Language teachers’ perspectives of learner centredness of their coursebook: the case of an English preparatory school at a foundation university

Abstract

INTRODUCTION Coursebooks are essential instruments for language teaching and learning. Teachers and learners utilize coursebooks in a variety of contexts. It is necessary to evaluate the coursebooks used in language classes to assess if they are good fit for learners and the context. An ideal teaching situation generates a learner-centered language experience because today’s world calls for a more active and communicative performance on the part of language speakers. This study explores if and to what extent the Interchange coursebook of a Foundation School Preparatory School is based on learner-centred teaching principles. Views of language instructors are significant in the evaluation of the learner-centredness of the coursebook which is why language instructors are chosen as the participants of the current study. A good coursebook is integral for effective learning practices. Hutchinson and Torres (1994) claim that no teaching-learning situation is complete without adopting a well-chosen coursebook. Coursebooks enable teachers a variety of resources providing effective classroom practices and learning tasks, but still language instructors exemplify a variety of adaptation techniques and improvisation while teaching. A well-chosen coursebook encourages learners self-access to independent learning opportunities. Coursebooks that encourage active participation of learners pave the way for a student-centred learning environment. Prucha (2003) states that a coursebook is inseparable from the teaching-learning process. This is why the coursebook choice is vitally important. Coursebook is a means for classroom management as well as self-direction for autonomous learning opportunities (Prucha in Tandlichova:2003, p.145-151). If students have a chance to be creative and independent in the language class, they tend to benefit from long term learning outcomes. Student-centred teaching aims to achieve learning both in and out of the class in a more memorable style. Another positive aspect of student-centered learning is its invitation for generous learner participation. As students participate more, they become better at using language communicatively. Thus, student-centred orientation promotes learners’ communicative competence as well as their independence. In today’s world, English learning goals evolved to include more communication due to increasing globalization. With this in mind, today’s students need superior communicational skills in comparison to the previous generation. Such a learning goal requires abundant authentic language experience. Thus, a coursebook that gives learners opportunities to use language in authentic contexts triggers learners’ fluency and eloquence. According to Cummins (2014), fluency is seen by language instructors as a common goal. Using the target language communicatively influences learners’ fluency as well as encourages learner autonomy. More involvement in the class will encourage learners to take charge of their learning out of the class, too as a result of their increasing confidence and emerging independence. Students can be aware of their own learning as they engage in more self-directed learning experiences. With autonomous learning practices students learn to evaluate their own progress through self-assessment. This is vital because it also stimulates awareness and consciousness of their learning. Self-assessment goes hand-in-hand with learner autonomy and student-centered learning practice (Knowles, 1975).