Exploring English Language Teachers’ Understanding and Practices of Student Centered Learning Approach in Pakistan

Abstract

As a part of contemporary educational reforms, Student Centered Learning Assessment has been gaining an increasing amount of attention. Although numerous studies have explored the implementation of this approach globally, limited research has been done on English Language teachers’ understanding and practices of SCLA within Pakistan. The aim of this study has been to investigate how English teachers in Pakistan perceive and implement student centered assessment. This research paper adopts a mixed method approach with data being collected through both questionnaires and semi-structured interviews. The questionnaires gathered data from 105 teachers that possessed diverse teaching experiences while a total of 10 teachers were interviewed for the same purposes. The findings of the research revealed varied understandings of SCLA among participants, many of which lacked a concrete definition of the concept. In spite of this, a number of teachers reported incorporating student centered activities within the classroom, at a varied frequency.