Implementing Student-Centered Learning Method in English as a Second Language Classrooms in Sri Lankan Universities -Challenges

Abstract

The concept of learner-centred is traditionally related to student teaching (Ulmer, 1969). Though, “it is not defined in Dewey's work, there exists a clear link from learnercenteredness to the concept of learning through experience (Delaney, 1999) and Rogers 1969) later notion of student-centered learning”. Renandya and Power (2016) state that a set of teaching and learning strategies deliberated to facilitate and encourage students to be active in the classroom such as; collaborating with the teacher and other peers and relating critical thinking and problem-solving skills in classroom. In student-centred learning, students are accountable for their learning, while the role of a teacher is to facilitate the teaching process (Schweisfurth, 2013). Definitions of learner-centred learning are based on group activities and teaching methods in the classroom and focus on the conditions under which learner-centredness occurs. Early definitions emphasize learner control (Lytle, Belzer, Schultz & Vannozzi, 1989) and learner needs as the central consideration of "the ways in which we schedule classes, choose materials, deliver instruction, and integrate technology" (Soifer, Young & Irwin, 1989, p.65- 68). However, the point of reference for learner-centredness is that it is different from what has existed previously in education: a shift from traditional education to modern that mixes all that is considered learner-centred (Smith & Kolosick, 1996). McCombs and Whistler (1997) define learner-centredness as focusing on both the learner and learning: The perspective that links a focus on individual learners (their experiences, perspectives, attitudes, backgrounds, talents, behaviours, interests, capacities, and requirements) with a focus on learning. The focuses then influence and drive educational decision-making. The learner-centred perspective is a reflection of the learner-centred psychological principles in the programmes, practices, policies, and people that support learning for all. "Traditionalists feel that the move toward a more inclusive curriculum has led to a decline in the quality of programmes within universities, while progressivists welcome such a move" (Nemec, 1997). Within the academy the demand to hear the voice of learners comes from several sources, including the senates and boardrooms, but Graff (1992) contends that the undergraduate student voice has been essentially ignored in the debate over curriculum reform. Student-centred learning focuses on the learner, and the teacher acts as a facilitator, assisting students in order to gain knowledge (Hawker, 2000). When students diversity is considered in the learning process and supported by a comprehensive environment, their learning becomes applicable to them and holds more meaning, which may cause students to be more motivated and engaged in learning (Yilmaz, 2008). In addition, Gibson (2006) found that the teachers can design lessons that are authentic and connect them to students' real-life experiences, which gives students the opportunity to actively construct and acquire knowledge as they connect their prior experiences with the new information they learn.