Learner-centered education at the tertiary level : the case of the Intensive English Program at the University of Balamand

Abstract

This study is a qualitative case study conducted with UOB EFL teachers in the Intensive English Program (IEP) at the University of Balamand (UOB). The purpose of the study was twofold. The first was to investigate the teachers perceptions about learnercentered education at UOB. The second was to explore the learner-centered elements teachers actually use in their classrooms. This case study included classroom observations, interviews, and reflective diaries to answer the research questions. Five teachers participated in the semi-structured interviews and shared their perceptions about the learner-centered approach. They also described their own teaching methodologies in the intensive English classes. The interviews were taped and transcribed. Three teachers were observed. The analysis revealed that teachers are familiar with the learner-centered terminology and claim that they use a learner-centered approach. Classroom observations showed that IEP teachers inconsistently use some learner-centered elements.