Thesis

Liza Hassan Al-Shurmani

2024

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The advantages of a Learner-Centered Approach in
Teaching English

Supervisor: János Ujlaki Written by: Liza Hassan Al-Shurmani

University of Pannonia
Faculty of Humanities
English and American Studies Institute

2024

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Declaration

I Liza Hassan Al-Shurmani (signed below) hereby declare that the

dissertation entitled The advantages of a Learner-Centered
Approach in Teaching English is the result of my own individual
work for which I did not receive another degree certificate. All
printed, electronic, or oral sources cited are indicated according to
the rules of research methodology.

Liza Hassan Al-Shurmani

20.04.2024

Supervisor’s Declaration

I János Ujlaki (signed below) hereby declare that the dissertation

entitled The advantages of a Learner-Centered Approach in
Teaching English is in accordance with the requirements set
forth towards a master’s degree at the University of Pannonia and
is admissible for defense at the final examination.

János Ujlaki
20.04.2024

Table of Contents

Abstract.................................................................................................................................................................... 5
Chapter 1 The advantages of a Learner-Centered Approach in Teaching English..........................................................6
1.1 Teaching Transitions: From Traditional Models to Learner-Centered Approaches..............................................6
1.2 Introduction........................................................................................................................................................7

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 1.3 The approaches..................................................................................................................................................9
1.3.1 “Learner-Centered Teaching”......................................................................................................................9
1.3.2 “Autonomous Learning”............................................................................................................................11
1.3.3 Student-teacher engagement....................................................................................................................14
1.3.4 “Active Learning” method.........................................................................................................................16
1.3.5 Collaborative learning................................................................................................................................19
1.3.6 Inductive Teaching and Learning Approaches............................................................................................21
1.4 Summary.......................................................................................................................................................... 22
Chapter 2 Course Design - Learn English for travel......................................................................................................24
2.1 Data analysis.....................................................................................................................................................24
2.2 Needs Analysis Summary - Enhancing Language Learning for Travel................................................................30
Chapter 3 Course Design.............................................................................................................................................32
3.1 Lesson scoop.....................................................................................................................................................32
3.2 Course aims-objectives and outcomes.............................................................................................................34
3.2.1 Global Aims of the Course.........................................................................................................................34
3.2.2 Main Objectives By the end of the course, students will be able to:.........................................................34
3.2.3 Learning Outcomes Upon completing "The Traveler" course, students will:.............................................35
3.3 Course Design – Rationale................................................................................................................................36
3.3.1 What is The Traveler ( TT ).........................................................................................................................36
3.3.2 Key Elements of The Traveler instructional design.....................................................................................37
Confirmation of progress....................................................................................................................................37
Real language.....................................................................................................................................................37
Practical content................................................................................................................................................ 37
Learner supportive grammar..............................................................................................................................37
3.3.3 Lessons Objectives and Educational Values...............................................................................................38
3.4 Lesson plan.......................................................................................................................................................41
Conclusion.................................................................................................................................................................. 47
References.................................................................................................................................................................. 48
Appendix.....................................................................................................................................................................51
The questionnaire:..................................................................................................................................................51
The lesson in details...............................................................................................................................................54

Abstract

The shift from traditional to learner-centered approaches in language education is the cornerstone
of this thesis, which scrutinizes the pedagogical transformation through a detailed exploration of

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learner-centered methodologies in teaching English. Grounded in personal experiences as both a
learner and an educator, the thesis narrates a transition from conventional, teacher-dominated
classrooms to environments where student engagement and autonomy are prioritized,
highlighting the direct implications and benefits in language acquisition, particularly in the
context of learning English for travel.

Delving into various learner-centered strategies such as active learning, collaborative

learning, and autonomous learning, the study presents an empirical analysis based on survey
responses, demonstrating a significant preference among learners for interactive, practical
exercises closely related to real-life travel scenarios. This preference underscores the importance
of designing courses that cater to learners' natural motivations and interests, ensuring an
immersive and enjoyable learning experience.

The thesis further illustrates the course design for an English language program named
"The Traveler," specifically aimed at adult learners. This program emphasizes practical language
application, cultural awareness, and the development of communicative competence in travel-
related contexts. By integrating theory with hands-on educational practices, "The Traveler"
showcases a progressive, learner-centered curriculum that equips students with the necessary
skills to navigate global travel confidently.

This research contributes to the existing body of knowledge by providing actionable

insights into the advantages of a learner-centered approach in language education. It offers a
nuanced understanding of the pedagogical shift necessary to engage contemporary learners,
particularly by leveraging their intrinsic interests in travel to facilitate more effective language
learning outcomes. Through this lens, the study advocates for adaptable and personalized
education programs that resonate with students' aspirations, ultimately enhancing the quality of
English language instruction.

Chapter 1
The advantages of a Learner-Centered Approach in Teaching English

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1.1 Teaching Transitions: From Traditional Models to Learner-Centered Approaches

I completed my education in Yemen, where the system follows a highly traditional model.
Schools and universities adopted a teacher-centered approach, where instructors played a central
role in delivering information to students. The learning environment was structured around
lectures, with students expected to listen attentively and take notes. While there were occasional
assessments, the overall learning experience was often dull and lacked enjoyment.

After graduating from university, I took a significant step to enhance my English

proficiency by enrolling in an American institute called Amideast. This marked a drastic shift in
my learning experience. The institute emphasized active student participation, involving us in
various communicative tasks and role plays. I found the learning process enjoyable because the
instructions were not only interesting but also engaging. The supportive and helpful teachers
played a crucial role in creating a positive classroom atmosphere.

Following my time as a student at Amideast, I had the opportunity to teach there. I

underwent a year of training to familiarize myself with the school's teaching methods. During this
period, I learned the importance of engaging students actively, tailoring instructions to individual
needs, and recognizing the unique skills and abilities each of them possess. However, the training
did not delve into the theoretical aspects of teaching methods, leaving me with practical
knowledge but lacking a deeper understanding.

Subsequently, I relocated from Yemen to Hungary, and decided to pursue a master's

degree at Pannon University. This decision turned out to be another positive learning experience.
The instructors at Pannon University structured lessons in a way that actively engaged us, and I
was introduced to various teaching methods. It was during this time that my curiosity about
teaching methodologies grew, particularly focusing on a learner-centered approach.

While not entirely groundbreaking, the learner-centered approach encompasses a variety

of methods that allow instructors to be creative and adopt fresh teaching styles for each session.
Intrigued by its potential, I sought to delve deeper into the advantages and disadvantages of this
approach. My interest extended to understanding how to implement it effectively in the
classroom and how to overcome any associated challenges.

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1.2 Introduction

Learner-Centered Teaching (LCT) is an educational approach focusing on individual student

needs and goals. It shifts the educational focus towards students taking the lead and boosting their
creativity and innovation during their learning process. This research explores into the numerous
advantages and effectiveness of this method, especially in English language teaching,
emphasizing the critical role of students' active involvement in their learning. It also examines
how giving students more autonomy helps them develop a greater sense of responsibility, leading
to better engagement and, as a result, a richer learning experience. Moreover, the study looks into
the impact of providing feedback to students and how this can enhance their learning journey.

As both a teaching method and a philosophy, LCT involves rethinking the traditional role
of teachers. Teachers transition from being the primary information source – the focal point of the
classroom – to acting as supporters and guides, which is a significant shift. This change motivates
students to depend more on their own skills throughout their learning, thereby cultivating strong
self-directed learning abilities. However, this approach is not without its challenges. It demands a
high level of creativity and commitment from teachers, particularly those who might not find it
easy to step back from a central role. Adequate preparation and innovation in lesson planning are
essential, making it a demanding approach for educators who may lack the necessary creativity or
are unable to dedicate sufficient time for lesson preparation. Furthermore, some aspects of this
approach require additional clarification. The importance of student motivation and engagement
is particularly vital and must be consistently maintained for successful outcomes. It's important to
recognize that this method might not suit everyone, especially those who prefer a more passive
role in a traditional teacher-student classroom setting.

To grasp the full spectrum of the LCT, it is important to clarify the underlying concepts
and provide a comprehensive description of the tools and methods associated with it. This not
only contributes to establishing a shared theoretical framework but also understand its advantages
and disadvantages and get some ideas on how to teach some English language elements. By
clearing a common understanding, educators can engage in collaborative knowledge-sharing,

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standing on a solid foundation that promotes a more inclusive and effective implementation of
learner-centered principles in diverse educational settings.

