The Impact of Student Centered Instruction on EFL Learners' Affect and Achievement.
This study explored the relative effect of student and teacher centered instruction on EFL freshmen's affect (anxiety, motivation, attitude, autonomy, self efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.