Student-Centered Learning

The issue of writer's block has garnered significant interest in writing center scholarship, and countless identifications, strategies, and coping mechanisms have arisen due to its popularity. However, a cross-generational review of the literature illuminates a sizeable oversight that this paper seeks to address: attention to the proprietary student perspective. Blocking is most often assessed on grounds of reduction, but academic trends toward the narrow and abstract have made field insights increasingly inaccessible to the blocked writer or tutor the solution was designed for. For this, an undergraduate survey was conducted to identify where contemporary student perception stands in relation to preexisting academic investigations. Data evaluation was assessed based on (1) the " fitness " of the relationship between student definition and proposed remedy to blocking, and (2) the linguistic proximity of the definition to blocking's fundamental cognitive roots. Findings were promising: the test population identified the general " home " of blockage and offered relevant strategies that can be bridged with academia's theory-ballasted headway. Strategies were then expanded to address deeper issue pragmatically – with technical enhancements to the most frequent survey responses – and academically – with an emphasis on proprietary student conceptions as the foundation for future research.

Natural-Based Approach and Communicative Language Teaching Approach  share certain similarities. Both approaches share the same goal, which focuses on teaching speaking competence. To be competent in a language, the child must go through three main stages namely Comprehension, Early Production, and Emergent Language. Besides, referring to Irvine Valley College (2013), the Natural-Based Approach is designed to develop communication skills while Richards (2006) stated that Communicative Language Teaching Approach aims at teaching communicative competence, and which includes the following aspects of language knowledge:

Student-centred learning (SCL) is often understood differently by people, and the differences are even more salient in higher education, where there are some very strong advocates and vocal critics. Theoretical research on SCL in higher education often highlights five key aspects but these have not been empirically scrutinised. Qualitative research with students and faculty from a large private university in the Philippines shows that there are particular facets of SCL that faculty and students eagerly subscribe to, particularly in terms of class engagement , skills building, and having motivated students. However, they fail to readily question how assessments and power relations between teachers and students are part of SCL. It suggests that SCL is viewed and reduced to effective classroom practices that have little to do with more foundational aspects of the teacher-student relationship and manifold possibilities for learning.

The study aims to investigate the cognitive, affective, and behavioral attitudes of Afghan students towards learning English. It also studies the differences in the attitudes of the students by their demographic profile, i.e., gender, age, first language, field of study, access to the Internet, and English learning experience in English language centers. The data were collected from 210 randomly selected students from Takhar University through a questionnaire with 30 close-ended items. The data were analyzed using SPSS version 26.0. Descriptive statistics, sample T-test, and one-way ANOVA test were employed to answer the research questions. The findings show that the students have positive cognitive, affective, and behavioral attitudes towards learning English. The study also reveals that there is not a statistically significant difference in the attitudes of students by their gender, age, first language, and field of study. However, the attitude of students with access to the Internet and English learning experience in English language centers is more positive than that of the students without access to the Internet and English learning experience in English language center

This paper aims at demonstrating the effectiveness of modern methods of formation of English language communicative competence of those students who study at non-language specialties. The experimental work was carried out at the Faculty of Pedagogy and Psychology, the Faculty of Physical Education and the Faculty of History of Ternopil National Pedagogical University named after Volodymyr Hnatyuk, Ukraine. The authors present their experience of conducting a three-year-long training using game technology, project-based technology, interactive technologies, tasks in the electronic system Moodle, etc. and discuss the benefits of using those means at university. The core question of the given study is whether these means are effective in the formation of students' foreign language communicative competence. The authors demonstrate the benefits of studying with the help of modern lingua-didactic and technical means. The results of the survey indicate that these tools are effective in their integrated application for the formation of English language skills. To conclude, the findings of the study can be applied while teaching English to the students of non-language specialties.

Change seems to be a constant in education. We can better understand and implement change in second language education if we look for connections between changes. The concept of paradigm shift offers one means of making such connections. This article describes eight changes that fit with the paradigm shift in second language education toward what is most often described as communicative language teaching. These eight changes are: learner autonomy, cooperative learning, curricular integration, focus on meaning, diversity, thinking skills, alternative assessment and teachers as co-learners.
The paradigm shift of which these changes are part is put into perspective as an element of larger shifts from positivism to post-positivism and from behaviorism to cognitivism. The authors argue that in second language education, although the paradigm shift was initiated many years ago, it still has been only partially implemented. Two reasons for this partial implementation are: (1) by trying to understand each change separately, second language educators have weakened their understanding by missing the larger picture; and (2) by trying to implement each change separately, second language educators have made the difficult task of change even more difficult.

Şagirdyönlü tədris konstruktiv tədris nəzəriyyələri ilə sıx əlaqədardır. Bu nəzəriyyənin məqsədi müəllimlər və digər şagirdlərlə ünsiyyət şəraitində həyata keçirilən tədris prosesini təşviq etməkdən, şagirdlərə tədris prosesinin fəal iştirakçıları kimi yanaşmaqdan, eyni zamanda problem həll etmə və tənqidi düşünmə kimi bacarıqların aşılanmasını təmin etməkdən ibarətdir. Şagirdyönlü tədrisin əsas komponentlərinə tədrisin vaxtı və strukturu baxımından uyğunlaşdırılma imkanı, müəllimşagird münasibətlərində pedaqoji ünsiyyət üslublarının tələb və şərtlərinə əməl olunması, təhsil müəssisələri arasında birbaşa iyerarxiya müəllimlərin şagirdlərin dəstəklənməsi ilə əlaqədar məsuliyyətləri daxildir. Buraya həm də tədris təcrübəsini təkmilləşdirmək məqsədilə şagird və müəllimlərin müsbət davranışları, şagird və müəllimlər arasında qarşılıqlı əminliyə əsaslanan münasibət və təhsilverənlərin pedaqoji ustalığını da aid etmək olar. Bu məqalənin məqsədi müasir təlim metodları ilə ənənəvi tədris yanaşmalarının müqayisəsi, eləcə də müəllimlər, şagirdlər və bütövlükdə təhsil ictimaiyyəti üçün üstünlükləri daxil olmaqla, şagirdyönlü tədrisin əsas aspektlərinə aydınlıq gətirməkdən ibarətdir.


Student-Centred Learning is a learning approach which is broadly related to constructivist theories of learning. It is characterised by innovative methods of teaching which aim to promote learning in communication with teachers and other learners and which take students seriously as active participants in their own learning, fostering skills such as problem-solving and critical thinking. Main components of Student-Centred Learning include flexibility and freedom in terms of the time and structure of learning, more and better teachers who strive to share their knowledge, clear understanding of students by teachers, flat hierarchy within education institutions, teacher responsibility for student empowerment, continuous ongoing improvement process, positive attitude by teachers and students with the aim of improving the learning experience, relationship of mutual assertiveness between students and teachers and focus on learning outcomes which enable genuine learning and deep understanding. This paper is aimed to highlight all the main aspects of Student-Centred Learning including its comparison with traditional teaching approaches and benefits for teachers, students and whole education community.