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While teacher-fronted presentation of the material is deemed necessary for laying the
groundwork for learning (Fearnside, 2010), student-centered activities such as group discussion,
role play, and peer-assisted learning allow students to become active users of the language and
retain the skills they have learned into their adult lives.
Table 1. Main characteristics of teacher-centered and learner-centered classrooms
Teacher-Centered Classrooms
The teacher is the acknowledged expert on the
material; the teacher lectures, and students
learn.
The teacher dispenses the subject matter;
students passively digest the lesson.
Motivation is external, with students striving
for good grades.
The teacher stands in front of the class;
students are seated in regular rows.
The teacher chooses the material and assigns
projects.
Each student is assessed according to his or her
merits and abilities.
Work is geared toward getting a good grade
and is produced for the teacher.
Work lacks a sense of purpose – students may
perceive it as “busy work.”
Learner-Centered Classrooms
Everyone in the classroom plays an important
role; the teacher is also a learner, and all
students learn from both the teacher and from
each another.
Students are taught to seek understanding
through critical thinking, discussion, and other
methods of active learning.
Motivation is internal, coming from the
students’ interest and desire to learn.
Seating takes on different configurations,
depending on the activity.
The students have a say in the material and
choose the projects they will work on.
Students are encouraged to build on their
strengths, while learning from the contributions
of classmates.
Work is produced for a real-life situation and
feels meaningful to students.
Students feel that their work has meaning in
their lives, with real applications.
Problems with student-centered learning in Turkish schools
Attempting to introduce learner-centered instruction in Turkish classrooms is
problematic for several reasons. First, the educational system itself is traditionally teachercentered,
and the enormous bureaucracy that makes up the Turkish system is highly resistant to
change. Second, teacher education programs do not emphasize unconventional methods of
instruction; prospective teachers are taught the traditional approach of teacher-fronted learning,
with no encouragement to explore alternative teaching styles. Third, the students themselves are
often uncomfortable with critical thinking and independent learning. While forward-thinking
educators may view activities such as dictation, memorization, and recitation as routine and
boring, students who are accustomed to a teacher-centric classroom often find these exercises
reassuring and familiar (Lewis & Reinders, 2008). A brief background of the Turkish school
system will help readers of this article to understand the difficulties of introducing studentfronted
instruction in Turkish EFL classrooms.
RESULTS
Turkish educational standards
Since 1924, Turkish education has been regulated by the Law of Unification of
Instruction, overseen by the Turkish Ministry of Education. Under this system, all schools
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