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<p style="text-align:justify;">Students impact on each other’s learning is a&nbsp;topic of significance in mainstream education and various methods have been&nbsp;developed to measure this construct. The present study aims to develop&nbsp;learners’ skills. Based on this paper Teacher-Centered (TC) classes are less&nbsp;engaging than Student-Centered (SC) classes and therefore the sense of&nbsp;achievement in students considerably changes, due to the level of Students'&nbsp;involvement in each one. To this end, 24 intermediate students (aged between&nbsp;15-40) are required as well. They were divided in two different groups: one is&nbsp;TC and the other one is SC. Results show a significant advantage: when learners&nbsp;are in charge of the class _in a controlled way to prevent any possible faults_&nbsp;they will learn twice as much as the time instructor takes the responsibility&nbsp;of teaching thoroughly. The findings of this paper could lead to a better&nbsp;perception of students’ impact in terms of students’ age, interest and learning&nbsp;style twice as well as the time teacher impacts by considering the result of&nbsp;this study.</p>

ltrq.2019.10.06.pdf

Original Research 

ltrq.2019.10.06.xml

Involving Students in the Process of Teaching