| Autor: |
Elena Markina, Alba Garcia Mollá |
| Jazyk: |
Catalan; Valencian<br />English<br />Spanish; Castilian<br />French |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
Bellaterra Journal of Teaching & Learning Language & Literature, Vol 15, Iss 3 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2013-6196 |
| DOI: |
10.5565/rev/jtl3.1007 |
| Popis: |
In this paper, we addressed the concept of classroom participation and the way it is affected by a traditional teacher-centred (TC) approach and a more innovative learner-centred (LC) approach which uses the principles and strategies of active learning and cooperative learning to engage students in the learning process. The study was carried out in a public secondary school in Spain with two groups of learners of English (n=54). The analysis of the number of learners on task showed that in the LC sessions learner participation increased by 20 % as compared with TC sessions. We also detected some challenges a teacher might face while implementing learner-centred sessions including the facilitation of equal participation in group work, adequate time allocation for a task, individual and group assessment, and development of learners’ autonomy. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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