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Fall 2014
Action Research Proposal Learner-Centered Language Learning
Karina Lopez HAWAII PACIFIC UNIVERSITY
Table of Contents
Original Stimulus .......................................................................................................................................... 2
Observation Task: The Learner .................................................................................................................... 2
Action Research Topic: ................................................................................................................................. 3
Motivation: ................................................................................................................................................... 4
Research Questions: ..................................................................................................................................... 5
Methodology ................................................................................................................................................ 5
Learner-Centered Language Learning Introduction .................................................................................... 7
The Teacher .................................................................................................................................................. 8
The Learner ................................................................................................................................................... 9
The Environment ........................................................................................................................................ 10
Benefits ....................................................................................................................................................... 11
Activities ..................................................................................................................................................... 12
Role Playing ............................................................................................................................................ 12
Music ....................................................................................................................................................... 12
Whole Class Puzzles................................................................................................................................ 13
Brainstorming Center ............................................................................................................................. 14
Conclusion .................................................................................................................................................. 14
Annotated Bibliography ............................................................................................................................. 16
Appendixes .................................................................................................................................................. 18
Original Stimulus
One of the things that stood out in all the classes observed is that there are not enough
student centered activities that encourage language learners to interact, communicate, or
negotiate for meaning. This is very important because language learners should be provided the
opportunity to use the target language in class as much as learning about how to use the target
language. The problem arose that the teacher is the main person speaking, teaching, and modeling
the target language features. Secondly, the students remain stoic, unmoving, and unresponsive.
The language learner’s lack of enthusiasm or voice in the language learning process affects the
effectiveness and purpose of the language class.
In the past this is issue has been approached by including more kinesthetic and hands on
activities that can be led by the language learners and their peers. Activities include playing songs,
role playing, and group puzzles. Such activities allow for the students to experience learning with
others using different mediums that inspires socializing and interacting.
Observation Task: The Learner
One of the areas of teaching/learning that was focused on while observing is entitled The
Learner. It was necessary to focus on the learner as a means to record what the learners do and
do not do in language learning class, and how this affects their language learning acquisition. It
was observed for example, during one language classroom visit that the teacher approached the
left side of the room more often than the right. It was revealed after several questions were asked
to the learners on that side of the room, that there sat the strongest language learners. On the
contrary, the opposite right side of the room sat language learners that said, and responded very
little. It became an impending curiosity whether the language teacher was aware of this or not. If
the language teacher was aware that the language learners chosen to participate were those who
contributed the most to the class and were the strong language learners, what about the rest of
the language learners? . As the lesson continued on, it became apparent that regardless of the
language teacher’s knowledge of the strong language learners versus the other learners, nothing
was done to inspire the language learners who were not active participants. The problem was not
the language teacher’s biased method of choosing language learners to participate, but rather
that not all language learners were being stimulated. In addition, the whole class was not
encouraged to work together, interact with each other, and depend on each other throughout the
language learning acquisition process. It was clearly evident, there was enough time and space in
the language lessons to include participation from all language learners and to include interactive
and communicative activities. Nevertheless, the interactive and communicative activities that
lacked in the language class observed inspired an Action Research topic.
Action Research Topic:
The topic researched is how to activate all language learner’s enthusiasm, interest, and
participation in the language classroom through group activities. The second topic researched is
versatile activities, which exhibit interaction, communication, and manipulation of the target
language. The results of the research and literature reviews, and the focus of the Action Research
(AR) proposal, is a method entitled Learner-Centered Language Learning (LCLL) versus Teacher-
Centered Language Learning (TCLL). The following AR Proposal includes the motivational topic
behind the AR, research questions, and the AR methodology. Lastly there is an introduction and
description of LCLL and its three key components of the LCLL, as well as example LCLL activities.
Motivation:
Language classes that lack interactive and communicative activities is an issue that is
motivating. It is motivating because it is not too late for language teachers to learn and improve
their teaching methods. The issue draws attention to lost time and opportunity language learners
are experiencing as the result of the language teacher leaning too heavily towards a method that
is called Teacher-Centered Language Learning (TCLL). The impending problem is that language
classes are still being taught using more of the traditional teacher centered approach and language
learners do not have a voice or an effect on their own language learning. This is crucial, because
language learners do not learn language through learning “about” language, but rather language
is learned through “using” the target language.
