The Attitudes of Armenian EFL Teachers towards Learner-Centered Methodologies

Abstract

Learner-centeredness has recently become a focus of Armenia’s foreign language educational policy as one of the central aspects of public general and high school teaching practices. However, there is little data about how learner-centered methodologies are perceived by Armenian EFL teachers and how or whether they are being implemented in public school classrooms. This qualitative study aims at investigating the factors impacting Armenian EFL teachers’ choices of EFL methodologies; examining how those factors characterize their knowledge and attitude about the learner-centered methodologies and exploring how those attitudes impact their teaching practices. The participants of the study were 30 EFL public school teachers based in Yerevan and three other regions: Aragatsotn, Tavush and Armavir marzes. The results indicate that the attitudes towards learner-centered methodologies are complex and are characterized by specific factors which have significant impact on the teachers’ instructional practices. Implications for better EFL teaching practices in Armenian public schools as well as recommendations for reforms voiced by the participant teachers themselves are shared.