Instructors’ Perceptions and Barriers of Learner-Centered Instruction in English at the University Level

The present paper aims to examine the instructors' perceptions of learner-centered instruction and possible barriers to implementing this instructional method in teaching English as a Foreign Language (EFL) at the university level in the Saudi Arabian context. To do this, four questions were posed. The first question investigates instructors' perceptions of learner-centered instruction, and the second question examines the barriers that would face EFL instructors while implementing learner-centered instruction when teaching preparatory year students. The third and fourth questions are an attempt to investigate if there are any significant differences in instructors' perceptions at (=0.05) due to instructors' qualifications and years of experience. The researchers developed a 4-likert scale questionnaire of two main parts: personal and professional-perceptions and barriers. The qualitative part includes an open-ended question for instructors to elaborate on possible barriers that would hinder implementing learner-centered instruction. The results of the first question indicated that instructors have a positive attitude toward learner-centered instruction. They believe that it is an effective way to enhance students' learning. The second question reveals that instructors agree with all the barriers that hinder the implementation of this instructional method except one item related to their attitudes which have been demonstrated as positive in their responses to the first question. The third and fourth questions revealed no significant differences in instructors’ perceptions due to qualifications and years of experience which could be due to the institutional and educational context that haven't supported instructors' qualifications and years of experience.