Exploring Perceptions Of Student-centred Learning In Algerian Efl Higher Education: The Case Of Third-year Efl Undergraduates At Algiers 2 University
Auteurs : Boulebnane Abdelmoumen . Bouchama-sari Ahmed Fizya .
Résumé
The shift towards student-centred learning (SCL) has become a major concern in higher education, particularly in contexts where educational reforms seek to promote learner autonomy, active participation, and critical thinking. In Algerian higher education, this orientation has been reinforced by the adoption of the Licence-Master-Doctorate (LMD) system; however, the successful implementation of SCL remains dependent on students’ perceptions, understanding, and readiness to engage with its principles. This study investigates third-year EFL undergraduates’ perceptions, understanding, and readiness regarding SCL at the English Department of Algiers 2 University. Drawing on Weimer’s five principles of learner-centred teaching, the study explores how students perceive power sharing, the role of content, the role of teachers, responsibility for learning, and assessment in SCL-oriented classrooms. A descriptive exploratory design was adopted, and data were collected through a structured questionnaire administered to 220 third-year undergraduate students. Quantitative responses were analysed through descriptive statistics, while open-ended answers were examined thematically. The findings indicate that students generally hold positive perceptions of SCL and associate it with active participation, autonomy, interaction, meaningful learning, and the development of critical and problem-solving skills. However, their readiness remains uneven, as some students continue to value teacher-led explanation, note-taking, and familiar traditional practices. The study also identifies several obstacles to SCL implementation, including students’ unwillingness, overcrowded classrooms, limited time, insufficient materials, and resistance to pedagogical change. These findings provide useful insights for teachers and policymakers seeking to improve the implementation of SCL in Algerian higher education.
Mots clés
Algerian higher education ; LMD ; Perceptions ; Readiness ; Reforms ; Student-centred learning ; Teacher-centred learning
