Student-centred learning as implemented by English language teachers within state and church secondary schools in Gozo

Abstract

This study evaluates how the English teachers in the state and church secondary schools of Gozo implement student-centred learning in their lessons by examining their experiences and perspectives. This is also linked with technology-enhanced learning, and how this is utilised in their lessons for this subject. A qualitative approach was adopted for the data collection process, conducted through two focus group interviews with three participants from both sectors. The results obtained and subsequently, the data analysed against the thematic approach, produced four main themes which stipulate that student-centred learning, despite its challenges which the participants experience in their classes, namely the lack of willingness of the students to collaborate with their peers, the presence of social regression after the pandemic, and the local exam-oriented mindset, is very much an important, prevalent and ever-growing approach to teaching English at secondary school level. The participants further outline various means and activities they carry out in order to achieve the learning goals and foster a sense of student empowerment and motivation. Technology is also a powerful tool which the participants utilise for lessons and assessment, however, they divulged that technology is not entirely part and parcel with student-centred learning, since a few students exhibited a disinterest of using technology for the sake of learning. Thus, the implications are that teachers of English in the secondary schools of Gozo make the necessary adaptations and use various technological tools in order to facilitate and implement a student-centred learning environment, which as a result, foster a sense of inclusion and engagement with learning.