Sadly, recent language classes observed simply do not have enough learner centered
activities. Instead the language teacher, is the one speaking for 30 minutes or more in the language
classroom. The students are not given enough opportunities to interact, socialize, communicate,
or reflect upon using the target language.
The following research questions were posed as a means to understanding what can be
done about the lack of interaction, communication, and manipulation of the target language in
the language classroom.
Research Questions:
It is vital to explore an answer to, what are the benefits of learner-centered language
learning and learner-centered activities in general? Why are learner-centered activities important
in language classes? What are several specific examples of versatile learner-centered language
learning activities? In the future, how can language lessons become more learner-centered, and
less teacher-center?
Methodology
a. Context: Students will be in high school, ages 16-18. Most students will have lived in the
United States more than two years, but still need to improve their English language skills
immensely. ESL location should be in Honolulu, Hawaii. Students will be immigrant youth
from diverse backgrounds.
b. Data: The data that would need to be collected would include the following: the language
learners’ experience & history with English. As well as reading, writing, speaking, and
listening skill levels through proficiency language tests. Lastly, it is also vital to understand
why the language learners are interested in learning English and their specific English
language needs through a needs analyses and a student questionnaire.
c. Method of Documentation: Collecting reliable data would include, video recorded daily,
weekly and monthly language lessons. All units will be collected, filled, and documented.
The language classroom will also be observed on a weekly basis. Both the teacher and the
language learners will be evaluated on a weekly basis using a teacher check off list, and a
student survey. The teacher check list and the student survey will remain the same for
both six week intervals (view appendix A & B).
D. Time frame: The time frame will include a period of twelve weeks, with six week intervals.
The first six weeks, language learners will be taught using the traditional teacher-centered
language learning (TCLL) method. The following six weeks the language class will be taught
using the Learner-Centered Language Learning method.
E. Note: The methodology and details are subject to change, nonetheless, everything must
be documented and recorded.
Learner-Centered Language Learning Introduction
Learner-Centered Language Learning (LCLL) is a non-traditional method of using
interaction and communication as a means to teach language learning skills and language
acquisition. LCLL has multiple components that include, the learner, the teacher, and the
environment. LCLL can benefit the language learning process in multiple ways. First, LCLL provides
language learners the opportunity to use the language, not just learn about language. Secondly,
language learners learn from each other, not just the teacher. Lastly, the content in a language
lesson is given purpose and meaning because it is applied to the language learners experience,
history, and knowledge of said content.
Connie & Floyd Shoemaker (1991) express four reasons why interaction in the language
classroom is vital and highly necessary;
“(1) By speaking to others, learners provoke their conversation partners to
generate the input they need for acquisition to take place. (2) By attempting to
keep up their end of the conversation with a more fluent partner, learners provide
the data necessary for their partners to gauge the appropriate input level. This
enables partners to make their input comprehensible to the learner. (3)
Conversation permits learners to test hypotheses they have formulated about how
language is put together and to receive feedback on the success of their attempts.
(4) Speaking with natives or non-natives allows learners to math their output with
that of others, thus helping them to form a realistic picture of their own developing
communication skills” (p.7).
Furthermore, language teaching should be exciting, liberating and an adventure. Instead
language teaching has fallen victim to the traditional methods of teaching. The traditional methods
of teaching are much more teacher-centered, therefore the teacher does most of everything in a
classroom. If language teachers can adopt learner-centered language teaching (LCLT), language
learners will not only learn the target language, but they will gain confidence, independence and
a passion for the language learning process because they are interacting and communicating.
Learner-Centered Language Teaching (LCLT) is an approach that is designed to allow
teachers to place the students at the center of the teaching objectives. The classroom and the
activities are revolved around the student and focus on giving the learner a lot more freedom,
responsibility, and independence. Sarah Horst (2003) says, “It is important the learner becomes
the independent facilitator, the investigator, and the constructer of knowledge” as a means to
make language learning meaningful and purposeful (p.3).
The following three topics, the teacher, the learner and the environment are three important
components of LCLL.
