Transitioning from Teacher-Centered to Learner-Centered Approach: Teacher Behavior

Abstract

Teacher behavior is considered to be an important factor for teaching and learning process. Teacher behavior determines the type of the classroom whether it is teacher-centered or learner-centered. This study was designed to investigate if the students’ attitude towards teacher behavior affects their learning achievement in the Armenian EFL classrooms, in order to see if therewasa need to shift from teacher-centered to learner-centered classrooms.The data was collected through questionnaires and semi-structured interviews, which served as the basis of thestudy. The aim of the questionnairewas to reveal the relationship between students’ attitude towards teacher behavior and their achievement. The interview was conducted to find out if students’ needs are being met in Armenian EFL classrooms. The findings of the research reveal that students’ achievement is positively elated to their attitude towards the following types of teacher behavior: clarity of the explanation of concepts, enthusiasm, encouraging students’ participation in class, fostering understanding and interest and providing choice. Therefore, it can be suggested that there is a need to shift from teacher-centered to learner-centered classrooms in the Armenian EFL setting, particularly emphasizing the above mentioned types of teacher behavior.