Student-centered approach to teaching foreign language reading of mathematics students
The present study investigates the effects of student-centered approach to FL reading and whole class instruction in improving foreign language learners reading comprehension along with the development of students autonomy and information culture. Sixty mathematics students participated in this study, with 32 second-year students and 28 first-year students in both control and experimental groups. The results indicate statistically significant differences between the control and experimental group on the dependent variables of reading comprehension, autonomy and information culture.