The Teacher
Conventionally, the teacher and the textbook are the main sources of knowledge in the
classroom. The teacher speaks and the learners listen. The teacher does, and the students follow.
With LCLL the traditional teacher’s role and the learners is switched. Not only is the learner taking
charge and making independent decisions about their learning, but the teachers provide the
stepping stones for them to do it. . This is very important, because while the students may be more
independent, the teachers still provide guidance. The teacher participates in group discussions,
answers pressing questions, and makes sure the activities in the classroom all run accordingly.
After providing instructions, and allowing for the students to work in groups or independently, the
teachers are to, “help learners work through difficulties by asking open-ended questions to help
them arrive at the conclusions or solutions that are satisfactory to them” (TEAL, 2012). In LCLL a
teacher’s goal is to guide the learner from a distance. Language teachers are to, “retain
responsibility for maintaining a climate of learning” (Teal, 2012, p. ?). In addition, the teachers;
“provide structure without being overly directive, listen to and respect each learner’s point of
view, and encourage and facilitate learners shared decision making” (TEAL, 2012, p. ?).
The Learner
Traditionally, all the attention of the classroom is paid to the language teacher. The
language teacher is the person that speaks, that leads, and that does the assessing. The language
teacher is also the facilitator of all activities that take place in the class. With LCLL the learner does
some or all of these tasks, and the teacher supervises. The language learner, becomes an “active
participant of their own learning process” (Horst, S. 2003, p. 4). The learner speaks, leads, and
facilitates throughout the language learning process. Language learners are encouraged to ask
more questions and make independent decisions. LCLL inspires the students to take responsibility
of their own language learning and become independent language learners. For independence to
take place, the language teacher must step aside. When the teacher allows for the language
learner to take the lead, it increases the language learners “enthusiasm for their own learning”
(Horst, S. 2003, p. 3). As a result, language learner’s attitude and feelings change upon
experiencing success from their independence. Upon this change of attitude towards learning, the
learner’s confidence, independence and success all provide the foundation to a productive and
effective language learning journey. The next step, is the environment.
The Environment
It is very important and crucial to the LCLL environment that a great, respectable, and kind
group dynamics be established from day one. Rules of appropriate language use in peer settings
should be established. Language learners should be encouraged to learn about other language
learners in the class, and together language learners should be able to investigate, learn, and
process the content and language.
Furthermore, the LCLL environment is one that both the learner and the teacher take part
in creating. From the first day of class students discuss in groups the parameters of the class and
what they hope to accomplish. Also, “Instructors can help learners set goals for themselves and
can offer self-directed activities through which learners can build their self-confidence and their
learning skills” (TEAL, 2013, p.?). Through the process of establishing goals and expectations,
together students become of aware of each other as fellow peers with similar goals.
In addition, in an LCLL environment language learners are placed into groups to complete
assignments or activities. Language learners are encouraged to think, pair up into groups, and
share” (Lo, P. & Mulkay, N. 2013, p.?). The power of learning is shared, “sharing decision making
with other learners helps language learners become more self-directed” (TEAL 2013, p.?).
Language learners can benefit from a lot more independence, and opportunity to trial their
language skills with their peers.
Benefits
The LCLL teacher and environment can benefit the language learning process, because it
can allow students to gain more confidence and independence in the language learning process
through group activities and team building exercises. Most students in language classes “lack of
enthusiasm for achievement” (Horst, S. 2003, p.?). The traditional teacher-centered-teaching
method simply does not enable improvement, because it is extremely boring and ineffective. The
traditional form of teaching requires language learners participate less, remain stoic and
unmoving, as the teacher proceeds to talk every minute of the class. As a result, students lose
pride in learning; they lose pride in their work, and in their language learning abilities.
Learning is a social process; therefor it should be done with others. Learning a language
takes cognitive challenges, but communicative ones as well. Often, isolated and individual
‘literacy-related content work in language learning, is frightening and frustrating to students”
(Horst, 2003, p.?). With LCLL learners have the opportunity to grow and learn with their peers
because it provides for more communication and interactive activities. It is clear, “The LCLL
environment supports positive interactions among learners and provides a supportive space in
which the learner feels appreciated, acknowledged, respected, and validated” (TEAL 2013). LCLL
also promotes, “feelings of ownership in the classroom which increased the level of achievement
and enthusiasm and confidence” (Horst, 2003, p. 3).
