EFL Students’ Perceptions of Balancing Teacher-Centered and Learner-Centered Approaches: A Case Study of M1 Students at the University of Ghardaia

Abstract

This study aims to analyze the balance between teacher-centered and learner-centered teaching approaches in English departments, focusing on the perspectives of students at the University of Ghardaïa regarding the impact of this balance on their understanding and classroom participation. The study employed a descriptive quantitative methodology to collect accurate and reliable data, distributing a questionnaire consisting of eleven questions to 35 Master’s students in the English Department. The results indicated that students recognize the importance of integrating both approaches; they prefer teacher guidance for understanding complex concepts while favoring student-centered activities to enhance their autonomy and increase interaction. The findings also revealed obstacles affecting interaction and participation, such as the fast pace of lectures or the fear of making mistakes. Based on these results, the study recommends the necessity of achieving an effective pedagogical balance that combines theoretical lectures with interactive activities to improve the quality of education.