- centered approach in learning English skills through compiling statistics on thefrequency of

VIETNAM NATIONAL UNIVERSITY, HANOI

INTERNATIONAL SCHOOL

STUDENT RESEARCH REPORT

FACTORS AFFECTING THE APPLICATION OF

LEARNER-CENTERED APPROACH IN ELT

CLASSROOM AT VNU-IS

Hanoi, April 2024

VIETNAM NATIONAL UNIVERSITY, HANOI

INTERNATIONAL SCHOOL

STUDENT RESEARCH REPORT

FACTORS AFFECTING THE APPLICATION OF

LEARNER-CENTERED APPROACH IN ELT

CLASSROOM AT VNU-IS

SUPERVISOR: TS Nguyễn Việt Hùng & ThS Trần Thị Lan Hương

TEAM MEMBER

No Full name ID Class

1 Trân Thùy Linh 22070312 BEL2022A

2 Nguyén Phuong Thao 22070241 BEL2022C

3 Bui Yén Nhi 22070196 BEL2022A

4 Pham Thi Khanh Linh 22070084 BEL2022A

5 Duong Thi Van Anh 22070061 BEL2022A

Hanoi, 4/ 2024

CERTIFICATE OF ORIGINALITY

I, the undersigned, hereby certify my authority of the study project report entitled Factoraffecting the application of learner-centered approach in ELT classroom at VNU-ISsubmitted in partial fulfillment of the requirements for the degree of Master in EnglishLanguage Except where the reference is indicated, no other person’s work has been usedwithout due acknowledgement in the text of the thesis

Hanoi, April 2024

Team leader: Tran Thay Linh

Approved bySUPERVISOR

Ne

"YlThs Tran Thi Lan Huong TS Nguyễn Việt Hùng

I would like to express my deepest gratitude to our supervisors for their invaluablesupport and guidance throughout our team research project Their expertise,encouragement, and dedication have been instrumental in shaping the success of ourproject We are honored to have had the opportunity to work under their mentorship

ABSTRACTThe study’s aim is to evaluate students ‘s attitude toward the application oflearner- centered approach in learning English skills through compiling statistics on thefrequency of implementing this method on learning and teaching four English skills Theresearch topic also clarifies the impact of applying LCA in the studying and teachingEnglish skills: listening, reading, writing, speaking The main research subjects are

students and lecturers at VNU-IS when implementing LCA method by conducting

surveys It is believed that the results of this research project will provide students and

teachers with a reliable and effective source of knowledge on applying LCA in learning

and teaching English effectively Moreover, LCA in learning English tend to lead tohigher levels of motivation as learners see the relevance and applicability of thelanguage to their lives

LIST OF ABBREVIATIONS

LCA: Learner-centered approach

TCA: Teacher-centered approach

ELT: English learning teaching

TLM: Traditional learning method

TTM: Traditional teaching method

LIST OF TABLES AND FIGURESTable 1 The frequency of using LCA in English learning and teaching

Table 2 Factors affecting the implementation of LCA in English teaching and Englishlearning process

Table 3 Students’ attitude toward the application of LCA in developing English skills

TABLE OF CONTENTSCHAPTER 1: INTRODUCTION

1.1 Rationale

1.2 Aims and objectives of the study

1.3 Research questions

1.4 Methods of the study

1.5 Scope of the study

1.6 Significance of the study

CHAPTER 2: LITERATURE REVIEW

2.1 Theoretical background

- The history and application of LCA in the past

- The definition of LCA

- The implementation of LCA in recent years

2.2 Previous studies

- Previous studies related to LCA

- Previous studies related to applying LCA in the working & learning process

- The use of quantitative and qualitative research in studies

3.2 Methods of the study

- Mixed method

- The use of mixed method in this research project

3.3 Participants

3.4 Instruments of the study

- Questionnaire designed in an online survey (google form)

- The use of questionnaire in this research project

3.5 Data collection and data analysis

- Mainly questionnaire and document analysis based on results in the online

survey

CHAPTER 4: FINDINGS AND DISCUSSION

4.1 Result of survey

- The collection of results in the survey

o The frequency of using LCA in learning and teaching English (10 items)

o Factors affecting the implementation of LCA in English learning

teaching and English learning process (10 items)

o Students’ attitude toward the application of LCA in developing English

skills (12 items)

CHAPTER 5: CONCLUSION

5.1 Concluding remarks

- General conclusion drawn by results of the survey

5.2 Implications of the study

5.3 Limitation and suggestions for further study

REFERENCESAl-Humaidi,S (2015), Adopting a Learner-Centered Methodology at Sultan QaboosUniversity, Studies in English Language Teaching (2024), Available at: Studies inEnglish Language Teaching (scholink.org) (Accessed: 17 April 2024) Vol 3, No 2

Learner-Centered-Instruction-in-Pre-Service-Teacher-Education-Does-it-Make-a-Real-Dewey (2010) Democracy and education.The Pennsylvania State University:Electronic Classics Series https://s.net.vn/z3Z2

Durlak, J A., Weissberg, R P., Dymnicki, A B., & Taylor, R D & Schellinger, K B(2011) The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based univentions Child Development, 82(1), pp.405-432

https://srcd.onlinelibrary.wiley.com/doi/epdf/10.1111/).1467-8624.2010.01564.x

Lemma Tadesse (2020), Problems affecting the practice of student-centered approach

in teaching social studies Journal of Pedagogical Sociology and Psychology (2024),

Available at: Journal of Pedagogical Sociology and Psychology (j-psp.com) (Accessed:

17 April 2024) Volume 2, Issue 2.

https://www.j-psp.com/download/problems-affecting-the-practice-of-student-centered-approach-in-teaching-social-studies-8539.pdf

Moyo, M D., & Namphande, P N (2022) Challenges Facing the Implementation ofLearner-Centered Methods in the Teaching of Social Studies in Malawian SecondarySchools Multidisciplinary Journal of Language and Social Sciences Education, Volume

5, issue 1, pp 146-162

https://www.researchgate.net/publication/364811387 Challenges Facing_the_Imple

mentation of Learne Schools

Nazir,N., Rauf,H., Akhtar, P and Zehra,I (2021) An in- depth analysis of

applicability and effectiveness of learner- centered approach at undergraduate level in

Pakistani classroom context PaLArch’s Journal of Archaelogy of Egypt/ Egyptology

https://archives.palarch.nl/index.php/jae/article/view/10476/9574

Olana, E and Amante,T (2017) Factors Affecting Implementation of Student-centeredLearning methods, Journal of humanities and cultures studies R&D, Vol.2, No 1

Olugbenga M (2021) The learner centered method and their needs in teaching

International Journal of Multidisciplinary Research and Explorer(IJMRE), Volume No

1( Issue 9), 64-69

link: https://www.researchgate.net/publication/355378497_The Learner_Centered_Method_and_Their_Needs_in Teaching

Ozmon, H A and Craver, S.M.(1999).Philosophical Foundations of Education 6th

edn Upper Saddle, NJ: Prentice Hall, Inc

Yamada,M and Akahori,K (2009) The Effect of Social Presence on Language

Learning: A Comparison between Face-to-Face Conversation and Videoconferencing,

Tokyo Institute of Technology

https://mark-lab.net/wp-content/uploads/2013/01/ED-MEDIA2009_yamada.pdf

Weselby, C (2014) What is Differentiated Instruction? Examples of How to

Differentiate Instruction in the Classroom Available at:

https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

language, develop critical thinking skills, and build linguistic proficiency By identifying

and addressing these factors, the research seeks to contribute valuable insights that caninform educators, and curriculum designers, fostering an evolution toward moreeffective and student-centric English language instruction methodologies along with the

effective students’ application of LCA of boosting English proficiency

1.2 Aims and objective of study

- Aims:

The research project focuses on a learner-centered approach, which is a practicalmethod for effective learning and teaching, particularly in learning and teaching English.This research delves into the factors affecting LCA implementation on ELT class Inaddition to providing insight into the effectiveness of LCA in promoting studentengagement, learning, and autonomy in VNU-IS Students will be aware that a learner-centered approach is a vital method to foster English skills From that, teachers mightconsider adjusting proper methods to apply effectively in the teaching process It isbelieved that the results of this research project will provide students and teachers with

a reliable and effective source of knowledge on applying LCA in learning and teaching

English better.

