THE IMPACT OF LEARNER-CENTERED EDUCATIONAL TECHNOLOGY ON ENGLISH LANGUAGE ACQUISITION IN PRIMARY SCHOOL
DOI:
https://doi.org/10.37547/Keywords:
learner-centered education, primary school, English language acquisition, young learners, communicative competence, motivation, differentiated instructionAbstract
Learner-centered educational technology has become an important pedagogical approach in modern primary education, particularly in the teaching and learning of foreign languages. In the context of English language acquisition, this approach places the learner’s needs, interests, abilities, emotional state, and individual pace of development at the center of the instructional process. Unlike traditional teacher-centered methods, learner-centered education encourages active participation, communication, creativity, collaboration, and meaningful use of language. This paper examines the impact of learner-centered educational technology on English language acquisition among primary school pupils. It discusses the theoretical foundations of learner-centered learning, its relevance to young learners, and its influence on motivation, vocabulary development, speaking skills, confidence, communicative competence, and independent learning habits. The paper also highlights possible challenges in implementing this approach and provides pedagogical recommendations for English teachers in primary classrooms.
Downloads
References
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
Dewey, J. (1938). Experience and education. Macmillan.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nunan, D. (2013). Learner-centered English language education: The selected works of David Nunan. Routledge.
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Nunan D. Task-Based Language Teaching. Cambridge: Cambridge University Press, 2004.
Ellis R. Task-Based Language Learning and Teaching. Oxford: Oxford University Press, 2003.
Ellis R., Skehan P., Li S., Shintani N., Lambert C. Task-Based Language Teaching.Cambridge: Cambridge University Press, 2019.
Willis J., Willis D. Doing Task-Based Teaching. Oxford: Oxford University Press, 2007.
Tomlinson C. A. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: ASCD, 2014.
Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.
Bruner J. The Culture of Education. Cambridge, MA: Harvard University Press, 1996.
Piaget J. The Psychology of the Child. New York: Basic Books, 1969.
Gardner H. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 2011.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Articles published in this journal are licensed under the Creative Commons Attribution 4.0 International License (CC-BY 4.0). Under this license:
- Share: Copy and redistribute the material in any medium or format
- Adapt: Remix, transform, and build upon the material for any purpose, including commercially
Attribution required: You must give appropriate credit, provide a link to the license, and indicate if changes were made.
License URL: https://creativecommons.org/licenses/by/4.0/
Authors retain copyright of their work while granting the journal first publication rights.
