Kurdish EFL Teachers' Perceptions of Implementing Student-Centered Approach in EFL Classes

Abstract

One of the main challenges teachers face in EFL (English as a Foreign Language) settings is implementing a student-centered approach (SCA), especially in Kurdish EFL classrooms. This study aims to explore Kurdish EFL teachers' perceptions of the SCA, focusing on its benefits, challenges, and strategies for adoption. The research employs both quantitative and qualitative methods to gather and analyze data. The participants include 100 Kurdish EFL teachers from various public universities in the Kurdistan region, all of whom have experience with implementing a student-centered approach in their classrooms. Data collection involved questionnaires distributed to 52 male and 48 female EFL teachers to assess their perceptions of SCA, along with semi-structured interviews to gain deeper insights into their challenges. The questions aimed to understand teachers’ familiarity with SCA, their experiences, and perceived barriers to effective implementation. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) for the quantitative data, while thematic analysis was applied to the qualitative interview data. The results of the study indicate that while Kurdish EFL teachers recognize the potential benefits of a student-centered approach, such as improving student engagement and fostering independent learning, they also face significant challenges. These include a lack of resources, insufficient training, cultural resistance, and difficulties in classroom management. Teachers reported struggles in finding appropriate methods, adjusting lesson pacing, and conducting aligned assessments.