Pedagogical Approaches in English Language Learning (ELL): Comparative Analysis of Teacher-centred Approach and Student-centred Approach

Abstract

There is an ongoing debate over a better pedagogical approach between teacher-centred and student-centred approaches for addressing First language (L1) interference in English language learning (ELL). The followers of the teacher-centred approach argue that grammar instruction and explicit correction of errors is the most effective approach in ELL. However, the believers of the student-centred approach say that a more communicative approach and maximum participation of students are better suited to addressing the complexities of L1 interference in ELL. The present study investigated teacher-centred and student-centred approaches to determine which approach suits effective learning for solving the problem of L1 interference in ELL. The current study is a meta-analysis where qualitative and descriptive analysis of secondary sources revealed that the student-centred approach in ELL is more fruitful in contemporary classrooms because of the students’ active engagement, deeper understanding, collaboration, critical thinking and creativity.