This thesis focuses on discussing the most important advantages of implementing a

Learner-Centered Approach in the context of teaching English, while giving place for the
possible challenges and disadvantages as well. This pedagogical approach encompasses various
theoretical concepts that play pivotal roles in shaping the English language learning environment.
First and foremost, the core principle of "Learner-Centered Teaching" underscores the importance
of tailoring educational experiences to the individual needs and preferences of students. This
approach aligns with the concept of "Autonomous Learning," empowering students to take
control of their educational journey. The dynamic interaction between students and teacher
known as student-teacher engagement, forms a crucial aspect of this learner-centric paradigm,
enhancing the overall learning experience.

Moreover, the integration of the "Active Learning" method introduces an interactive and
participatory aspect to the learning process. This approach encourages students to actively engage
with the study material, promoting critical thinking and problem-solving skills. Complementing
this, the concept of collaborative learning emphasizes the significance of students working
together, nurturing a cooperative and interactive learning environment. Lastly, the integration of
inductive teaching and learning methods contributes to a more discovery-oriented educational
experience, encouraging students to derive conclusions and principles from specific activities.

By delving into these theoretical concepts, the thesis aims to unravel the multifaceted
advantages associated with a Learner-Centered Approach, to shed light on its potential to enhance
the quality and effectiveness of English language instruction. Additionally, the thesis seeks to
integrate this newfound knowledge to craft lessons for an English course book. These lessons are
designed with the practical aim of cultivating active student participation, enabling educators to
derive satisfaction from orchestrating lessons where students contribute to over 70% of the
engagement, while the teacher's role diminishes to less than 30%.

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1.3 The approaches

1.3.1 “Learner-Centered Teaching”

A learner-centered pedagogy is increasingly popular in the educational landscape, focusing on a

variety of teaching methods and transforming the teacher's role from simply delivering
information to being a facilitator. This shift is particularly evident in Indonesia, where the 2013
curriculum emphasizes learner-centered instruction. It aims to reinforce character education and
promote creative thinking among students. This educational approach, which evolved from
reforms initiated in the 1970s and 1980s, places students at the heart of their learning journey,
enabling them to steer their own educational paths.

In this framework, teachers take on a role of facilitators rather than traditional lecturers,
which encourages active participation from students. Educators are tasked with designing course
structures that cultivate an ideal learning atmosphere. This involves promoting collaborative
learning among peers and offering consistent, constructive feedback. By integrating various
instructional strategies, such as engaging students in small group discussions, actively responding
to their queries, and periodically revisiting and reinforcing the course material, teachers address
different learning preferences. This not only ensures a comprehensive grasp of the topics but also
provides enriching and meaningful educational experiences for all students. The versatility of this
approach allows for adaptability in teaching methods, catering to the unique needs of each
student, and ultimately encouraging a more inclusive and effective learning environment.

“The learner-centered teaching includes: 1) techniques that focus on or account for

learners’ needs, styles, and goals; 2) techniques that give some control to the students; 3)
curricula that include the consultation and input of students and that do not presuppose objectives
in advance; 4) techniques that allow for students creativity and innovation, and 5) techniques that
enhance a student’s sense of competence and self-worth” (Endang Darsih, 2018, p. 34)
The transformation of the teacher's role in learner-centered classrooms has been a subject
of interest in various studies. Thanh has made significant contributions to this topic. He, sheds

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light on the challenges that educators face when shifting from traditional to student-centered
learning methodologies. Thanh (2010, p. 23)

According to Anna W.E. Fahraeus, Weimar outlined seven principles for learner-centered
teaching, emphasizing active student participation and reduced direct instruction. She advocates
for engaging students in learning tasks, improving inquiry through questioning, meticulously
designing instructional activities, and modeling expert learning processes. Furthermore, she
stresses the importance of collaborative learning, promoting a conductive learning environment,
and using evaluation as a tool for enhancing learning through peer feedback and discussions.
(Anna, 2013 p.127)

The transition to this teaching strategy comes with its own set of challenges, however.
Educational institutions often encounter obstacles in the effective implementation of learner-
centered principles. One major issue is the lack of training for teachers, which can hinder their
understanding and application of this approach. As a result, they may find it challenging to strike
a balance between guiding students and allowing them autonomy. Additionally, keeping students
engaged is a vital component for the success of Learner-Centered Teaching (LCT). Students who
lack motivation, introverted or hindered in various other ways can find it difficult to participate
actively and constructively in a classroom environment. Therefore, addressing these challenges is
essential for the effective execution and success of learner-centered education. Teachers need to
develop strategies to overcome these barriers to ensure that the shift to a more student-focused
approach yields the desired outcomes.

1.3.2 “Autonomous Learning”

In the realm of English language education, the integration of learner autonomy and a learner-
centered approach gained traction following educational reforms, reflecting a global shift towards
individualized learning strategies. This shift is notably exemplified in the incorporation of
communicative teaching methods, echoing a broader trend in education.

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 The concept of “Autonomous Learning” was defined by French researcher Henri Holec as
the ability to control one’s learning, emphasizing the responsibility for decisions in all aspects of
learning. It can be acquired either by natural means or by formal learning. (Holec H.: Autonomy
and foreign language learning 1981)

According to Kriengkrai autonomy is defined as learners gaining more control over their
lives, both personally and as a group. In education, it signifies learners taking charge of their
studies inside and outside the classroom, highlighting a shift in learning attitude and self-
responsibility. This approach leads to learners actively deciding on their educational goals, the
methods to achieve them, and selecting appropriate materials and classroom activities.
(Kriengkrai Sakulprasertsri 2017 p.30)

During the development of autonomous learning theories, various concepts from different
disciplines, including behaviorism, humanism, constructivism, and notably cognitive psychology,
sociocultural theory, and social learning theory, played influential roles. The establishment of
metacognition and self-regulation concepts in the 1970s significantly contributed to the
foundation of autonomous learning theory, which was proposed in the 1980s. These diverse
theoretical influences provided a multidisciplinary perspective, shaping the understanding and
application of autonomous learning.

“In the 1990s, the concept of autonomous learning was further clarified. Little believed
that autonomous learning ability means that learners should have the ability to make independent
decisions and learn independently [8]. Nunan claimed that autonomous learners should be able to
set clear learning goals that guide their own learning process. Littlewood emphasized that
autonomous learning learners should have clear learning goals, make good use of learning
strategies, and be able to effectively assess learning outcomes” (Jinhan Dong1, Shan Liu, 2024
p.2)

Since 1979 learner autonomy has been the central tenet of the Council of Europe’s
language education perspective, in an attempt to enhance individuals’ freedom and to contribute

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towards the cultivation of societal responsibility. Recognizing the importance of personalized
learning, various educational institutions have established self-access learning centers as pivotal
spaces for learners to develop autonomy and employ effective learning strategies. Building on the
insights of contemporary research, scholars claim these centers play a crucial role in supporting
students in their language learning journey. Consequently, learners not only acquire language
skills but also concurrently enhance their proficiency in utilizing learning strategies and
cultivating learner autonomy (Kriengkrai Sakulprasertsri 2017 p.29)

It is suggested that autonomous learners actively engage in their educational journey by

taking responsibility, initiating actions, tracking their progress, and assessing their achievements.
Promoting learner autonomy within formal educational environments boosts reflexivity and self-
awareness. Such autonomy, fueled by inherent motivation, paves the way for continuous learning
throughout life. Furthermore, the success of learners is associated with various elements,
including their confidence in academic settings, and the strategies they employ for learning
(Kriengkrai Sakulprasertsri 2017 p.29)

Autonomy in this context refers to learners’ control over the purposes and processes of
their learning journey. It is important to emphasize that although related terms such as „self-
instruction” and „distance learning” overlap with autonomy, they are not synonymous concepts.
Autonomous learners may or may not learn independently, but autonomy is fundamental about
the capacity to learn independently.

The importance of autonomy learning with in the digital world (online / distance learning)
Empowering Learners in a Digital World: The Critical Role of Autonomy in Online and
Distance Education

Online and distance learning have become prominent features in today's educational landscape,
shaped by the profound impact of technological advancements. The integration of technology
goes beyond merely transforming traditional learning methods; it assumes a crucial function in
nurturing learner autonomy within the digital realm. As education embraces digital platforms,
students are empowered to customize their educational experiences, tailoring their learning

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journey to meet individual needs. This shift reflects a dynamic interaction between education and
technology, marking a significant evolution in the way learners engage with and take control of
their educational pursuits.

Digital technology is a viable alternative for many people around the globe seeking access
to the body of human knowledge nowadays, enabling them to learn, teach, interact and share
information easily and effortlessly. It is essential in certain areas, especially where teachers and
students cannot meet face-to-face to manage their teaching and learning exercises. (Darwin,
Burhan, 2021, p. 319)
This approach has evolved and solidified in parallel with rapid technological developments,
highlighting the symbiotic relationship between educational innovation and technological
progress.

