| dc.description.abstract | This study analyses the effects that some Active learning strategies and instruments have had in changing the classroom environment. Through active learning activities and modeling by the teacher, students changed the traditional role as passive receptors and learn and practice how to apprehend knowledge and skills and use them meaningfully. A variety of strategies, namely conceptual questions, group projects, reading tasks, assignments with tutorial review, problem solving and a platform of e-learning is used. These strategies have been used in English classes of Primary school in Haiphong city. After completing the course, which is lasted for 3 months, students were asked to compare the course and the process with previous ordinary courses and evaluate it. Although the study is in its early stages the results are promising. It appears that students are more engaged in the classroom, more interested in the subjects that are taught. However some strategies had not been well understood by the students and so it will be necessary to reformulate them. But, in general, the results indicate that the reactions of the students about those innovative strategies are quite positive. In line with this purpose, the present study was carried out with 40 students in English class studying at Primary school. Activities based on active learning were used in the treatment group, while teacher-centered instructional methods were used in the control group. The data in the study were collected using the ‘attainment test’ and ‘attitude scale’ for English lesson. The purpose of the study is to investigate the impacts of active learning and teacher-centered instruction on learners’ academic attainment, attitudes and retention of what is learned. | en_US |
