Lesson plans built on biography-driven instruction for students of ninth grade of Mercedes Vazquez Correa school

Abstract

Multiple discussions have taken place about the effectiveness and positive outcomes of Student-Centered Learning, but there has not been enough debate on the topic when it comes to second language acquisition.

For this reason, this research attempted to determine the effects of Biography-driven Instruction in a typical EFL classroom. For this purpose, a process of experimental research was carried out. This started with the administration of a pre-test to the participants to determine their equal condition and to identify their state at the beginning of the experiment. Next, this was followed by the design and application of the biography-driven lesson plans for a five-day of treatment. Lastly, students were administered a post-test to conclude on the validity of the teaching method.

Once the experiment ended, the results indicated that Biography-driven Instruction boosted the performance of students and caused increased motivation, engagement, and understanding during lessons. Also, it was concluded that repetitive efforts towards the inclusion of students’ life into the classroom led to more effective teaching and learning.