Mutlu and Eroz-Tuga (2013) argued that computer and internet technologies promote
learner autonomy by offering flexibility in the timing, location, and conditions of learning. These
technologies also enhance motivation in language learning by presenting interesting topics and
diverse study methods both inside and outside the classroom. Furthermore, the internet aids in
developing language learning strategies by immersing learners in a digital social environment
filled with native speakers, expanding their access beyond their immediate community (Darwin,
Burhan 2021, p. 320).

It has been suggested that the use of smartphones can potentially enhance critical and
creative thinking, along with communication and collaboration skills among learners. This
advancement encourages a shift towards more independent learning strategies. However, there
still remains a dependency on teachers for learners to fully realize their educational objectives.
(Darwin, Burhan,2021, p. 320).

It is claimed that technological advancements significantly improve various aspects of

education, including teaching, learning, and research. (Darwin, Burhan, 2021, p. 320).
Technology offers a range of tools that enable both teachers and students to learn independently.
Mastering technology for educational purposes also allows students to discover various subjects

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beyond classroom walls. They can then share their findings during learning activities with
teachers or peers. Using devices like laptops, smartphones, or tablets to access educational apps
represents an effective way to utilize technology for learning.

1.3.3 Student-teacher engagement

Active student-teacher engagement is essential for maximizing the benefits of the learning
experience for both students and teachers. When students are actively immersing with each other,
they are more likely to be attentive, on-task, and interested in the material. This leads to better
learning outcomes and stronger relationships between students themselves and with the teachers.

There are many ways to increase student engagement in the classroom, including but not
limited to:
1. Students should be provided with frequent opportunities to respond. This can be done
through questioning, discussion, or hands-on activities. When students are actively
involved in the learning process, they are more likely to retain the information they are
learning.
2. Students must be given clear and specific instructions. They need to know what is
expected from them in order to be successful. When students are clear about what they are
supposed to do, they are more likely to stay on-task and engaged. To achieve this here are
some tips
(Nancy Barile, 2020).
 Use Clear and Precise Language
 Repeat the Directions
 Explain the Purpose of the Task
 Make Sure the Students Understand
 Use an Appropriate Tone
 Describe the Specifics (if there will be any materials or a particular format)
 Provide Examples and Break Tasks into Manageable Chunks

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 3. Use of technology. This can help teachers engage students. Gamification and online
resources make learning more interactive and dynamic. Educational games, apps, videos,
and websites help students explore topics in new ways. (Harry Wahl, 2023)
4. A learning contract can be with them: It details what students are responsible for at the
beginning of a project or course. It includes behavior expectations, learning objectives,
and reflections. The contract helps students take ownership of their learning and be more
engaged. This strategy combines the student teacher engagement method with learning
autonomy. (Harry Wahl, 2023)
5. Students can be allowed to choose their activities to enhance engagement and personal
interest. Choice boards offer varied options, aligning with educational goals. Using a
feedback technique can support this strategy. (Harry Wahl, 2023)
6. Personalized learning is advised to be implemented via adaptable resources tailored to
each student's needs, including advanced materials for those seeking challenges and
supportive content for those needing extra help. (Harry Wahl, 2023)
7. It is important to create a positive and supportive learning environment in the classroom
where students can be themselves and share their ideas without judgment, they feel
appreciated and recognized for who they are, without consideration for their abilities,
gender, sexual orientation, race, background, or religious beliefs. Every student is
encouraged to meet high standards, and each one gets the necessary support to achieve
these goals. (Sarah Benes & Holly Alperin, 2021)

In addition to the above strategies in enhancing student-teacher engagement in English

language teaching, non-verbal and verbal response methods play a crucial role as well. Non-
verbal responses include tangibles like response cards, student response systems, and guided
notes. Examples of non-verbal responses involve polls, clickers, and gestures, while verbal
responses can be elicited from individuals, small groups, or the whole class through techniques
such as choral response or mixed responding.

Regardless of the chosen instructional strategy, it is imperative that students are actively
engaged through frequent opportunities to respond. Ultimately, the effectiveness of English

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language instruction hinges on ensuring student participation through diverse response strategies,
supported by a consistent, school-wide commitment to engaging teaching practices.

While student-teacher engagement is widely recognized for its effectiveness, challenges

persist for some learners in adapting to this model. First, find out why some students aren't
interested in their lessons. And then try to replan upcoming lessons accordingly. Challenges are
not only for students, however. Executing this strategy can be particularly demanding for teachers
who prefer to adhere to a specific lesson plan or routine, as they may find it difficult constantly
adapting to the changing needs of their students.

Knowledge creation is described as a collaborative effort where students and teachers

come together for mutual learning, teaching, and exploration. This collaboration features a
dynamic balance of power; at times, the teacher might possess more knowledge, while at other
instances, the student could be more informed. (Logic Magwa & Kamleshie Mohangi, 2022, p.3)

1.3.4 “Active Learning” method

Active Learning is a dynamic process where students engage in activities that promote analysis,
synthesis, and evaluation. It's characterized by student participation in meaningful learning
activities, encouraging critical thinking and problem-solving. This method places students at the
center of the learning process, allowing them to learn through doing and interacting, rather than
passive listening. Students are also involved in activities that promote thinking about concepts
and applying ideas. Active Learning involves various strategies like discussions, group work, and
hands-on projects, aimed at enhancing understanding and retention.

It is designed to provide meaningful learning activities that trigger students to reflect on

their actions, engaging them in problem-solving and critical thinking. This approach not only
increases student engagement and learning outcomes but also encourages long-term retention of
material by involving students in an interactive and participatory learning environment.

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“Active learning puts the student at the forefront of the learning process. The teacher offers
opportunities for students to learn independently and trains students in the skills they need to
successfully do so. In short, active learning is designed to provide students meaningful learning
activities and triggers the students to think about the action that they do.” (Amira Deani &
Pratomo Widodo, 2020, p.1)

Although Active Learning is full of benefits, just like every other method it also comes
with certain challenges that educators and students must deal with. One of them is the need for
disciplined time management, as the method requires careful planning to make sure learning
goals are met within the limited class time, as the active learning tasks required time to be
executed during the lesson. Teachers face the tough task of carefully preparing teaching aids and
lesson plans, a process that can be both time-consuming and exhausting. Additionally, using
Active Learning in large classes introduces more complexity, as managing a lot of students and
effectively using time becomes harder. This can sometimes lead to a chaotic learning
environment, highlighting the importance of strategic planning and adaptability in the successful
use of Active Learning strategies.

What is advised to consider as teachers in active learning

 Designing Effective Activities: When planning activities, ensure they align with your
learning outcomes. Focus particularly on areas students find challenging to enhance their
understanding.
 Linking Activities to Learning Outcomes: It's crucial to explicitly connect the activities to
the learning outcomes. Students might not always see this link, so clarifying it helps them
understand the purpose of each activity.
 Balancing Lessons and Activity Time: To incorporate active learning, you may need to
reduce lesson content.
 Implementing Active Learning Breaks: Introduce short breaks for activities during your
lesson. Simple discussions or peer interactions can greatly enhance engagement and
understanding.
 Consistency in Active Learning: Regular use of active learning techniques helps students
understand class expectations and prepares them for active participation.

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  Encouraging Accountability: Include systems that value individual and group
contributions, like participation points. This could involve responding to polls, submitting
worksheets, or writing short responses, which help students stay engaged and responsible
for their learning.
 Interactive Classroom Environment: While students are engaged in activities, it's
beneficial for you and your Teaching Assistants to interact with them, answering
questions and understanding their thought processes. This interaction can guide your post-
activity follow-up and discussions.
 Providing Timely Feedback: After an activity, offer immediate feedback, explaining
correct and incorrect answers. This is especially important in large classes to address
varied student responses.
 Utilizing Peer Feedback: Incorporate peer feedback methods like think-pair-share
discussions. This encourages collaborative learning and allows students to learn from
each other.

Benefits of Active Learning

 “Opportunities to process course material through thinking, writing, talking, and problem-
solving give students multiple avenues for learning.
 Applying new knowledge helps students encode information, concepts, and skills in their
memories by connecting it with prior information, organizing knowledge, and
strengthening neural pathways.
 Receiving frequent and immediate feedback helps students correct misconceptions and
develop a deeper understanding of course material.
 Working on activities helps create personal connections with the material, which increases
students’ motivation to learn.
 Regular interaction with the instructor and peers around shared activities and goals helps
create a sense of community in the classroom.
 Instructors may gain more insight into student thinking by observing and talking with
students as they work.
 Knowing how students understand the material helps instructors target their teaching in
future lessons”

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(Active Learning, Website article, 2022)

Active Learning is a student-centered teaching approach that emphasizes active engagement with
the material. This approach promotes critical thinking, problem-solving, and collaboration skills,
which are essential for success in the 21st century. However, Active Learning also has some
challenges for teachers and students alike, such as requiring careful planning and preparation
from teachers and being difficult to implement in large classes or with students who have
different learning styles and abilities. Nevertheless, many educators believe that the benefits of
Active Learning outweigh the disadvantages and that it is a valuable teaching approach for
promoting student engagement and learning. Overall, Active Learning has the potential to
improve students' learning outcomes and prepare them for success in the future.

