The paper titled "Why Don’t Learners Learn What Teachers Teach?" focuses on the persistent issue in language education where the objectives set by teachers often do not align with the learning outcomes achieved by students. The study examines various factors contributing to this discrepancy, primarily in the context of English as a Foreign Language (EFL) education at King Khalid University in Saudi Arabia.
The purpose of the study is to investigate the reasons why students fail to learn what is being taught despite teachers' best efforts. The paper aims to identify the gaps between teaching strategies and learning outcomes and offers suggestions to bridge these gaps. The research explores factors such as student motivation, teacher competence, classroom environment, and institutional policies that affect language learning outcomes.
Methodologically, the study adopts a theoretical approach, drawing on the researchers' observations and experiences in EFL classrooms. The authors utilize a combination of observational, descriptive, expository, and analytical methods to explore the research variables and understand the factors impacting language learning.
Key findings of the study reveal that both internal factors (such as students' psychological state and motivation) and external factors (such as class size, teacher experience, and institutional support) play significant roles in determining the success of language learning. The paper highlights that a mismatch often exists between the teaching methods employed and the students' ability to comprehend and retain the material. It also emphasizes the importance of comprehensible input and the need for teachers to adapt their instructional strategies to the learners' proficiency levels.
The study concludes that to improve language learning outcomes, there is a need for better alignment between teaching objectives and student needs. It suggests that institutions should focus on hiring trained and experienced teachers, reducing class sizes, and providing sufficient resources and support for both teachers and students. The paper underscores the importance of ongoing professional development for teachers and the need for a supportive learning environment that motivates students to engage deeply with the material.