MOVING TOWARD STUDENT-CENTERED LEARNING IN UNIVERSITY LANGUAGE TEACHING
Abstract
This article explores the transition from teacher-centered instruction to student-centered learning in university language teaching. In many higher education institutions, lecture-based methods still dominate classroom practice, limiting students’ active participation and communicative development. The purpose of this study is to describe practical ways teachers can create a student-centered atmosphere that promotes independent learning, responsibility, and active engagement. The article emphasizes learner autonomy, reflective learning, task ownership, formative feedback, and flexible classroom management as key elements of student-centered instruction. Special attention is given to strategies that encourage students to work independently, make decisions about their learning, and practice language in meaningful ways. The paper concludes that student-centered learning increases motivation, improves communicative competence, and develops critical thinking skills in university language classrooms.Keywords
student-centered learning, learner autonomy, higher education, language teaching, student engagement, communicative competence, active learning, independent learning
References
- Benson, P. (2011). Teaching and researching autonomy in language learning (2nd ed.). London: Longman.
- Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
- Littlewood, W. (2004). The task-based approach: Some questions and suggestions. ELT Journal, 58(4), 319–326.
- Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
- Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge: Cambridge University Press.
Downloads
Download data is not yet available.