Activities
Role Playing
Role playing is a great activity that requires language learners to use what they are learning
in action within groups of two or more. Roleplaying can take place in practicing and reviewing a
dialogue that takes place when ordering a meal at a restaurant. Language learners can use a role
playing to practice any dialogue in any situation. The role playing can be done at the front of the
class or in small in-class group sessions. For example, the following dialogue takes place while
ordering the special at a restaurant;
‘Hello, can you please tell me the special for today?
‘The special for today is clam chowder.’
‘How is the clam chowder prepared?’
‘It is prepared with heavy cream, and green onions.’
‘Great. I would love to have the Clam Chowder.
Role playing is a very important activity, because students get the opportunity to get out of their
seats, interact with other students, and put to use the language features or phrases they have
learned. Role playing removes the solitude aspect of language learning, and turns language
learning into an interactive experience.
Music
Keith S. Folse (2009), provides a teaching technique that includes using music to practice
ELL grammar. Using music in a language class can be new and exciting for the language learners.
Not enough subjects in the education field including language utilize the fine arts, or music. Instead
of beginning class with the traditional lecture, language teachers can begin the class with a song.
The song can be played upon the students entering the classroom. Once the students have sat
down, the teacher can ask the learners to listen to the song again. Finally, the language learners
must listen to the song a lot more carefully in groups of two, and with their partners write down
and discuss any distinctive grammar patterns in the song if they hear. After the students
brainstorm, their discoveries can be shared with the rest of the class. The grammar feature can
then be highlighted by the teacher over the computer projector. The teacher can then provide a
hard copy of a different song with the same grammar feature. On the hardcopy, in groups of three
the language learners can work together to discover the grammar feature of focus. Language
learners can then work together to construct basic sentences or phrases that use that specific
grammar feature. Later, language learners can practice reading the song out loud, and eventually
sing it with the class if everyone is comfortable. This song activity can be used with any song the
language teacher deems appropriate.
Whole Class Puzzles
Whole class Puzzles are great for several reasons. Whole class puzzles require students to
play the roles of hunters, discoverers, problem solvers, leaders and team players. Nellie Mulkay &
Pat Lo (2013) used puzzles for teaching Chinese. It is very interesting they also used art. Mulkay &
Lo (2013) used the puzzles so that students learn and share the content material. “Each member
of the jigsaw assumes responsibility for learning specific part of the content, and must master the
content to teach others” (Mulkay, N. & Lo, P., 2013). This is a great way for language learners to
practice what they learned and put it into use when teaching other language learners.
Brainstorming Center
Another interesting activity that can be used in the language learning class to better inform
language learners is a brainstorming center. Sarah Horst (2003), designed a writing center in the
corner of her classroom where language learners could go to study, brainstorm, or write (all
writing was required to be in the target language). Using this brainstorming corner, language
learners “developed independence and pride in their work” (Sarah Horst, 2003, p. 4). The
brainstorming corner can be better utilized for the purpose of LCLL if it used in groups of two.
Therefore, brainstorming and writing becomes an interactive task, which can assist other activities.
The brainstorming center can also include group puzzles, games, and worksheets that utilize more
than one language learner.
Conclusion
Overall, not enough interactive and creative activities are being utilized in the language
classroom. It is evident such activities that the LCLL method uses fosters critical thinking,
independence, and production skills.. Learner-Centered Language Learning/Teaching can be a
method that can assist with teaching language in a nontraditional yet productive manner. Instead
of a class being quiet for an hour long, there can be laughter, interactional games, and activities.
Learners can experience working together to better their language awareness, knowledge, and
communication skills. In addition, Sarah Horst (2003) found that, “student centered activities
increased student engagement and achievements” (p.5). She said that, “when students are given
freedom to explore and make choices about their own learning, students took responsibility and
became excited about learning” (p.5).
Inclosing, there can be a great deal of positive change in the language learning class and
community. The change can being with educating language teachers about LCLL, and encouraging
them to establish a comfortable environment where language learners can be free to learn and
interact. The next step would be adapting interactive and versatile LCLL activities, because learning
a language cannot be accomplished without interaction with others.
