Sure, here is a research proposal on student-centered learning in TESOL:

Title: Exploring the Effectiveness of Student-Centered Learning in TESOL: A Comparative Study

Introduction: Student-centered learning has been gaining popularity in the field of TESOL as it is believed to be more effective in promoting language acquisition and learner autonomy. However, there is a lack of empirical evidence to support this claim. This study aims to investigate the effectiveness of student-centered learning in TESOL by comparing it with teacher-centered learning.

Research Questions: 1. What are the differences in language proficiency between students who receive student-centered learning and those who receive teacher-centered learning? 2. What are the differences in learner autonomy between students who receive student-centered learning and those who receive teacher-centered learning? 3. What are the attitudes of students towards student-centered learning and teacher-centered learning?

Methodology: This study will employ a quasi-experimental design with two groups: an experimental group that receives student-centered learning and a control group that receives teacher-centered learning. The participants will be 60 intermediate-level English language learners from two language schools in the same city. The experimental group will receive student-centered learning for 12 weeks, while the control group will receive teacher-centered learning for the same duration. The language proficiency and learner autonomy of the participants will be measured using standardized tests and questionnaires before and after the intervention. In addition, the attitudes of the participants towards the two types of learning will be assessed using a Likert scale questionnaire.

Data Analysis: The data collected will be analyzed using descriptive statistics, t-tests, and ANOVA. The language proficiency and learner autonomy scores of the two groups will be compared to determine if there are significant differences between them. The attitudes of the participants towards the two types of learning will be analyzed using a chi-square test.

Expected Results: It is expected that the participants who receive student-centered learning will show higher levels of language proficiency and learner autonomy compared to those who receive teacher-centered learning. In addition, it is expected that the participants who receive student-centered learning will have more positive attitudes towards this type of learning compared to those who receive teacher-centered learning.

Conclusion: This study will contribute to the existing literature on student-centered learning in TESOL by providing empirical evidence on its effectiveness. The findings of this study can inform language teachers and curriculum designers on the benefits of student-centered learning and its potential to promote language acquisition and learner autonomy.