1.3.5 Collaborative learning

Collaborative learning is a teaching method that emphasizes active student engagement and
shared responsibility. In this approach, students work together to explore topics and construct
meaning. This type of learning can be beneficial for students of all ages and abilities, as it
encourages them to think critically and solve problems collaboratively.

In the English language teaching context, collaborative learning can be particularly

effective. When students work together to learn a new language, they can benefit from each
other's strengths and perspectives. They can also provide each other with valuable feedback,
which can help them to improve their language skills.

There are many advantages to collaborative learning. For example, this type of learning
can:
 Increased exposure to varied language input. When students work together, they are
exposed to a wider range of language than they would be if they were learning

19
 independently. This can help them to develop a more comprehensive understanding of the
language.
 Promote language comprehension. When students work together to solve problems or
complete tasks, they must actively engage with the language in order to communicate
effectively. This can help them to develop a deeper understanding of the language.
 Encourage development through peer feedback. When students provide each other with
feedback, they can learn from each other's mistakes and successes. This can help them to
identify areas where they need to improve and develop strategies for improvement.

In addition to these academic benefits, collaborative learning can also help students to
develop important interpersonal skills. For example, collaborative learning can:
 Teach students how to work effectively in teams. When students work together, they learn
how to coordinate their efforts, resolve conflicts, and support each other. This can help
them to develop valuable teamwork skills that will be useful in their future careers.
 Encourage students to communicate effectively. When students engaged, they learn how
to communicate their ideas clearly and concisely. This can help them to develop strong
communication skills that will be useful in all aspects of their lives.
 Help students to develop a sense of community. As students collaborate, they develop a
sense of shared purpose and belonging. This can help them to feel more connected to their
classmates and to the learning community as a whole. (Collaborative learning approaches,
2021)

“When students of different performance levels co-operate with each other in working
towards achieving a desired goal, the students are not merely accountable for their own learning
process but are also responsible for their peers learning process as well. In other words, success
will breed more success” (Ibrahim et al, 2015, p.351)

The teacher’s role is paramount and requires heightened levels of awareness. When
forming groups, students’ unique qualities must be considered so that they can be paired
strategically to harness strengths and address areas for improvement. It is also important to ensure
equitable participation by assigning roles in a way that encourages all students to contribute.

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 One classic strategy is Think/Write-Pair-Share, where students first reflect individually on
a topic, then share their thoughts with a peer, and finally report their insights to the whole group.
This strategy promotes comfort in exchanging ideas and helps students to develop their
communication skills.

Incorporating collaborative learning strategies into lessons not only enhances language
acquisition but also equips students with essential life skills, such as teamwork, communication,
and critical thinking. These are essential for success beyond the classroom, and they can be
developed through collaborative learning activities that are designed to engage and challenge
students.

1.3.6 Inductive Teaching and Learning Approaches

Inductive learning is an instructional method that involves presenting learners with examples of
language use, allowing them to derive conclusions and unveil the underlying rules and patterns of
the language. In this method, learners are urged to actively engage in the learning process by
scrutinizing and interpreting the examples provided, rather than simply being informed of the
language rules and patterns.

Inductive learning is commonly applied in teaching English grammar, recognized for its
perceived effectiveness in supporting a more profound comprehension of the language. Under the
umbrella term of inductive teaching and learning, various instructional methods are encompassed,
such as inquiry learning, problem-based learning, project-based learning, case-based teaching,
discovery learning, and just-in-time teaching. These methods share commonalities, notably their
inductive nature. They all prioritize learner-centeredness, assigning greater responsibility to
students for their learning, a departure from the conventional lecture-based deductive approach.

Empirical evidence supports these methods, emphasizing that students best acquire
knowledge when integrating new information into their existing cognitive structures. These

21
methodologies align with constructivist principles, acknowledging that students actively
construct their interpretations of reality rather than passively absorbing information from
teachers. A consistent element across these approaches is active learning, involving class
discussions and problem-solving, often implemented through collaborative or cooperative group
work, both in and out of the classroom.

In practice, neither teaching nor learning is purely an inductive or deductive process,

however. Learning involves movement in both directions, with students using new observations
to infer rules and theories (induction) and testing these theories by deducing consequences and
applications that can be experimentally verified (deduction). Effective teaching guides students in
mastering both approaches. When referring to the inductive methods, teachers should not
advocate for the total avoidance of lecturing and complete reliance on self-discovery. The
emphasis should be on a teaching approach in which induction precedes deduction. In most cases,
the instructor plays essential roles in facilitating learning, offering guidance, encouragement,
clarification, mediation, and at times, lecturing.
1.4 Summary
Our research, based on classroom observations and interviews at "Don't Panic Language School"
and "Hatos Language School," underscores the impactful nature of a student-centered approach,
particularly in the advancement of speaking skills among intermediate-level students. Rooted in
learner-centered teaching, autonomous learning, student-teacher engagement, and active learning
strategies, this approach contributes to a dynamic and interactive learning environment.

The benefits of learner-centered teaching, including catering to diverse learning styles,

promoting creativity, and providing continuous feedback, are significant. Autonomy in learning,
as emphasized in the autonomous learning approach, empowers students to take control of their
learning journey, fostering lifelong learning skills. Additionally, active and collaborative learning
strategies further enhance language comprehension and interpersonal skills.

While challenges certainly exist, such as the need for effective implementation and
teacher training, the learner-centered approach in teaching English showcases significant
advantages for language acquisition and overall student engagement, underscoring its value in

22
preparing students for success in the 21st century. Recognizing the diverse needs of students and
maintaining a balance in teaching methodologies, particularly through the incorporation of
inductive teaching and learning approaches, reinforces the importance of adaptable and
personalized language education programs. In essence, the learner-centered approach proves
instrumental in creating engaging, interactive, and effective English language learning
environments.

23
 Chapter 2
Course Design - Learn English for travel

2.1 Data analysis

Figure 1- Age of the participants

Among the 18 respondents who completed the survey, it is discerned that 55% fall within the age
range of 20-40, while 45% belong to the age group of 41-60. Consequently, it becomes evident
that the instructional material should be tailored for adults aged 20-60. This observation aligns
with the rational assumption that travel-related educational content is more pertinent to adults
than to children, with a potentially reduced relevance to teenagers.

Figure 2 - Gender of the participants

24
The responses encompassed a diverse demographic, including participants of both genders,
thereby ensuring a comprehensive consideration of the needs and preferences of individuals
across the gender spectrum.

Figure 3 - Travel Motivation in Language Learning

The clear excitement shown by most participants about traveling is a big motivation for learning
the language. Their interest and joy in travel not only provide inspiration but also show that they
will likely be very involved in the course. Using this natural motivation can make the learning
experience better, creating a friendly and active environment as everyone starts learning the
language in the context of travel.

Figure 4 - Language Proficiency Levels

A significant majority, constituting 78% of the respondents, indicated proficiency levels within
the B1-B2 range. Consequently, it is discerned that the course should be structured to align with
the language comprehension and communication skills typically associated with individuals at
this intermediate proficiency level.

25
 Figure 5 - Travel Purposes of Language Learners

Originally, the intention was to structure lessons into A for general language and B for business
language. However, considering the predominant preference for leisure travel, the revised
approach prioritizes lessons aligned with this trend. This adjustment ensures that language
learning content is tailored to the majority's interests, focusing on scenarios relevant to leisure
travel experiences.

Figure 6 - Preferred Modes of Transportation Among Language Learners

With a significant preference for planes and personal cars, the course prioritizes a lesson focused
on airport situations and understanding directions, especially for those who enjoy driving. This
targeted approach ensures a tailored and effective language learning experience, addressing
specific skills required during air travel and accommodating diverse travel preferences.

26
 Figure 7 - Transportation Choices in a Foreign Country

The data gleaned from the survey indicates a diverse utilization of various modes of
transportation, suggesting a comprehensive range of preferences among participants.
Consequently, the incorporation of conversational scenarios within major traffic hubs, including
ticket purchasing dialogues, emerges as a pertinent and beneficial focus. Additionally, addressing
inquiries related to seeking directions, particularly relevant for individuals inclined towards
walking, is identified as a supportive element for the language course. This strategic approach
ensures the inclusivity of language learning content by accommodating the varied transportation
choices expressed by participants in the survey.

