9. RESEARCH: EVIDENCE THAT LEARNER-CENTERED APPROACHES WORK

The benefits of  learner-centered approach found out in the following researches will convince most skeptic teachers that this approach is effective. For instance, the experiment was conducted when Marlon & Sajlo (1976) made students read an academic text and then they had to explain what they understood about it. Some students could understand all the facts and support them while others could say just few details. Thus, when students tried to memorize facts and couldn't differentiate evidence, we are talking about "surface learning". On the other hand, when students reflected on what they read, related their knowledge with the text and had a deep understanding of it, we are talknig about "deep learning". This research is related to language-centered approach because it promotes deep learning.

Another research was conducted on faculty orientations to teaching. In this way,  Greeson (1998) showed that there was a relationship between teacher-centered approach and student-centered approach and the learning experiences on students. Moreover, when using teacher-centered approach students were just listening and didn't participate a lot, so they didn't have opportunities to express their ideas or produce the language. On the other hand, when the teacher applied student-centered approach students conveyed their ideas, interacted with each other, asked questions and had a more meaningful learning.

Moreover, Zimmerman (2002) said that independent learning involves the motivation, the awareness of a person to implement their own knowledge properly. Therefore, independent or self-directed learning is part of learner-centered approach because students are required to take responsibility of their own learning, work collaboratively and reach a deep understanding of the material to be studied.

Finally, to teach my students using learner-centered approach I would used a PBL (Problem-Based Learning) method that according to Weimer (2009) has many benefits for students because as they have to find a solution for a problem, they have to work in groups and participate actively which help them to acquire more understanding of the topic. Another option is to use a Process-Oriented Guided Inquiry that according to Richard (2017) in this approach students are guided to work out concepts taught in class by working in groups and discuss their understanding collaboratively. Therefore, students develop critical thinking skills, information processing, problem solving and teamwork.

Additional information about learner-centered approach:

References:

Maryellen Weimer, P. (2009). Problem-Based Learning: Benefits and Risks - Faculty Focus | Higher Ed Teaching & Learning. Faculty Focus | Higher Ed Teaching & Learning. Retrieved 22 April 2017, from https://www.facultyfocus.com/articles/effective-teaching-strategies/problem-based-learning-benefits-and-risks/

Richard, S. (2017). Journals.iupui.edu. Retrieved 22 April 2017, from https://journals.iupui.edu/index.php/muj/article/viewFile/20287/19880

Process Oriented Guided Inquiry Learning (POGIL) | dB-SERC. (2017). Dbserc.pitt.edu. Retrieved 22 April 2017, from http://dbserc.pitt.edu/Resources/Process-Oriented-Guided-Inquiry-Learning-POGIL

Weimer, M. (2013). Learner-Centered Teaching. Somerset: John Wiley & Sons, Incorporated. Retrieved from http://ebookcentral.proquest.com/lib/uta-ebooks/detail.action?docID=1119448

Alexander, A. (2013). Learner-Centered Teaching Methods: An Overview. (2017). YouTube. Retrieved 22 April 2017, from https://www.youtube.com/watch?v=rlcJqnwvKZo