Investigating Students’ and Teachers’ Perceptions of the Implementation of the Student-Centered Approach in EFL Classrooms
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Abstract
The student-centered approach, one of the basic components and features of Bologna Process, has been the topic of debate for more than four decades. Nonetheless, its application is still constrained by many advocates of teacher-centered approaches. This study utilizes a quantitative research methodology based on two data collection tools to investigate the extent to which teachers and students’ perceptions of teachers' use of student-centered strategies inside classroom. Two questionnaires have been constructed to seek this quest. The results of the data gleaned by means of both questionnaires are not compatible. Although teachers advocate the full application of all student-centred strategies, students disagree and indicate the absence certain student-centred approach strategies. All in all, the overall findings reveal that teachers are not entirely committed to the application of the student-centred strategies, particularly those aiming at promoting students’ autonomy and self -regulation, developing critical thinking and problem-solving skills, and creating collaborative learning environment. This lack of application may stem from insufficient understanding of student-centered strategies and the way they should be applied. As such, the study recommends assigning mentors to follow up novice teachers and guide them to run a more student-centered classroom.
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