Advances in Language and Literary Studies - Vol. 5 No. 1 - February 2014 - Should Humanism Approach Be Applied In English As A Second Language (ESL) Classrooms?

Oct 15, 2026

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Learning effectiveness is framed as the alignment of multiple factors, including environmental conditions and learners’ mentality shaped by feelings, needs, and interests. The humanism approach supports this through student-centered teaching that prioritizes what learners want to learn rather than what teachers assume should be acquired. Given ongoing debates about its effectiveness, the paper examines its relevance in Malaysian ESL classrooms via a humanistic lesson conducted and recorded at Universiti Tenaga Nasional and analyzed for results.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

The humanism approach

Learner-centered principles in humanism

Carl Rogers and self-concept

Abraham Maslow and self-actualisation

Maslow’s Hierarchy of Needs model

Humanism approach in UNITEN ESL context

Conclusion

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 1; February 2014 Copyright © Australian International Academic Centre, Australia Should Humanism Approach Be Applied In English As A Second Language (ESL) Classrooms? Lee Yi Ling College of Foundation and General Studies, Universiti Tenaga Nasional, Putrajaya, Selangor Ng Yu Jin (corresponding author) College of Foundation and General Studies, Universiti Tenaga Nasional, Putrajaya, Selangor [E-mail: YuJin@uniten.edu.my](E-mail: YuJin@uniten.edu.my) Chong Seng Tong College of Foundation and General Studies, Universiti Tenaga Nasional, Putrajaya, Selangor Mohd. Ariff Tarmizi College of Foundation and General Studies, Universiti Tenaga Nasional, Putrajaya, Selangor Doi:10.7575/aiac.alls.v.5n. 1p.6 URL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.1p.6](http://dx.doi.org/10.7575/aiac.alls.v.5n.1p.6) Received: 04/01/2014 Accepted: 20/02/2014 Abstract In the process of learning, many elements fall into place wholly in order to enhance effectiveness. These elements include not only environmental factors but also learners ’mentality which involves their feelings, needs and interests. Humanism approach is one which caters these elements required by learners ’ learning process through emphasis on student-centeredness in class. The paradigm of this approach is mainly on what learners are desire to learn, instead of teaching them what is perceived to be essentially acquired. For years, there have been controversial debates concerning the effectiveness of humanism approach in teaching. With the aim of scrutinizing the relevance and applicability of this approach in the Malaysian teaching context, a humanistic lesson was conducted and recorded in Universiti Tenaga Nasional (UNITEN). The lesson was then analysed to obtain some results. Keywords: Humanism approach, Communicative Language Teaching (CLT), Maslow’s Hierarchy of Needs learning needs, learning interests 1. Introduction Humanism approach is a paradigm which instills belief in prescribing students with what should happen in their learning, rather than describing what will happen or is happening. This approach emphasizes mainly on what learners are yearning to learn, instead of what the society thinks they should learn. In other words, students should be given the right to decide on the content of their lesson, as they should be the one to control and empower the learning process. Today, humanistic ideas are no longer existing solely in the word of philosophy, considerable amount of interests as well as controversies about humanistic approach, have emerged in the field of education. Some think that this approach could improve learning outcome among learners when their emotions and needs are considered the priorities in their learning process. Many have debated for it, some, against it. Despite controversies that have arisen in the last few decades, this paper aims to examine to what extend does humanistic matters, in the writers ’ teaching. This paper consists of five parts including this introduction as its first. Second section includes a review of the humanistic approach in English language teaching (ELT), followed by the third section comprising critical appraisal of this approach (including for and against arguments) . In the fourth section, this paper describes how humanistic approach is relevant to the teaching context in Universiti Tenaga Nasional (UNITEN), including learners ’needs and background. This paper will then end with a conclusion. 2. The humanism approach The humanism approach believes that human beings possess capability not found in other living objects, hence it concerns about human interests and needs. It demonstrates strong objection towards operant conditioning theory, formulated by behaviourist – B. F. Skinner. The reason being that humanists believe every individual behaves based on intentionality and values. The theory also emphasizes on studying

FAQs

What core idea does the humanism approach emphasize in ESL learning?

It emphasizes student-centeredness and gives learners the right to decide content, focusing on what learners desire to learn rather than what society or teachers think they should learn.

How do Carl Rogers’ views relate to the humanism approach described in the paper?

Rogers highlights the “self” and self-worth, arguing that individuals have confidence and positive or negative feelings toward themselves shaped by external factors.

What is Maslow’s contribution to the humanism approach in this paper?

Maslow is used to explain that motivation centers on growth and fulfillment, termed “self-actualisation,” and it is presented through a hierarchy of human needs shown as a pyramid.

Oct 15, 2026

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