Annotated Bibliography
Attard, A., Di loio, E., Geven, K., & Santa, R., Student Centered Learning: An insight into Theory
And Practice. Timisoara, Partos Printing Bucharest. 2010. 1-46.
Baeten, M., Dochy, F., Kyndt, E., & Struyven, K. (2010). Using student-centered learning
environments to stimulate deep approaches to learning: Factors encouraging or
discouraging their effectiveness. Educational Research Review, 5, 243-260.
Craft, A., Costello, R. & Emese, H. (2014). Engine of Creative Teaching in an English
Language Class. Thinking Skills and Creativity, 1-29.
Corley, M. A., Student—Centered Learning, Division of Adult Education & Literacy,
Department of Education, (February 2012) the Teacher, Excellence in Adult Literacy
(TEAL) Center, www.teal.ed.gov. 1-7.
Folse, K. S., Keys to Teaching Grammar to English Language Learners; A practical Handbook,
University of Michigan, 2009, 297.
Froyd, J. & Simposon, K., (unknown). Student Centered Learning Addressing Faculty
Questions about student centered Learning, Texas A&M University, 2014., 1-11.
Horst, S., (2003). Using-Centered Activities to Increase English Language Learn
Involvement and Achievement in Literacy. Glen Forest Elementary School, Fairfax County
(VA) Public Schools, 1-13.
Mulkay, N. & Lo, P., (2013). Creating a Student-Centered Learning Environment to
Promote Target Language Learning. NYC-NYSAFLT Annual Conference, NYS Language
Regional Billingual Education Resource Network (RBE-RN). 1-36.
Myhill, D.& Wilson, A. (2013). Playing it safe: Teachers’ views of creativity in poetry
Writing. Thinking Skills and Creativity, 10, 101-111.
Nation, I., & Macalister, J., (2010). Language Curriculum Design. Routledge, New York, NY.
Newton, Douglas P. (2013). Moods, emotions and creative thinking: A framework for
teaching. Thinking Skills and Creativity, 8, 34-44.
Sadow, S.A., (1994). “Concoctions”: Intrinsic motivation, creative thinking, frame theory, and
structural interactions in the language class. Foreign Language Annals, 27(2), 241-251.
Shoemaker, C., & Shoemaker F., (1991). Interactive Techniques for the Interactive ESL Classroom.
HarperCollins, New York, NY.
Sri Wahjuni, S.IP. (2012). Interest Based Language Teachings in EFL for ‘Yahya’ School
Teachers: Increasing Communicative Skills and Student-Centered Learning. Social and
Behavioral Sciences, 66, 267-282.
Appendixes
Appendix A
Teacher Evaluation Check List
Instructions: Answer each question by checking yes or no.
Questions: Yes / No
1. Does the teacher get the learners involved and excited about learning?
2. Is most of the lesson conducted in English?
3. Do learners need to use English in the lesson?
4. Is each learner getting meaningful contact with English?
5. Do learners have to think deeply about the work they do?
6. Is the teacher monitoring learners understanding and providing meaningful
feedback?
7. Are the learners aware of the goals of the lesson?
8. Is the teacher providing enough repetition to help the learners remember?
(Adapted from Nation, I., & Macalister, J., (2010). Language Curriculum Design. Routledge, New York, NY.)
Instructions: In the space below record any other comments, concerns, or advice for the teacher.
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Appendix B
Student Survey Check List
Instructions: Answer each question by checking yes or no.
Questions: Yes / No
1. Do you feel involved and excited about learning?
2. Are you comfortable with most of the lessons being conducted in English?
3. Do you use enough English in the lesson?
4. Do you feel you are getting meaningful contact with English?
5. Do you feel you have to think deeply about the work you do?
6. Are you bored throughout the day’s lesson?
7. Do you feel you are provided meaningful feedback?
8. Are you aware of the goals of the daily lessons?
9. Do you feel you receive enough information about the daily language features?
10. Do you feel the teacher is providing enough repetition to help you remember
the language?
Instructions: In the space below record any other comments, concerns, or advice you would like to
share.
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