Effectiveness of Learner-Centered Teaching in Modifying Attitude Towards EFL and Developing Academic Self-Motivation Among the 12th Grade Students

Abstract

The present study aimed to identify the effectiveness of learner-centered teaching in modifying attitude towards EFL and developing academic self-motivation. The sample consisted of (35) 12th grade students (in one of the high schools of Jeddah, Saudi Arabia, for the academic year 2017/2018). To achieve the study objectives, a training program based on three-strategies learning modules (Cooperative Learning: Think, Pair, Share, and Think out Loud) was prepared. The pre and posttest for the scales of attitude towards EFL and academic self-motivation were applied, along with active learning-based training sessions (Cooperative Learning: Think, Pair, Share, and Think out Loud). The application lasted (8) weeks, where the quasi-experimental method was utilized. The results showed statistically significant differences between the average scores of the respondents in the pre and posttest for the scales of attitude towards EFL and academic self-motivation in favor of the posttest. Finally, some recommendations were made in the light of the study results.