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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