Challenges and strategies for implementing a student-centered approach in teaching english as a second foreign language

Abstract

Significant changes have occurred in educational theory and practice, notably the shift in pedagogical procedures for English as a Second Language (ESL) instruction from teacher-centered to student-centered methodologies. There is a critical analysis of the ideas behind student-centered learning, an evaluation of how it helps people learn languages, and a discussion of how to effectively use these ideas in English as a Second Language (ESL) settings. Student-centered pedagogy offers an effective framework for developing linguistic proficiency and communicative competence in English as a Second Language (ESL) learners. This approach prioritizes learner autonomy, engagement, and cooperative learning. This transition signifies a departure from conventional teacher-centered instruction to a more dynamic, participatory model that prioritizes the active engagement of learners. In the realm of English as a Second Language (ESL) education, where students originate from diverse backgrounds, it is crucial to employ a teaching approach that is flexible and responsive. The article aims to elucidate the theoretical foundations of student-centered pedagogy, examine its benefits for English as a Second Language (ESL) learners, and propose The student-centered approach has garnered significant attention in education as the focus increasingly shifts from the teacher-centered model. This article analyzes a lot of studies and incorporates a thematic examination of their content to comprehensively delineate the approaches for implementing a student- centered approach. This article explores the principles and practices of student- centered learning (SCL), an educational approach that prioritizes the needs, preferences, and interests of students in the learning process. By shifting the focus from traditional teacher-led instruction to a more dynamic, interactive model. SCL fosters greater engagement, critical thinking, and self-directed learning. Moreover, the article examines the principles underpinning student-centered learning, evaluates its impact on language acquisition, and discusses strategies for its effective implementation in ESL contexts. By foregrounding learner agency, engagement, and collaborative learning, student-centered pedagogy offers a compelling framework for fostering linguistic proficiency and communicative competence among ESL learners. This review synthesizes empirical evidence and pedagogical theory, contributing to a deeper understanding of the potential benefits and inherent challenges of this approach.