Figure 8 - Accommodation Booking Preferences

It would be advantageous to deviate from traditional lesson models, specifically those centered
on reserving trips or accommodations through travel agencies. Instead, a more pragmatic
approach involves integrating essential website-related terminology to facilitate students'
seamless online booking experiences. This adjustment aligns with the preferences of 89% of
participants who favor online methods for booking accommodations. The emphasis on digital
platforms enhances practical language acquisition relevant to contemporary travel practices.

27
 Figure 9 - Accommodation Type Preferences

Given that 60% of respondents opt for flats/Airbnb and almost/a little less than 50% for hotels, it
is advisable to incorporate writing tasks in the curriculum. This targeted approach aims to equip
students with the skills needed to express themselves more confidently, particularly in scenarios
where they may need to compose letters for compliments or complaints related to their
accommodations. This practical emphasis on written communication aligns with the prevalent
choices in accommodation and enhances the students' ability to articulate their thoughts
effectively in various real-life situations.

Figure 10 - Language Improvement Areas for Travel

The diagram clearly shows that the students involved prioritize gaining confidence in spoken
English, by expressing a strong desire for effective communication. Therefore, the curriculum

28
should focus on targeted strategies to enhance spoken language skills for proficient
communication during travel.

Figure 11 - Preferences for Language Learning via Homework

There appears to be a balanced preference among learners, with some expressing a liking for
autonomous learning through homework while others do not. Therefore, it is imperative to design
the course in a manner that strikes a balance between facilitated instruction and self-directed
learning to accommodate varying preferences.

Figure 12 - Preferred Language Learning Materials

Textbooks remain relevant in today's educational landscape, but online activities and apps are
becoming increasingly popular. To ensure a comprehensive learning experience, textbooks should
be supplemented with additional online sources and activities.

29
 Figure 13 - Interest in Role-Play Exercises for Travel English

The figure clearly shows a strong preference for role-play exercises in travel English, with 16 out
of 18 learners showing interest. This suggests a demand for practical, engaging activities that
mirror real-life language use, pointing to the need for a dynamic and varied approach in language
teaching that aligns with learners' interests.

2.2 Needs Analysis Summary - Enhancing Language Learning for Travel

In analyzing the responses from 18 participants, it is evident that a diverse demographic,

spanning age groups of 20-40 and 41-60, engages in language learning for travel. This
underscores the necessity of tailoring instructional materials to the demographic of adults aged
20-60, aligning with the rational assumption that travel-related educational content is more
pertinent to adults. The inclusion of both genders in the survey ensures a comprehensive
consideration of participants' needs across the gender spectrum.

Notably, only one individual expressed disinterest in traveling, emphasizing the prevailing
inclination towards travel within the surveyed group. This underscores the potential efficacy and
necessity of the proposed language course book, with overwhelmingly positive responses
affirming its utility and relevance for a majority.

Proficiency levels within the B1-B2 range, indicated by 78% of respondents, advocate for
structuring the course to align with these intermediate language skills. Participants' clear
excitement about traveling serves as a significant motivation, highlighting the need to integrate
this natural incentive into the language learning experience.

30
The majority's inclination towards leisure travel over business dictates the design of lessons to
align with this trend. Prioritizing scenarios at airports, preferred by those choosing planes and
personal cars, ensures a tailored focus on specific language skills needed during air travel. Varied
transportation preferences suggest incorporating conversational scenarios that can arise using any
kind of transportation method and addressing inquiries for walking enthusiasts.

Deviating from traditional lesson models, the incorporation of website-related

terminology caters to the 89% favoring online methods for booking accommodations, enhancing
practical language acquisition. With a substantial preference for flats/Airbnb 60% and hotels
50%, integrating writing tasks in the curriculum aids effective expression, particularly in letters
for compliments or complaints about accommodations.

The prioritized enhancement of spoken English skills, as indicated by the diagram,

underscores the necessity of targeted strategies for proficient communication during travel.
However, grammar and vocabulary took a significant part as well. In addition, it was very
obvious that balancing facilitated instruction and self-directed learning is imperative, considering
varied preferences for autonomous learning through homework. Acknowledging the continued
relevance of textbooks, supplementing them with online resources and activities becomes crucial
for a comprehensive learning experience in today's increasingly digitalized educational
landscape.

31
 Chapter 3
Course Design

3.1 Lesson scoop

Lesson Vocabulary Conversation Grammar Speaking Pronunci Listening Reading Writing

Strategies ation

Lesson (1) Greetings: Introductions: To Be: Practicing Intonation Introduction Dialogues: Social Media Creating a Self-
Introduction Introductions: in Profiles: Introduction:
Common phrases How to introduce Affirmative, Questions: Listening to and Writing a brief
Hello! Meeting used to greet yourself and others negative, and Role-playing: comprehending Reading short paragraph
People someone and say in different question forms learners introduce
Understan greetings and introductions introducing
let’s get to know each goodbye. settings. verb Be. themselves and introductory from social
other. ding the oneself, including
Personal Expressing Interest: Possessive others. conversations. media to
rising key personal
Information: Words Using phrases like Adjectives: Using Asking and Identifying Key understand how
Basic greetings, intonation information.
related to names, "Really?" or "That's 'my', 'your', 'his', Answering Basic Information: Extracting people present
introducing yourself occupations, interesting!" to 'her' to talk about in yes/no themselves
Questions: specific details like Example:
and others, and basic nationalities, and show engagement each other. questions online.
Engaging students names, nationalities, Hello, my name is
conversational hobbies. in the conversation. Simple Present and the Dialogue
in simple Q&A to and jobs from Sarah. I'm
expressions to initiate Tense: Basic falling Examples:
exchange personal conversations. originally from
conversations with usage for intonation Reading
information. California, but I
locals and fellow describing in wh- dialogues that
travelers. questions. currently live in
routine, habits model effective
New York City. I'm
introductions
a…
and basic
Objective: 1.a
interactions.

Lesson (2) Discover words and Expressing Future tense: Role Play: Planning Your
Planning a Trip phrases related to Excitement Discussing future Discussing travel Dream Trip:
A Guide to Crafting Your destinations. Seeking Opinion travel plans using plans with others. Exploration and
Perfect Adventure ! Explore various Expressing presenting Seeking and giving planning a
locations, Appreciation continuous. recommendations journey. Learn
accommodations. Expressing Concern Affirmative, “choose the best to express
Explore destinations,
understand the or Understanding negative, and trip planned “ excitement
accommodations,
seasons for travel. question forms
seasons, and itinerary
creation to design your
dream journey.

32
Lesson (3) Vocabulary and Navigating Using practicing giving Students will
Getting Around phrases for Transportation: Prepositions: "at," direction by using read various
navigating Excuse me, where "in," "on," "near," city maps. train and bus
Transport Basics transportation is …. "next to," etc practicing buying tickets, learning
and Where am I? systems. Asking for Imperative bus or train tickets expressions like
Words and Directions: Can you Sentences for and asking details. single ride and
Explore vocabulary and expressions for tell me how … Giving Directions day passes,
phrases related to asking for directions understanding while extracting
transportation: asking and understanding directions given by important
for directions, buying locations. locals information
tickets, and Vocabulary related Practice such as prices
understanding travel to buying tickets and understanding and departure
schedules. understanding travel train/ bus ticket times.
schedules. prices, departure
times, and platform
information
Lesson (4) Airport Facilities and Boarding Modal Verbs for Role-Plays: differences Listening to a
At the Airport Areas. Announcement Permission and Check-in Process in Conversation between
Check-in Procedures Practice Obligation: can," Security Check pronunciati customs employee and
Check-in to related phrases. Problem-Solving "must," and conversation on a traveler department.
Boarding Security Checks Scenarios "should" between Filling up date from the
vocabulary. (can / conversation into a form
Focus on airport- Boarding and can’t) in the book.
related vocabulary, Departure.
check-in procedures,
security checks, and
common phrases for
navigating through
airports.
Lesson (5) Types of Reservation Role-Plays: online travel Write letter of
Accommodations. Process: agency pages to inquiry.
Booking Your Stay Students should
Reservation Process I'd like to book …. Making phone call reserve a hotel.
write a letter to ask
phrases. Do you have … for booking. Compare prices
for a service that is
My Room features and Can I …. and services. not included in the
accommodations Preferences. Solving a room ad.
Technology in Solving problem: problem. Write comments:
Learn how to book booking words and Excuse me, … Students will have
forms related. I am feeling quite Choosing the best the online
hotels, hostels, or
accommodation advertisement and
vacation rentals. uncomfortable …
with a friend or they should create
Discuss essential positive or negative
phrases for asking partner.
comments
about room availability according to their
and making experience in the
reservations. Using accommodation.

33
technology in this
matter.