- Objectives:

The study's goal is to evaluate students’ attitude toward the application of

learner-centered approach in learning English skills through compiling statistics on thefrequency of implementing this method on learning and teaching 4 English skills.Moreover, the research identifies the key factors that students and teachers at VNU-ISface when implementing learner-centered approach (LCA) in their ELT classrooms Theresearch topic also clarifies the impact of applying LCA in the studying and teachingEnglish skills: listening, reading, writing, speaking

1.3 Research question

To attain these goals, the following research questions are addressed below

= What is the current situation of students using LCA in the English learning

process?

=" What are key factors affecting the application of LCA (learner-centered

approach) in ELT classroom at VNU-IS

= What are students’ attitudes toward implementing LCA (learner-centered

approach) in boosting English skills

1.4 Methods of the study

The research used mixed method including online surveys in the form ofquestionnaires The questionnaire contains 3 parts with 32 questions which focus on howfactors influence students' approaches to English by proactively providing students’perspectives and attitudes toward student-centered approaches The online survey is sent

to 200 students majoring Bachelor of English Linguistic at VNU-IS and obtained fromabout 100 responses The calculating percentage method was used to analyze the dataand the results of the survey were formed as percentages By using mixed methods,

comparing, contrasting, and surveys for college students with the majority or entirely

English-language curricula, the research is designed to clarify how factors influence

students’ approaches to English by proactively providing students' perspectives andattitudes toward student-centered approaches

1.5 Scope of the study

Scope:

= Topic: Factors affecting the application learner-centered approach in ELT

classroom at VNU-IS

= Content: Factors influencing the adoption of the learner-centered approach in

VNU-IS ELT classrooms

= Approach: Questionnaire and Surveying

= Method: Mixed method

= Data: 200 VNU students

= Implications: For learning and applying effective LCA (learner-centered

methods) in English skills

1.6 Significance of the study

The research method student- centered approach method is distinguished by severalprominent characteristics that redefine the learning landscape This approach revolvesaround prioritizing the individual students., catering to diverse learning styles, needs andinterests The study illustrates a methodical and logical approach, the provision ofaccurate and reliable information, precise result analysis, and the presentation ofconvincing and applicable conclusions Additionally, utilizing tables and gathering data

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through the mixed methods approach aims to help both students and educators recognizevarious factors for effectively applying this method to improve academic outcomes andfoster a positive learning environment.

CHAPTER 2: LITERATURE REVIEW

2.1 Theoretical background

In the rapidly evolving landscape of the 21st century, learning approaches mustcultivate skills such as critical thinking, collaboration, and adaptability Integrating theseskills into instructional methods prepares learners for future challenges (Trilling &Fadel, 2009) Selecting appropriate teaching and learning methods have always been akey to success in the education field However, among a thousand learning methods,learners need to equip knowledge to choose which approaches are suitable for the

learning process, due to the fact that these choices have played a pivotal role in shaping

educational outcomes The right teaching approach facilitates a deeper understanding ofconcepts When instructional methods align with learners’ cognitive processes, itpromotes effective comprehension and retention

Hence, teacher-centered method, student-centered methods are considered as two of

the most typical methods used at most educational levels The teacher-centered method

positions the educator as the primary source of information and control, with a focus on

delivering content to students in a more structured and directive manner In contrast, thestudent-centered method places learners at the forefront, emphasizing activeparticipation, collaboration, and personalized learning experiences tailored to individual

needs Student-centered method, also known as learner-centered, is a method of teaching

in which the focus of instruction is shifted from the teacher to the students In original

usage, student-centered learning aims to develop learner autonomy and independence by

putting responsibility for the learning path in the hands of students (Dollard, et al, 1996).

