Abstract:
This study aims to explore the attitudes of English as a Second Language
(ESL) students towards student-centered learning activities in teacher centered classrooms. Teachers incorporate student-centered learning activities
to cater to diverse learning styles and preferences despite teacher-guided
activities. However, different students may have diverse attitudes towards the
utilized student-centered activities as students have different learning styles
and preferences. Therefore, the objective of this study is to identify ESL
students' attitudes towards student-centered learning activities. The research
sample for this study consists of 20 undergraduates from the Faculty of
Humanities and Social Sciences at the University of Ruhuna. Since there is a
lack of research specifically incorporating the undergraduates of the
University of Ruhuna, there is a clear empirical research gap. Using a
qualitative method approach, the study administers a questionnaire. Gathered
data is analyzed through MS Excel and presented through charts. Additionally,
the thematic analysis is conducted to identify recurring themes in the
participants' responses. The data analysis reveals that ESL students actively
engage in various student-centered activities like speaking, reading, writing,
and listening within their ESL classrooms. Notably, activities such as role
plays, reading authentic materials, writing essays, and listening to authentic
resources serve as strong motivators for students to learn English.
Furthermore, the majority of students find these activities particularly helpful
in improving their English language skills, as they provide valuable
opportunities to practice and apply what they have learned from their regular
lessons. Consequently, student-centered activities offer practical exposure to
the content taught in the classroom, which contributes to their language
development. Overall, students find that these activities are more engaging
and empower learner autonomy and confidence within the students. However,
a few students suggest that those utilized activities should improve to capture
the attention of students more effectively. Teachers can gain insights from this
study to enhance learner autonomy and create a more stimulating environment
for ESL students.
