الفهرس 
The Problem and Its SignificanceOnly 14 pages are availabe for public view
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Abstract
The present study was conducted to investigate the effectiveness of using some student-centered learning strategies on developing 5th graders’English language achievement, language motivation and reducing of disruptive behavior. There were a total of 80 pupils involved in this study. The pupils were randomly assigned to two groups: an experimental group and a control group (40 pupils each).The experimental group were taught in Student-Centered learning Strategies as instruction method, while the control group used traditional teacher-centered instruction. In addition, the participants took a pretest and a posttest specifically designed for the purpose of the study. The program was conducted in the second term of the academic year 2012/2013, two periods a week, three hours a week, for a total of 33 hours. Results suggested that student-centered learning strategies helped significantly to increase pupils’ achievement in language, enhance motivation towards language learning as the experimental group outperformed the control group significantly in the measurement of the English language achievement test, the language motivation scale, and disruptive behavior scale. Furthermore, the results revealed that the student-centered learning strategies were found more effective than the conventional methods of teaching English.