From the past until now, students have been very familiar with the traditional learningmethod, which has been applied in the majority of schools Nevertheless, to achieve high

efficiency and optimize the learning process for individuals, other methods have

emerged such as learner-centered approach (LCA) The LCA has been known by avariety of terms, including child-centered education; child-centered pedagogy; child-centered teaching; child-centered learning, learner-centered approach, student centeredteaching, student-centered learning; learner centredness; or student-centered Theseterms have all been used interchangeably (Harmelen, 1998; Lall, 2010; O’Neill &McMahon, 2005) Chung and Walsh (2000) state that there have been more than 40different meanings of the term in contemporary usage

The term student-centered approach (SCA) refers to a wide variety of educationalprograms, learning experiences, instructional approaches, and academic-supportstrategies that are intended to address the distinct learning needs, interests, aspirations,

or cultural backgrounds of individual students and groups of students To accomplishthis goal, schools, teachers, guidance counselors, and other educational specialists mayemploy a wide variety of educational methods, from modifying assignments and

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instructional strategies in the classroom to entirely redesigning the ways in whichstudents are grouped and taught in a school (The Glossary of Education Reform, 2014)

Learner-centered approach which has a long historical development, can be tracedback more than 2000 years According to Ozmon and Craver (1999), the emergence ofLCA became evident with the onset of formal education, tracing its origins back to theSumerians and the evolution of written language around 3500 B.C The idea of Student-Centered Approach stems from various educational theories that emerged in the 20thcentury Dewey (2010) offers a clear theoretical approach to communicative teaching aswell as a substantial framework for building an intensive gap in the classroom withinstructor instructions and learner engagement The LCA has also been recognized asthe communicative teaching method, an advanced way of teaching through student-generated discussion (Yamada, 2009) The student- centered learning method allowsstudents to study independently and from one another while also coaching them in theskills required to do so effectively

Students’ experiences within a student- centered learning method environment

depends significantly on the guidance and direction provided by the instructor (Higher

Education Institutions,China in 2015) The instructor’s role can either acknowledge or

isolate students, therefore substantially influencing their active participation and

atmosphere of student- centered learning Furthermore, the experiences of studentswithin a student- centered learning context shows various advances and obstacles.Despite facing diverse challenges, students at HEIs in China are beginning to appropriate

some of the advantages of a student- centered classroom environment They can

exchange ideas, engage in collaborative learning and apply in the practice

2.2 Previous study

In the implementation learner-centered approach, many challenges appear andinterrupt this application Diversity of perceptions from students, classroom environment

are challenges in applying to LCA Within the globalized world, learners could have

different socio-political, economic, or cultural differences which could influence theirperception LCA may not be suitable for all students Some students may prefer a morestructured and teacher-led approach to learning Teachers need to be able to differentiateinstruction to meet the needs of all learners (Armstrong, 1994) The classroomenvironment will affect this effective approach This means that the classroom should beorganized to facilitate collaboration and interaction, and that students should have access

to the resources they need to learn effectively (Fredricksen, 2012) The paper

“Examining the challenges of learner-centered education” of Sinem Aslan and Charles

Morgan Reigeluth in 2015 also gives us a glimpse of challenges to learner-centerededucation

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In a learner-centered approach, although learners are the center of approach, teachersalso play an important role During “Teacher knowledge and skills for learner-centered

teaching” by Joyce A Tanner (2012) , the author believes that the teacher plays an

important role in determining the success of LCT and that they should have theknowledge and skills to apply this effective method He also identified 5 fields ofknowledge and skills that the teachers need to be knowledgeable about LCT theory,student, as well as the pedagogical skills such as design, teaching, evaluation,collaboration Time and resources also can hinder LCT implementation Teachers oftenface limitations in planning, preparing, and evaluating LCT activities due to timeconstraints and resource scarcity (Challenges faced by teachers in implementing learner-centered teaching approach in secondary schools in Kenya, McRhonex Dziwe Moyo &Peter Ngwinjo Namphande, 2022)

The learner-centered approach has been the subject of many previous studies Arecent study entitled “An in-depth analysis of applicability and effectiveness of learner-

centered approach at the undergraduate level in Pakistani classroom context” (Neelam

