Language Teaching Research Quarterly

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