34
3.2 Course aims-objectives and outcomes

Course name The Traveler ( TT )

Level: Pre-Intermediate to Intermediate

Age Group: Adults and Young Adults

Number of Students: Varied Classroom Sizes (6-18)

3.2.1 Global Aims of the Course

 To significantly improve learners' proficiency in English with a specific focus on travel-

related scenarios, including making introductions, discussing travel plans, navigating
transportation, and booking accommodations.
 To equip students with the linguistic tools necessary for engaging in and understanding
conversations about diverse cultural and geographical settings.
 To cultivate the development of strategic language use for planning, problem-solving, and
decision-making in travel contexts.
 To enhance learners' ability to comprehend and produce spoken and written English,
specifically in topics related to traveling, through a variety of interactive and practical
exercises.
 To stimulate interest in and appreciation for global cultures, enhancing learners' readiness
for international travel and communication.
 To promote learner autonomy by encouraging students to utilize technology and digital
resources in planning and documenting their travel experiences.
 To cultivate an understanding of grammar, vocabulary, and pronunciation in a travel
context, improving learners' overall language accuracy and fluency.

3.2.2 Main Objectives

By the end of the course, students will be able to:
 Communicate confidently in English about personal travel experiences, plans, and desires
using appropriate tenses and vocabulary.

35
  Engage in conversations with locals and fellow travelers, demonstrating cultural
sensitivity and an understanding of diverse travel practices.
 Navigate complex travel-related situations, such as airport check-ins and public
transportation, using specific language functions and strategies.
 Apply critical thinking and problem-solving skills in planning trips, resolving travel-
related challenges, and making well-informed decisions.
 Develop students' ability to navigate and utilize online resources.

3.2.3 Learning Outcomes

Upon completing "The Traveler" course, students will:
 Exhibit enhanced language skills tailored to travel, demonstrating improved speaking,
listening, reading, and writing abilities.
 Utilize a broad range of vocabulary and grammatical structures specific to travel contexts,
articulating thoughts and plans clearly and effectively.
 Interpret and respond to spoken and written English from various sources, including
travel guides, announcements, and digital content.
 Participate in cultural exchanges, sharing their own experiences while respecting and
learning from the perspectives of others.
 Successfully navigate the planning and execution of travel plans using English, including
booking accommodations and exploring destinations.
 Leverage technology to enhance their travel experiences and language learning,
employing digital tools for communication, information gathering, and content creation.
 Actively engage in self-assessment and goal-setting, recognizing their strengths and areas
for improvement in language use and cultural understanding.

These aims, objectives, and outcomes provide a robust framework for "The Traveler"
course, ensuring that learners are well-equipped to use English confidently in travel situations
while appreciating the richness of global cultures and the practicality of language skills in real-
world scenarios.

36
3.3 Course Design – Rationale

3.3.1 What is The Traveler ( TT )

The Traveler is a 2-level communicative English course designed for adults and young adults,
specifically tailored to meet the needs of students ranging from pre-intermediate to intermediate
levels. The course aims to equip students with the necessary language skills and confidence to
engage effectively in both casual and formal conversations with native and non-native speakers
of English.

The primary focus of The Traveler is to prepare students for real-life situations
encountered while traveling. By immersing learners in authentic travel-related scenarios, The
Traveler facilitates the development of communicative competence, ensuring that students feel
comfortable and confident navigating various linguistic challenges they may encounter on their
journeys.

Through engaging activities, interactive exercises, and practical language tasks, The
Traveler empowers students to communicate fluently and accurately in a wide range of travel
settings. Whether booking accommodations, asking for directions, ordering meals, or engaging in
cultural exchanges, The Traveler provides students with the linguistic tools and cultural insights
necessary to navigate the complexities of travel with ease.

By bridging the gap between pre-intermediate and intermediate levels, The Traveler offers
a seamless progression of language proficiency, enabling students to advance from basic
communication skills to more sophisticated language usage. With a strong emphasis on practical
application and real-world relevance, The Traveler ensures that students are well-prepared to
tackle the challenges and opportunities that arise during their travels.

In essence, The Traveler is more than just an English course—it is a comprehensive guide
that empowers students to become confident and competent travelers, equipped with the language
skills and cultural awareness required to navigate the world with ease.

37
3.3.2 Key Elements of The Traveler instructional design

Each lesson is designed for one class session of 90 minutes. Each lesson begins with a
communication goal and ends with controlled or free communication practice. A list of
vocabulary and conversation strategies are included in every lesson, alongside grammar,
pronunciation, listening, reading, and writing components, not all of them are covered in every
lesson however. Certain lessons emphasize specific aspects more than others, resulting in a varied
learning experience.

Confirmation of progress

Adult and young adult students benefit from observing and confirming their own progress. In The
Traveler, students wrap up each class session with controlled or free practice activities that
showcase their ability to apply new vocabulary, grammar, and conversation strategies. This
method keeps students engaged and excited about continuing their English studies, establishing a
sense of achievement and confidence in their ability to speak English correctly, confidently, and
naturally.

Real language
Thoroughly exposing students to genuine, natural English, both in comprehension and
production, is an essential aspect of developing their understanding and expression.

Practical content

Besides covering traditional vocabulary, grammar, and conversation topics, The Traveler also
includes structured exercises focusing on practical language skills, like introducing oneself,
planning a trip, and giving and receiving directions – the type of language that modern students
both desire and require.

Learner supportive grammar

Grammar is presented in a learner-friendly approach, prioritizing clear sentences, texts, or

conversations ranging from deductive to inductive teaching. This is supplemented by usage
charts, accompanied by straightforward usage notes adjusted to students' comprehension levels.

38
This clarity eliminates ambiguity, facilitating lesson planning for educators. Each grammar
presentation includes exercises for comprehensive practice. Additionally, grammar is primarily
introduced inductively in most lessons.

The Traveler incorporates a multitude of pair and group work activities, developing active
and collaborative learning experiences. By engaging students in interactive tasks role-plays, The
Traveler encourages peer interaction and facilitates the exchange of ideas and language practice
among learners.

Moreover, The Traveler includes tasks designed for students to complete outside of class,
promoting learner autonomy and independent learning. These "to do" tasks encourage students to
take ownership of their learning process and apply the language skills they have acquired in real-
life contexts.

Overall, by incorporating pair and group work, promoting active and collaborative
learning, and providing opportunities for autonomous learning, The Traveler adopts a learner-
centered approach that empowers students to take charge of their language learning journey and
achieve meaningful progress certain "pre tasks" for grammar points are meant to be taught
inductively.

3.3.3 Lessons Objectives and Educational Values

Lesson 1

Introduction - Hello! Meeting People

This lesson lays the foundation for basic social interactions, focusing on greetings, introductions,
and conversational expressions. It's designed to build learners' confidence in initiating and
sustaining simple conversations, critical for their journey in English language learning and travel.

Lesson 2

Planning a Trip

39
Aimed at developing learners' ability to articulate and plan travel adventures, this lesson
introduces vocabulary and phrases related to destinations, accommodations, and seasons. It
enhances strategic language use, allowing learners to express excitement, seek opinions, and
discuss future plans, thereby promoting a deeper engagement with the language in a travel
context.

Lesson 3

Getting Around - Transport Basics

Focusing on essential vocabulary and phrases for navigation and transportation, this lesson equips
learners with the skills to ask for directions, understand travel schedules, and purchase tickets. It's
crucial for autonomous navigation in travel settings and reinforces problem-solving in unfamiliar
environments.

Lesson 4

At the Airport - From Check-in to Boarding

This lesson demystifies the airport experience, covering vocabulary and processes from check-in
through security to boarding. It prepares learners for the practical aspects of air travel, reinforcing
language related to permission, obligation, and procedural tasks.

Lesson 5

Booking Your Stay - My Accommodations

Dedicated to the process of booking accommodations, this lesson discusses essential phrases and
strategies for inquiring about room availability, making reservations, and addressing potential
issues, emphasizing the use of technology in travel planning.

These lessons are not just about language acquisition; they are about empowering learners
to navigate travel-related situations confidently. By integrating practical language skills with
cultural insights and real-life scenarios, "The Traveler" ensures learners are not only proficient in
English but also ready to embark on their travels with confidence.

40
 Continuation and Progression: "The Traveler: Book 1" marks the beginning of a
comprehensive journey in mastering English for travel. As the first installment in a two-part
series, it establishes the foundational language skills and cultural understanding necessary for
engaging effectively in travel-related scenarios. The sequel, "The Traveler: Book 2," aims to
complete this educational journey, enhancing students' knowledge and confidence to use English
proficiently in a wider array of travel contexts. Together, these books provide a well-rounded
curriculum designed to equip students with the language competence required for confident and
independent travel.