Nazir, Huma Rauf, Paras Akhtar, Iram Zehra, Pakistan, 2021) presented data on the

possibility of applying a learner-centered approach to make learning more effective, and

the church invited the receptionist and the classroom instructor to explore the flexibility

of the above approach and its efficacy from the student’s perspective The research uses

a combination of quantitative and qualitative methods to quantify the value of the data,along with taking real-life surveys from light questionnaires for both male and femalestudents Intelligence is always at 50% or more, and the survey results show that college

students agree that studying the learner-centered method will make the school more

realistic Moreover, the student-centered learning methodology also helps studentsenhance their critical thinking and creative freedom in a more comfortable andindependent learning environment with the support and assistance of faculty

In “Learner-Centered Instruction in Pre-Service Teacher Education: Does it Make

a Real Difference in Learners’ Language Performance?" (Salma Al-Humaidi, Thuwayba

A Al Barwani, and Abdo Al Mekhlafi, 2014), the research looks at the impact of givingteachers access to the approach, but more specifically at language students who arelearning English with four basic skills It also examines both gender and learningenvironments to test the effect of these two factors The method is to choose two schoolsthat focus on teaching students in a student-centered way, with two non-student-centeredschools that focus on doing a test designed by the Ministry of Education and a feedbackquestionnaire The results of the test, with 114 students from the methodology group and

75 from the second group, showed a significant difference in the four skill scores of thetwo groups when the first group scored higher than the second in all four skills Besides,while gender is not a matter of influence, the environment contributes to the way studentslearn and the way faculty communicate knowledge In particular, according to the

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feedback questionnaire, students who studied with a learning-centered approachexpressed a positive attitude toward learning English.

In “Adopting a Learner-Centered Methodology at Sultan Qaboos University” (SalmaAl-Humaidi, Oman, 2015) also confirmed the effectiveness of the method In this study,

70 students took the course with a student-centered approach The method of making atest is an achievement test issued for each subject learned and a student feedback formafter completion of the course The results resulted in 42 analytical cases and 68 feedbacksamples returned From that, the study concluded that the majority of students whostudied the method had an effective test score In addition, these positive responsesinclude attracting proactive and responsible students to their learning, reducing

dependence on traditional lectures, encouraging teamwork, and effective application of

information technology Therefore, the study confirmed and once again encouraged theuse of the methodology

(Tesemma Amante and Ejigu Olana at the Institute of Education and Behavioural

Sciences at Ambo University, Ethiopia) "Factors Affecting Implementation of

Student-Centered Learning Methods" recently provided information on the effectiveness of this

approach and its applicability to students This method's research goal is to assess thestate of students’ learning environments and introduce SCL into Western Showa ZoneHigh Schools At the same time, take into account the difficulties that can arise whenSCL is implemented there In relation to the approach they took.The problem was mostprevalent at the time, hence the researchers conducted their study in Oromia Regional

State's West Shewa Zone High school students, instructors, and principals from schools

in the West Shewa and Oromia regions are the subjects applied However, because thestudent body at the schools fluctuates a lot, the researchers initially chose a sample of

664 students from the top 8 high schools using simple random sampling FGD,

interviews, and questionnaires were the methods utilized in this study to gather data Themethodologies of descriptive, correlational, and regression data analysis are used toportray quantitative data Lastly, the results demonstrated that Western Showa HighSchools' approach was not regarded as a SCL method since the school failed to complywith a few of the method's parameters The issue of not having a healthy work andlearning environment, not having enough teaching resources, and students’ and teachers'learning and teaching attitudes, which still don't really promote techniques and skills, areamong the most notable among them Moreover, the duration of each class hour does not

fulfill the prerequisites of this approach.

Two student-centered instructional strategies—problem-based learning (PBL) andjust-in-time teaching (JiTT)—were used online, and their implementation challengesduring the COVID-19 pandemic are discussed in "Impacts on Student Learning andSkills and Implementation Challenges of Two Student-Centered Learning Methods

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