Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602645
Title: Learner-centredness in Malaysian year five primary school teaching : four case studies of teachers' practices, beliefs and knowledge
Author: Shapii, Aspalila
ISNI:       0000 0004 5353 5869
Awarding Body: University of Leicester
Current Institution: University of Leicester
Date of Award: 2014
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Abstract:
This study was undertaken to explore and describe how English language is being taught and how the curriculum guidelines that emphasise learner-centredness are being interpreted by teachers in primary schools in Malaysia. Specifically, it focuses on whether teachers implement learner-centred classroom practices and describes teachers’ knowledge and beliefs about learner-centredness. Finally, the study focuses on teachers’ views on possible issues and challenges in implementing learner-centred approaches in Malaysian primary English classrooms. Four teachers from different school categories in a northern state in Malaysia participated in this research representing rural, town and two vernacular schools (Chinese and Tamil). Using ethnographic approach, the study involved qualitative/ exploratory approaches by documenting, describing and analysing data gathered from semi-structured interviews, observation plus note-taking, video-recording of classroom and video-stimulated recalled interviews. Findings indicate that teachers did not fully embrace the principles of learner-centredness but minimally integrated some learner-centred practices at varying degrees particularly in allowing more learner participation, introducing varied materials and activities, introducing activities that involved some discussion and discovery and encouraging interactions between learners and teachers in the target language. The findings also found some efforts to encourage self and peer-evaluation. Two fundamental principles of learner-centredness i.e., collaboration and negotiation of learning objectives and identification of learner objective and subjective needs were not found in any of their practices regardless of the school categories. Teacher’s interpretations of learner-centredness revealed superficial understanding about learner-centred practices. Consequently, recommendations were proposed in terms of improved teacher training, an outline of an idealised working construct and definition of learner-centredness to use in ELT classroom, areas of change needed in the education system in Malaysia and future research areas to investigate learner-centredness.
Supervisor: Cajkler, Wasyl; Svalberg, Agneta Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.602645  DOI: Not available
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