Strategic Lesson Selection: The lessons included in "The Traveler: Book 1" have been
carefully chosen to align with the immediate and practical needs of travelers. This selection is
driven by the goal to equip learners with essential communication tools for common travel
situations—from meeting new people and planning trips to navigating transportation and
accommodation arrangements. These foundational topics not only prepare learners for the
complexities of travel but also ensure they have a solid basis for further language development in
"The Traveler: Book 2." The emphasis on practical language application, cultural insights, and
real-life scenarios underlines the goal of equipping learners with skills and knowledge that are
directly applicable and influential in their language learning journey.

41
3.4 Lesson plan

Lesson 2 PLANNING A TRIP

Lesson plan

 Date: March23, 2024

 Lesson duration: 90 minutes
 School: Pannon University
 Level of the group: B1
 Number of students: 8
 Main topic of the lesson: Planning a Trip
 Coursebook: - Prepared work sheet
 Aims of lesson:
Expanding travel related vocabulary
Learning Present Continuous Tense when planning (students are familiar with this tense talking about NOW and this will be a bit of new information
about this tense)
Using both to initiate conversations about planning trips.
Developing communication skills

Time Procedures / Activities Objectives Interactions

Warmup:

13 Teacher: asks the students:  Break the ice. Teacher - students

mins If money was no problem, where would you like to travel on a holiday if you could  Get the students engaged.
 Improve communication. Students - Teacher
afford to pick any destination?
 Prepare students to talk about
Students: Answer the question freely. travel.
Teacher: Gives feedback if only necessary for grammar or pronunciation of
language they have learnt. It is important to only make the students feel free and
relax to talk and get into the learning flow.

42
Vocabulary:

10
mins
Teacher:  Get the students ready for the
Provides students with a set of cards or images representing the relevant vocabulary part.
 Students work collaboratively in Teacher - students
vocabulary (destinations, accommodations etc.)
pairs. Students - students
Asks students to work in pairs to categorize the words into three groups:  Students think critically while
Continents, Locations, and Accommodations. analyzing and categorizing
vocabulary.

Teacher says: Now let’s learn more vocabulary from the book and do exercise (A)

Open your book, we are going to listen to the words 2 times, for the first time you
are going to listen only, second time you will listen and repeat.
 Learn travel-related vocabulary Teacher - students
Teacher asks: How many times are we going to listen to the recording? for planning a trip.
Students answer: 2 times.
Teacher asks: Do we repeat in the first time we listen?  Improve pronunciation through
repetition of vocabulary.
Students answer: No
Teacher asks: Do we repeat in the second time we listen?  Receive feedback for
Students answer: Yes pronunciation improvement

Teacher: plays the CD and asks students to listen only.

Students: listen onetime.
Teacher: plays the CD again and asks students to listen and repeat
Students: listen and repeat.
Teacher: asks some students randomly to read, teacher corrects the pronunciation
when needed.

43
Conversation:

20
mins
Teacher says: After learning the vocabulary related to planning a trip let’s practice
them in a conversation, time for exercise (B)
Students - students

 Listening comprehension Students - teacher

Teacher says: Listen to a conversation between Sarah and Ben planning for their  Developing sharing ideas,
upcoming vacations. expressing opinions and giving
reasons in discussion.
Students: listen to the conversation.  Improving discussion abilities
 Engaging the students in pairs
 Having students to learn from
Teacher says: Now, we are going to listen it again. I will divide you into pairs. each other.
Discuss with you peer if you like Sarah’s and Ben’s plans or not, and why? So, what  Encouraging speaking
are we going to do?

Students: answer, we are going to listen to the conversation and discuss if we like
the plans or not and why

Teacher says: Good job! Teacher divides the students, 1234, 1234 Now 1s work
together 2s work together 3s work together 4s work together.

Students get engaged and work in pairs and discuss their opinions about the
plans.

Teacher: ask some students to share their ideas loud with the whole class.

Students share with the class.

Teacher: Good job! Now let’s check the conversation and find other meanings for
some phrases, Let’s do exercise (C) in groups of 3. You are going to find synonyms
 Broaden their knowledge with Student - student
for these phrases in this exercise, so what does it mean synonyms?
44
 synonymous phrases that they
can use when having a
Students say what they know about synonyms. conversation.
Teacher divides the students accordingly 123 together 123 together … etc.  Engaging the students work in
groups.
Students: try to find different phrases with same meaning and then compare their  Having students to learn from
answers with the key at the back of their books. each other.

Grammar:

30
mins
Teacher: Now after learning more phrases to lead a conversation let’s check these  Learn the present continuous by Students - students
sentences in exercise (D). In pairs, discuss the structure of the sentences, decide analysing the sentences.
 Recognize an additional usage of Students - teacher
when the speaker is using this tense. So, what are we doing in pairs?
the present continuous tense
Students: We are going to find the structure and check when we can use it. (planning)
 Students work collaboratively to
Teacher says: Good! You have 5 minutes to do it .1/2 together, 1/2 together, 1/2
solve the task and learn from
together etc.
each other.
Students: Try to find the answers in pairs.  Demonstrate comprehension of
the present continuous tense
Teacher: Now we are going to share our findings. I will divide you again into 2 through active participation in
groups 1s together and 2s together, share your answer with the others you have 5 whole-class discussion.
minutes.

Teacher: combines the pairs and make them compare their answers in groups.

Teacher says: Now everyone to his and her place. Teacher names students to have
the answer as a whole class, correct each other if needed and encourages the
students to answer the questions (as a whole class).

 Demonstrating understanding of
the grammar structure by
Teacher says: Now after we got to know the affirmative rule, how can we change formulating negative sentences, Students - students
this to negative? - Teacher writes a sentence on the board (We are traveling on Yes/No questions, and WH Students - teacher
questions based on a given
45
 affirmative sentence.
April 05 to Tokyo)

Students: will create the negative form as whole class.  Improving self-assessment skills.

Teacher asks: How can we change this to a Yes/No question?

Students: will change the sentence to a Yes/No question as whole class.

Teacher asks: How can we change this to a WH question?

Students: will change the sentence to a WH question as whole class.

Teacher: Very good job, and this is our grammar lesson for today.

Teacher: name some students to read the grammar point part by part.

Students - students

Teacher: Now after this let’s practice. In pairs let’s do exercise (G).

Students: work in pairs.

Teacher: Now let’s check our answers in groups of 4.

Students: working in groups to compare their answers.

Teacher: Now let’s do the final check and compare with the answers at the back of
the book on page 65.

Teacher: Time to put the vocabulary, and grammar we learnt into practice. Let’s Students - students
do a role play:
 Apply both vocabulary related to
I will divide you into 2 groups - A and B trip planning and grammar

46
 concepts such as the present
1) Students in group A are going to plan a trip while the others in group B are continuous tense in a practical
going to score them and evaluate afterwards. context
 Enhance communication skills.
2) Students in group A open page 28 and plan your trip. You have 3 minutes (What  Develop critical thinking skills by
do we use when we are planning?) Students: present continuous. evaluating trip plans.
 Practice social skills and
3) Group B open page 29 where you will find the score sheet. At the end of the
adaptability by participating in a
role play, you are going to share with the class the person you chose to travel with dynamic role play.
and the reason why? (What do we use to share future?) Students: present
continuous.

4) Group A: You are going to form a circle shape facing inwards. Group B will form
a smaller circle facing outwards. Group A will be in place while Group B will rotate
clockwise and change partners whenever I clap.

10mins Students - teacher

After the class finishes the role play: Students - students

Teacher says: Everyone will go to his/her place and ask Students B to share who is
the winner and why

7 mins Teacher: Now after we learnt how to plan our trips with a partner, for next week, I  Apply the vocabulary and
would like to hear your plans for summer 😊 If you don’t have one, imagine you grammar structures learned.
are going to travel 😊 You can be creative!  Enhance speaking and
presentation skills.
So, for next week each one of you will share the plan for his/her summer holiday  Stimulate creativity and
with the whole class! imagination.
 Autonomous leaning

47
Conclusion

The conclusion of this thesis encapsulates a comprehensive analysis of the learner-centered

approach (LCA) in teaching English, focusing on its significant benefits and the associated
challenges when implemented. Grounded in the principle that students are the fulcrum of the
educational process, LCA fosters a conducive learning environment where students' unique needs
and preferences are at the forefront. By empowering students to take an active role in their
learning, the approach cultivates autonomy and enhances engagement, which are critical for
achieving profound educational outcomes.

Empirical evidence gathered from classroom observations and interviews at language

schools confirms that LCA, particularly in English language teaching, advances speaking skills
and fosters a dynamic, interactive atmosphere conducive to learning. Central to this approach are
the pillars of autonomous learning, student-teacher engagement, and active learning strategies.
Together, they contribute to a learning environment that is both inclusive and effective, catering
to diverse learning styles and promoting creativity.

