EFL Teachers' Perceptions of Learner-Centered Teaching in Public Schools of the Kurdistan Region of Iraq

This quantitative research aims to investigate the awareness and perceptions of EFL teachers regarding learner-centred teaching (LCT). The approach emphasizes the vital role of students in taking greater responsibility for their own learning, with teachers serving as facilitators of this process, drawing upon the theoretical foundations of constructivism and social constructivism. An online questionnaire is used in the study for EFL teachers within the Choman directorate of education – Soran Independent Administration. A total of 83 teachers responded to the questionnaire. Findings reveal that participants demonstrate a solid understanding of LCT principles and assign value to all ten potential aspects of LCT. Notably, the study finds that participants’ beliefs do not strongly align with either learner-centered or non-learner-centered beliefs. This study underscores the need for tailored interventions and professional development to guide teachers in purposefully integrating LCT principles into their teaching practices, contributing to the discourse on effective language teaching methodologies and the professional growth of EFL teachers.