Perspectives of English Language Instructors and Students towards the Student-Centred Approach: A Case Study at the English Department, Faculty of Languages, Omar Al-Mukhtar University

Abstract

This study explores perspectives of English language instructors and students towards the Student-Centered Approach (SCA) at the English Department, Faculty of Languages, Omar Al- Mukhtar University, Libya. The Student-Centered Approach (SCA) represents a paradigm shift in English language teaching (ELT), emphasizing learner autonomy, active engagement, and critical thinking over traditional teacher-centered methods, particularly relevant in EFL contexts like Libya where cultural and resource constraints prevail. A mixed-methods approach was adopted in the current study , combining quantitative and qualitative data collected through a questionnaire with 40 undergraduate students across all four academic years and semi-structured interviews with 8 experienced English language instructors. Findings reveal strong student support (75-90% agreement) for SCA's benefits in motivation and critical thinking, with instructors affirming its value per Weimer's (2013) learner-centered framework despite barriers like large classes and cultural norms. The study recommends professional development and hybrid strategies aligned with constructivist theory to facilitate SCA implementation.