TRANSITIONING FROM TEACHER LEAD TO STUDENT GENERATED CONTENT THROUGH VISUAL MEDIA EFL CLASSROOM

Abstract

This study introduces an expanded pedagogical framework known as the Adaptive Facilitator, designed to support the transition from traditional teacher-centered instruction to student-generated content (SGC) practices in English as a Foreign Language (EFL) classrooms. The framework integrates multiple theoretical foundations including sociocultural theory, cognitive load theory, multimedia learning theory, Bloom’s taxonomy, and affective filter hypothesis. Unlike traditional approaches where the teacher acts as the primary knowledge provider, the Adaptive Facilitator model redefines the teacher as a dynamic guide who adjusts instructional support depending on learner readiness, task complexity, and cognitive engagement level. The model emphasizes structured autonomy, where learners are gradually shifted toward independent content creation while still receiving appropriate scaffolding. Student-generated content is conceptualized not simply as creative output but as a structured cognitive-linguistic process that involves analysis, synthesis, evaluation, and production of language in multimodal forms. These include videos, presentations, digital storytelling, and collaborative visual projects. The study further discusses how multimodal engagement improves language retention by activating both visual and verbal cognitive channels. It also highlights challenges such as cognitive overload, uneven participation in group tasks, and imbalance between creativity and linguistic accuracy.