Arab World English Journal (AWEJ) Volume 12. Number2 June 2021 Pp.268-278
Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The
Case of English Teachers and Learners in Mostaganem District
Department of English
Faculty of Letters and Languages,
University of Abdelhamid Ibn Badis
Received: 3/19/2021 Accepted: 6/3/2021 Published:6/24/2021
Before implementing the Competency-Based Approach (CBA) in 2003, the Algerian educational system was based on traditional teaching methods that focused mainly on acquiring the knowledge about language delivered by the teacher and the amount of information the learner could accumulate to pass the exams. Although CBA has shifted the teacher’s role from a knowledge transmitter to a facilitator and the learner from a passive recipient to an active participant, the teacher-centered paradigm still prevails among secondary-school teachers. To shed light on that prevalence, the researcher attempts to explore the perceptions secondary-school teachers hold about Teacher-Centred Approach (TCA) and the reasons behind its widespread use. Therefore, the present study investigates the causes of TCA prevalence in English as a Foreign Language (EFL) classes using a mixed-methods approach. To reach that aim, the researcher put forward the following hypothesis. Although teachers know the various teaching approaches, they have to adopt the teacher-centered method because of several constraints. To collect the necessary data to identify those constraints, thirty English teachers from some secondary schools in the district of Mostaganem received a questionnaire. The research results confirmed the hypothesis stated above. They revealed that teachers are well-informed about the viability of various teaching approaches and methods; however, they keep adopting the teacher-centered approach. Such behavior is due to multiple constraints such as classrooms crowdedness, the traditional physical classroom environment, the baccalaureate (BAC) exam requirements, and the time restrictions due to the lengthy English programs.
Keywords: Algerian secondary-school EFL classes, competency-based approach (CBA), teacher-centered approach prevalence,
traditional teaching methods
Cite as: Baghoussi, M . (2021). Teacher-Centred Approach Prevalence in Algerian Secondary-School EFL Classes:
The Case of English Teachers and Learners in Mostaganem District. Arab World English Journal, 12 (2) 268-278.
Ackerman, C. E. (2020). Positive Reinforcement in Psychology. Retrieved on January 29th, 2021 from: https://positivepsychology.com/positive-reinforcement-psychology/, (para. 2).
Attard A., Di Iorio E., Geven K. & Santa R. (2010). Student-Centred Learning—Toolkit for students, staff and higher education institutions. Education International, The European Students’ Union, 1-73.
Ballard, K. D. (1987). The Limitations of Behavioural Approaches to Teaching: Some Implications for Special Education, The Exceptional Child, 34(3), 197-212.
Brophy, J. (1999). Perspectives of classroom management: Yesterday, today and tomorrow. In H. Freiberg (Ed.), Beyond behaviorism: changing the classroom management paradigm, 43–56. Boston: Allyn and Bacon.
Dollard, N., Christensen, L., Colucci, K. & Epanchin, B., (1996). Constructive Classroom Management. Focus on Exceptional Children, 29(2), 1–12.
Dupin-Bryant, P. A. (2004). Teaching Styles of Interactive Television Instructors: A Descriptive Study. The American Journal of Distance Education, 18(1), 39-50.
Emaliana, I. (2017). Teacher-centered or Student-centered Learning Approach to Promote Learning? Jurnal Sosial Humaniora, 10(2), 59-70.
Kitiashvili, A. (2020). Shifting from a Teacher-Centred to a Student-Centred Approach in the General Education of Georgia: Attitudes and Classroom Practices of Teachers. International Journal of Innovation and Research in Educational Sciences, 7(6), 552-564.
Mascolo, M. (2009). Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation. Pedagogy and the Human Sciences, 1, 3-27.
MNE (2006). Program of English as a Second Foreign Language, Third Year Secondary School. Ministry of National Education, Algeria, Algiers, 3-23.
Muganga, L. & Ssenkusu, P. (2019). Teacher-Centered vs. Student-Centered. Cultural and Pedagogical Inquiry. 11. 16-40. 10.18733/cpi29481.
Otukile-Mongwaketse, M. (2018). Teacher Centered Dominated Approaches: Their Implications for Today’s Inclusive Classrooms. International Journal of Psychology and Behavioral Sciences, 10, 11-21.
Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex. Translated and edited by Anrep, GV, 1927. Retrieved on January 27th, 2021 from: http://psychclassics.yorku.ca/Pavlov/lecture6.htm
Schug, M. C. (2013). Teacher-Centered Instruction: The Rodney Dangerfield of Social Studies. In Leming, J. et al. (2003). Where Did Social Studies Go Wrong?, p.94. Thomas B. Fordham Foundation, Washington, DC.
Skinner, B. F. (1938). The Behavior of Organisms: An Experimental Analysis. New York: Appleton-Century.
Speaks, S. (2019). Watson, Pavlov, Thorndike, Skinner and the Development of Behaviorism. Retrieved on January 29th, 2021 from: https://owlcation.com/social-sciences/Cognitive-Development-in-Children-from-Watson-to-Kohlberg.
Thorndike, E. L. (1911). Animal intelligence: Experimental studies. New York: The Macmillan Company, 244-272.
Toh, K.A. (1994). Teacher-Centred Teaching Is Alive and Well. Teaching and Learning, 15(1), 12-17.
Watson, J. B. (1924). Behaviorism. New York: People’s Institute Publishing Company.