I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission

ofhehavnr agaid nis will Thcrc is d obvious sltErion in th.
ida of adv@v of a k.|M-cent.t d,B ro p.dosoe'
contribut€s io $. mvcmnr of hl|@ dshs, Bu' tbd€ re
di6cutri.s. wnih could h. pdd.'n of N to dogtie
ft should .ot b€ undeFtood dat leamd-cenlered appr@ches
ove ook tbe teacher. On rhe contrary, th-e tencher-,s supposed to
aGdile;-tgedter responsibility under the unbrella of leam€rcenteredrBs-
Hi! iask becomes h€avief lhan ever' Bul and lhis is
impo<strong>rt</strong>anr he has gaired in mor€ fteedom to act and choo* He is
supposed to becore a course develop€r, s m ager, a euide,
langrEge leaminS facilihlor and so oD. He must feel fie€ nom the
chaiN ofo$ers like the nalerial desigrer or the sch@l $perv'soi
All these irupiring idea! siand behind the Dden*ing ofthis
res€ach This snldy is, th€refore, an etron to explorc the possibilitv
of makiDe use oflhe id€as, suggcstions, and intoEtions sugg€sied
by tbe lealM-cenered approeh. Tbe ru.arcb $u, m,kes use of
theory dd praclice, exp€rience and experimdt, obj€ctive and
subjectiv. iders- Each one of ihese does not @mad;ct lhe othu;
they aI join to8€thcr to give a medingtul, cohesiYe, and coturcnt
r.4. THE OBJECTN/ES OF THE STUDY:
The study.ims ,t the following:
l. FirdiDg oul if any sigDificdt chanSe taka, plee d a rerdr of , /,/
the students' exposurc 10 leamer-centercd teachirg expenence. v
2. Ass€ssin8 the study groups' reaction to this $T€ ofexp€rieme
3. ln the light of lhe above two objectives, the studv ams at
assessirg the fealibiliry of usinS leam€r_ce<strong>tt</strong>ered apProaches to
English langu.Se le&hing/learning in secondaly schools in
S@'a {Yetrn). This involves <strong>tt</strong>ree basic qBtions lo be
p'obed and aruwered:
a. h therc my significdt cheg€ in the level ofachievement ofihe
study g.oups 4 a rclult of their exposure to lq<strong>rt</strong>er-cenleEd
b. Whal is the sMents' resclion to thc leams'centered €xpetiene?