The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom

In this paper, we addressed the concept of classroom participation and way it is affected by a traditional teacher-centred (TC) approach more innovative learner-centred (LC) which uses principles strategies active learning cooperative to engage students in process. The study was carried out public secondary school Spain with two groups learners English (n=54). analysis number on task showed that LC sessions learner increased 20 % as compared TC sessions. We also detected some challenges teacher might face while implementing including facilitation equal group work, adequate time allocation for task, individual assessment, development learners’ autonomy.