A study on the correlation between efl pre-service teachers' beliefs and their implementation of learner-centred teaching during the practicums in danang in the 2023-2024 academic year
In the era of advancing information and communication technology, language education, especially English as a Foreign Language (EFL) teaching has been reformed with significant improvements over the past few decades. One of those major developments is the move from the “Teacher-Centred Approac...
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| Formaat: | Bài viết |
| Taal: | English |
| Gepubliceerd in: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Onderwerpen: | |
| Online toegang: | https://data.ufl.udn.vn/handle/UFL/2125 |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Samenvatting: | In the era of advancing information and communication technology, language
education, especially English as a Foreign Language (EFL) teaching has been reformed
with significant improvements over the past few decades. One of those major
developments is the move from the “Teacher-Centred Approach” to what is known as
“Learner-Centred Approach”. To apply the Leaner-Centred Approach successfully in
EFL classes, it is essential that ELT students’ beliefs and implementation of learner centredness are taken into consideration and utilized to reveal more about the factors
that support and the ones that hinder this approach. Hence, this study aims to examine
the correlation between the beliefs and implementations of Learner-Centred Teaching
by the fourth-year students majoring in English Language Teaching at the University of
Foreign Language Studies - The University of Danang and propose several concerning
suggestions that would be applied in the EFL classes to help pre-service students apply
Learner-Centred Teaching efficiently. The study is carried out following a mixed
methods design combining both the questionnaires and in-depth interviews The
participants in the study are fourty EFL pre-service teachers at The University of Danang
– University of Foreign Language Studies, who have finished their practicums from
19/02/2024 to 14/04/2024. Results obtained from both the quantitative and qualitative
data indicated that most EFL pre-service teachers expressed their favor for learner centered teaching and their teaching activities also reflected their beliefs. However, their
actual classroom teaching demonstrated a mixture of both learner-centered and teacher centered teaching. Several solutions related to self-reflective practice, learner-centred
understanding, and teacher roles were also suggested to put forward the alignment
between EFL pre-service teachers’ beliefs and their implementation. |
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