Özet:

This study examines the impact of learner-centered methods proposed in the English curriculum on learners' academic achievement in foreign language learning using the meta-analysis method. A literature review was conducted based on inclusion and exclusion criteria, and a total of 234 individual studies and 260 effect sizes obtained from these studies were analyzed. To test publication bias in the study, both the funnel plot and the forest plot were visually interpreted, and statistical tests such as Rosenthal Classic Fail-safe N, Orwin fail-safe N, and Duval and Tweedie Crop Fill methods were conducted. As a result, no publication bias was detected. The analyses were conducted using the random effects model, revealing that learner-centered methods in foreign language teaching have a wide effect (g=0.951, 95% CI [0.852-1.049], p<0.000) on learners' academic achievement. In the study, publication year, research location, publication type, applied method, language skills, teaching level, whether English is the official language in the research location, duration of application, and sample size were identified as moderators for academic success. It was discovered that publication year, publication type, language skills, teaching level, whether English is an official language or not, application period, and sample size are important variables that differentiate the effect sizes.

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