Despite its advantages, the thesis recognizes the challenges in executing LCA, such as the
requisite for a high degree of teacher creativity, preparation, and adaptability. Addressing these
challenges is crucial to ensure that the transition to a more student-focused methodology yields
the desired outcomes.

In designing an English language course, "The Traveler," the thesis applies the LCA
principles to create a curriculum tailored for adult learners, particularly those learning English for
travel purposes. The course is structured to provide engaging, practical exercises that reflect real-
life scenarios, thereby aligning the language instruction with the interests and motivations of the
learners.

The thesis advocates for a balanced instructional approach that melds facilitated teaching
with opportunities for self-directed learning, acknowledging the varying preferences of learners.
It underscores the importance of adapting to the evolving educational landscape where digital
technology plays a pivotal role in shaping the methods and means of language instruction.

48
 Ultimately, the research posits that LCA is instrumental in creating an interactive, engaging, and
effective English language learning experience.

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school

Appendix

The questionnaire:

All questions are required:

1. How old are you?

a) 10-19
b) 20-40
c) 41-60

2. Are you:
a) Male
b) Female
c) Other

3. What is your English level:

a) A1-A2
b) B1-B2
c) C1

4. Do you like travelling?

a) Yes
b) No

5. Do you travel for:

a) Business

52
b) Leisure
c) Both

6. What type of transportation do you prefer travelling with?

a) Bus
b) Train
c) Plane
d) Own Car

7. Which modes of transportation do you use in a foreign country?

a) Metro
b) Train
c) Bus
d) Walk
e) Bicycle
8. How do you typically book your accommodation?
a) Travel Agency
b) Online

9. What types of accommodation do you usually stay in?

a) Flat / Airbnb
b) Hotel / Hostel
c) Friends or Family

10. In learning a new language for travel, what areas would you like to improve? (Select all
that apply)
a) Speaking
b) Grammar
c) Vocabulary
d) Listening comprehension

53
e) Reading comprehension
f) Filling out forms and documents

11. Do you prefer to learn languages through homework assignments?

a) Yes
b) No

12. Which learning materials do you prefer to use when studying a new language? (Select all
that apply)
a) Textbooks
b) Online resources e.g.: apps / websites
c) audio recordings
d) Video tutorials
e) Movies / Series

13. Would you be interested in role-play exercises that simulate travel-related conversations?
a) Yes
b) No

54
The lesson in details

Unit 2
PLANNING A TRIP
We are travelling to the magic word?

(A) Vocabulary:

Continent, country to go:

Asia

Europe

Africa

North America

South America

Australia

Locations (Urban, Rural, Nature ) :

big city village mountains beach resort

55
Accommodation (Places to stay in):

hotel bed & breakfast apartment tent caravan

Season to travel in:

Spring Summer Autumn Winter

(learn more vocabulary page 62)

Conversation. Planning an Exciting Journey

Sarah: Hi Ben! I’m thinking about our upcoming vacations. Any

specific continents or countries you'd like to explore?

Ben: Hey Sarah! That sounds exciting. Currently, I'm considering

Asia, Japan for April. How about you?

Sarah: Japan, Lovely! I am thinking about a trip to Europe, Italy

in June. Your thoughts?

Ben: Perfect! Love the variety! Then I do the plan for Japan, and you do Italy.

** a week later, Ben and Sarah are talking about their plans**

Sarah: Hey Ben, to which city are we travelling to in Japan?

Ben: Hey Sarah, we are traveling on 5th of April to Tokyo. On our first day, we are
exploring iconic Tokyo Tower, where we can enjoy panoramic views of the city then

56
we are visiting a historic Senso-ji Temple, one of Tokyo's oldest and most revered
Buddhist temples.

Sarah: Wow, Ben! Sounds amazing! I can't wait to see the bustling city and Mount
Fiji from the Tokyo Tower. Visiting a temple sound like such a spiritual experience.
Great mix in the plan! Where are we staying?

Ben: I'm glad you're excited, Sarah! We are staying in a moderate hotel for the
whole 4 days. The prices are so high, this city is very expensive. I hope you don’t
mind! I tried my best to make it a memorable trip for both of us. What about your
plan, what are we doing in Italy?

Sarah: Well! …….

(B) In pairs find other phrases that have closer meaning:

1) That sounds exciting.

2) Your thoughts?
3) Love the variety!
4) Great mix!

(C) In pairs, look at the sentences below. Discuss the structure of sentence. Decide when the
speaker is using this tense. What do we call this tense?

I’m thinking about our upcoming We are traveling on the 5th of April to
vacations. Tokyo.

Currently, I'm considering Asia. On our first day, we are exploring

iconic Tokyo Tower.
I am thinking about a trip to
Europe. We are staying in a moderate hotel for
the whole 4 days.

57
 ( E) Change these affirmative sentences to negative, create a YES/No
questions and WH questions too.

(F) Grammar: present continuous:

1. When to Use:

* Actions happening now or around now: "I am talking to you on the phone right now."

* Temporary actions or situations: "I am staying with my friend while my apartment is

being renovated."

* Future plans with a specific timeframe: "We are having a family dinner on Friday
evening."

2. Structure:

Affirmative: Subject + am/is/are (present tense of 'to be') + verb + -ing.

"I am thinking about our vacation."
"She is exploring Asia."

58
Negative: Subject + am/is/are not + verb + -ing.
"I am not considering Europe."
"They are not traveling in Spring."

Yes/No Questions: Am/Is/Are + subject + verb + -ing?

"Are you planning a trip?"
"Is she staying in a hotel?"

WH Questions: WH-word + am/is/are + subject + verb + -ing?

"What are you doing?"
"Where is he traveling?"

(G) Now let’s practice: Complete the sentence below:

1) I ____________ (plan) a surprise party for my friend.

2) The children ____________ (play) in the backyard right now.
3) What ____________ (you/eat) for lunch today?
4) They ____________ (not/attend) the meeting tomorrow.
5) She ____________ (learn) a new language this year.

6) We ____________ (visit) our grandparents next weekend.

7) Why ____________ (you/look) at me like that?
8) My sister and her husband ____________ (celebrate) their anniversary on
Saturday.
9) The company ____________ (launch) a new product in the coming months.
10) ____________ (he/ride) his bike to work every day?
(answer key at the end of the book page
65)

(H) Role Play:

59
 Time to put our vocabulary and grammar together to create a conversation.
You are going to plan a trip this time 😊

Student A go to page 59

Student B go to page 60

(H) Role Play: Student A

plan your trip: EX :

Destination: We are travelling to New York.

60
Transportation: We are going there by plane.

Cities: We are going to visit State of Liberty.

Stay: We are going to stay for a week.

Things to do: We are going to go sightseeing and visit China town.

Destination

Transportation

Cities

Stay

Things to do

Things to bring

What to eat

(H) Role Play: Student B

61
How do you like it? = What do you think of it? Score on a scale of 1-5.
1 being the lowest 5 being the highest.

How do you like the

destination?
12345 12345 12345 12345

How do you like the

transportation modes?
12345 12345 12345 12345

How do you like the

cities?
12345 12345 12345 12345

What do you think of

the length of the stay?
12345 12345 12345 12345

What do you think of

the things to do?
12345 12345 12345 12345

What do you think of

the things to bring?
12345 12345 12345 12345

What do you think of

the food?
12345 12345 12345 12345

Final score

62
Unit 2
PLANNING A TRIP
Answer Key: (C)

1. That sounds exciting:

"That seems thrilling."
"That's really interesting."

2. Your thoughts?
"What do you think about it?"
"Any ideas from your side?"

3. Love the variety!

"I really like the different options."
"The diverse choices are fantastic!"

4. Great mix!
"Fantastic combination!"
"Nice blend!"

5. Awesome!
"Incredible!"
"Fantastic!"

Answer Key (G)

1) am planning 6) are visiting

2) are playing 7) are you looking
3) are you eating 8) are celebrating
4) are not attending 9) is launching
5) is learning 10) Is he riding
63
 11) hat sounds exciting.

Unit 2
PLANNING A TRIP

(Continents and Countries)

Asia Canada China

Europe Japan Mexico
Africa Brazil Thailand
North America India Germany
South America Italy Argentina
Australia France Kenya
Antarctica Egypt USA

(Locations)

Suburb Coastal area National park

Countryside Desert Market
Forest Historical site
Island Landmark

(Accommodation)

Hostel Cabin Guesthouse

Cottage Motel Cruise ship

64
Treehouse

Graphics used was created by AI :

https://gencraft.com/generate
https://www.canva.com/ai-image-generator

65
66