A Qualitative Action Research Study on LearnerCentered Teaching in EFL Classes Within Three Public Schools in the Kurdistan Region of Iraq

Abstract

Abstract

This action research study aims to promote learner-centered teaching to EFL teachers in public schools in the Kurdistan region of Iraq. The primary objectives of this study are investigating the effects of the training of this study on LCT practice of participants and identifying challenges of implementing LCT in this context. Twenty EFL teachers participated in a 6-day training, with three of them selected for next stages of the study. Data were collected through interviews, observations, and post-observation online interviews. The findings of this study reveal that the training had a positive impact on teachers' perceptions of LCT, leading to their enthusiastic endorsement of the approach and notable changes in their teaching. Furthermore, this study found significant challenges of implementing this approach which are related to students, teachers, and the education system, highlighting the need for educational policymakers and decision-makers to reconsider priorities such as curriculum design, assessment methods, and resource allocation to align with the principles and requirements of LCT. The study underscores the need for comprehensive training programs for students, teachers, head-teachers, and supervisors to enable effective LCT implementation.

Key words: Learner-Centered Teaching, Action Research, Challenges, professional development