Name: Rina Mae R. Santiago Section: III-English Date Accomplished: Oct.
02, 2020
Education 7 Activity #
Reflective Research
Research Literature Matrix
The Problem
To gain a deeper understanding of the
existing learner-centred strategies currently
used in language classrooms, and to
identify other learner-centred methods that
might be used in the future. The study also
seeks to learn more about the skills and
benefits that teachers and learners
associate with the learner-centred
approach. This thesis therefore sets out to
investigate the implementation and use of
the learner-centred teaching approach to
languages in Lesotho as per the current
syllabus requirement.
Theories
This study was based on different theories
of the teaching and learning process.
 Piaget’s (1932) theories on socio-
cognitive conflict in small group
learning, suggest that children learn
a lot from each other. As learners
interact directly with others, they
become strongly motivated as they
reconcile differences. Children
understand their peers’ ideas as
they are more personal and less
threatening than their teacher’s
ideas.
 From a constructivist view, Vygotsky
(1978) argues that children’s mental
functioning develops first at the
interpersonal level as they learn to
internalize and transform the
content with others. This becomes
important in the development of new
understanding and skills. His theory
involves the structured use of
Professor: MARILOU C.PANTALEON
Methodology
 In this study observation sessions,
survey questionnaires and a focused
discussion were undertaken jointly in
order to investigate the use of learner-
centred approaches in the teaching of
languages in Lesotho. These three
different techniques provided
complimentary opportunities for
collecting data. The techniques, when
combined, provided triangulated
evidence about existing perceptions
and practices.
 Following an initial analysis of the data
from questionnaires and classroom
observations, a focused discussion was
held to provide a third source of
information. This was a follow-up from
the initial analysis of data from
classroom observations and survey
questionnaires.
Findings/ Discussion
From the analysis of the data collected as
outlined in Chapter 3, this study found several
issues focused on both learners and teachers.
The issues emerging from the study include the
range of available learner-centred teaching
strategies and the benefits of using these
activities in learning languages; learners’
language preferences; skills emphasized as the
learner-centred approach is used; emerging
issues of national and global concern and how
these are addressed through using the learner-
centred approach.
The discussion is organized to match the
headings used to report the findings in Chapter
4:
 learners’ perceptions about language
preference
The learners who participated in this
study prefer learning English to learning
Sesotho. Learners are aware of the
relevance of studying and knowing
English because it is a subject that is
groups in the learning arena.
Vygotsky (1986) reiterates that
learning best occurs when
individuals can make their meaning
by sharing their experiences with
others through collaborative
interactions.
 incorporating past experience in
 organisational strategies for learning
 instructional strategies learning
 additional suggestions for further
compulsory to pass and is a medium of
instruction in other subjects. Learners
display a high level of critical thinking
and awareness about the relevance of
the subjects they study. Learners are
aware of various motivations to study
English. Learners are also motivated to
learn and improve their language skills
for other perceived benefits.
language learning
Teachers and learners understand
learning to be a complex combination of
past experience, skills, and expressions
and they perceive learning as an on-
going scaffolded experience. It is
essential to draw from and focus on any
form of preceding experience as
learners are enabled to give a clear
picture of what took place in their
display of being creative when writing
different forms of essays and letters.
Learners observe that the same
teaching strategies can be used for
learning both English and Sesotho.
Learners believe that there are no
activities specific to one language, but
rather, that a range of similar strategies
can be used with either language.
Learners can be engaged in a number
of activities, namely: drama or role-play;
songs or music and dances; games;
and visuals. These strategies match
with some of Gardner’s multiple
intelligences.
improvement
Learners portray several descriptions of
a learner-friendly classroom while
teachers also state it in compelling
observations about managing their
classes efficiently and effectively. These
suggestions for improvements might be
effected in future so that a learner-
centred approach could be more
successful and make learning language
fun. These suggestions are categorised
to include: learning resources, school
organisation and timetabling,
professional ethics and learning
relationships, teacher education and
professional development, learner
 responsibility including national and
global issues.
Source/Reference (Research article)

INVESTIGATING THE LEARNER-CENTRED APPROACH IN LANGUAGE TEACHING IN LESOTHO

SIGNATURE

1. Find a virtual classmate partner and share/ discuss what you found in your research
work/s. Include in your discussion the applications of findings to teaching and real-life
situation and together create questions about principles on Learner-centered practices.
2. Write a Reflective Paper on Teachers’ Learner-Centeredness practices that
promote fairness (Applications to teaching and a Sample real-life situation). In the
conclusion part of your paper, cite what you learned from your virtual discussion with a
classmate (to be submitted to G-Classroom of personal chat (with your name and signature).
3. Write your questions on “virtual metacards” concerning various psychological factors
and submit (to me using personal chat with your name and signature) before the end of the week. For
our next G- Meet, metacards will be placed in a ‘fishbowl’. You are expected to actively
participate by answering the questions on the metacards.