The Efficacy and Techniques of LCE Implementation in Iraqi EFL Learning Context: Instructors’ and Students’ Perspectives

Abstract

Despite the current prevalence of learner-centered education, little research has examined teachers’ and students’ attitudes toward its implementation, particularly in under-researched contexts like Iraq. Thus, to gain a better understanding of the status quo of LCE, and pinpoint the perceptions of the key stakeholders in the Iraqi EFL context regarding LCE efficacy and implementation techniques, the researchers in the current study chose a cohort of 110 EFL instructors and 200 students from a number of schools and universities located in Iraq. To gather data, the researchers employed a Likert-type questionnaire and a semi-structured interview. The results obtained in the quantitative phase revealed that all participants (high school teachers and students as well as university instructors and students) had positive perceptions of the proper use of different LCE techniques in their context. Nevertheless, the instructors in both high school and university contexts expressed more positive impressions regarding the cogent application of LCE techniques in their settings, and in the high school context, teachers were characterized by more positive perspectives than students in this regard. Moreover, the qualitative findings substantiated the efficacy of LCE for fostering personalized learning, developing critical thinking, enhancing meaningful learning, boosting problem-solving skills, encouraging self-directed learning, and engendering more learner engagement. The findings will hopefully offer practical implications for instructors and students, particularly in the context of Iraqi high schools and universities, concerning the efficient use of LCE techniques to move toward better educational outcomes.