Document Type : Original Research Article
Ph.D. candidate, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran.
Associate professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran. Department of English, Hakim Sabzevari University, Iran
A paradigm shift in education has led to implementing learner-centered pedagogy (LCP) which considers learners as the central element of the learning process, and it is progressively being encouraged in higher education. Examining the implementation of learner-centered pedagogy in English language teaching (ELT) context is important. While this paradigm of teaching has long been introduced to education in general and language teaching in particular, it is claimed that scant attention has been given to its implementation in Iranian EFL context. The present study was to compare the implementation of learner-centered pedagogy in assessment procedures at different Iranian universities. Therefore, using convenience sampling technique, 378 TEFL students from both genders and different ages (mostly 20 to 35 years old) were selected. To gather data, a reliable, valid researcher made LCP questionnaire was distributed among the participants. Gathered data were analyzed using one-way ANOVA. The results of the data analysis demonstrated that there was a significant difference between the performance of state university and Islamic Azad and non-state university, while no significant difference was observed between the performance of Islamic Azad and non-state university students. The outcomes can provide insights into considering learner-centered pedagogy in teaching to improve teaching English as a foreign language (TEFL) program. Moreover, they can be practical for teachers, material developers, as well as syllabus designers.