Main Article Content


Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.

Article Details

How to Cite
Juliaty, H., Yuyun, I., Pattiwael, A. S., & Mau, E. C. N. (2019). Examining EFL Student Response to Student-Centered Classroom Instruction. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 4(1), 52-63. Retrieved from


    Abbasi, H., & Hadadi, A. (2014). The Possible Negative Outcomes of Putting Learners in Spotlight. Procedia - Social and Behavioral Sciences, 98, 3–8.

    Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham: The Society for Research into Higher Education & Open University Press.

    Brandes, D., & Ginnis, P. (1986). A Guide to Student-Centred Learning.

    Brown Wright, G. (2011). Student-Centered Learning in Higher Education: The Balance of Power. International Journal of Teaching and Learning in Higher Education, 23(3), 92–97.

    Carr, W., & Kemmis, S. (1986). Becoming Critical: Knowing through Action Research.

    Clifford, V. A. (1999). The Development of Autonomous Learners in a University Setting, Higher Education Research & Development, 18(1), 115–128.

    Dörnyei, Zoltán, Ushioda, E. (2011). Teaching and Researching Motivation. PEARSON Education Inc.

    Grow, G. O. (1991). Adult Education Quarterly.

    Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. High Educ, 75, 507–516.

    Hodge, S. (2010). Student-centred learning in higher education and adult education. 2010 Occasional Papers on Learning and Teaching at UniSA - Paper 3, 1–15.

    Lom, B. (2012). Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures. Journal of Undergraduate Neuroscience Education : JUNE : A Publication of FUN, Faculty for Undergraduate Neuroscience, 11(1), A64-71.

    Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students, 35(3), 351–359.

    Margolis, J., & Knowles, M. (1970). The modern practice of adult education. Training & Development Journal.

    Mertler, C. A. (2013). Classroom-Based Action Research : Revisiting the Process as Customizable and Meaningful Professional Development for Educators. Journal of Pedagogic Development, 3(3), 38–42. Retrieved from rofessional+development+for+educators.pdf

    Richards, J.C. & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

    Sharkey, S., & Weimer, M. (2003). Learner-Centered Teaching: Five Key Changes to Practice. Teaching Sociology.

    Shu, D. (2006). On the New Model of Foreign Language Classroom Teaching. Foreign Language World, 4, 21–29.

    Wang, J. (2010). How to Develop College Students ’ Autonomous English Learning Skills ---Take Reading Course in Joint-Program in HCFT as An Example. English Language Teaching, 3(3), 221–228.

    Wright, T. (1991). The Roles of Teachers and Learners. Oxford: Oxford University Press.

    Xhaferi, B., & Xhaferi, G. (2011). Developing Learner Autonomy in Higher Education in Macedonia, 11, 150–154.