FOSTERING MOTIVATION IN SECONDARY SCHOOL ENGLISH CLASSROOMS THROUGH THE IMPLEMENTATION OF LEARNER-CENTERED APPROACHES
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Abstract
This study delves into the transformative potential of the Learner-Centered Classroom (LCC) paradigm in high school English education. Drawing from personal insights, practical experiences, and existing literature, the research explores how this approach can invigorate motivation among secondary-level English students in a Duhok-based school. LCC's role in fostering autonomy, positive perceptions of educators, and the readiness to tackle challenges in language learning is highlighted.
The global shift towards learner-centered learning (LCL) has spurred research into motivation's role in effective language acquisition and classroom management (Gardner, 1959, 1985). This approach rejuvenates teaching and learning by countering traditional teacher-centric methods.
The author's motivation stems from experiences as a high school English educator. The study examines how LCC adoption can enhance learning outcomes, growth, and achievement. Insights are drawn from teaching in diverse Duhok institutions, with emphasis on Chiya Preparatory School for Boys.
Despite curriculum shifts post-2007 aligning with communicative language teaching (CLT) and learner-centered principles, English proficiency progress among Kurdish learners has been limited. This stagnation is attributed to incomplete curriculum execution and reliance on traditional methods. The paper advocates integrating learner-centered principles tailored to individual needs (Weinberger and McCombs, 2003) and boosting engagement (Meece, 2003).
This study explores the viability of a learner-centered approach to motivate students within a Kurdish secondary classroom. The paper comprises an introduction, background, discussion, and conclusion. By emphasizing the importance of learner-centered pedagogy, the study underscores its potential to inspire academic excellence.
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