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Teachers’ Perception and Practices of Learner-Centered Methods in English Language Teaching

Year: 2025

Type: article

Abstract: This study explored Ethiopian Technical and Vocational Training Institute English teachers' perceptions and practices of student-centered learning. The interviews and observations results revealed positive teacher attitudes towards student-centered approaches, but classroom practices often remained teacher-centered and reliant on textbooks, disregarding student interests. Challenges included a lack of practical implementation skills, conflicting summative assessments, and the need for continuous formative feedback. Bridging the conceptual-practical divide requires practice-integrated professional development and flexible policies to support autonomy and experience- driven curricula. These findings contribute to understanding contextual realities and refining alignment with evolving workforce demands through ongoing improvement and localized responsiveness.

Source: Jurnal Pendidikan Teori Penelitian dan Pengembangan

DOI: 10.17977/2502-471x.1077

Author: Gashaw Shewangizaw

Institution: Federal Technical and Vocational Education and Training Institute

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $16