Abstract:
The main purpose of this research was to assess the practicing strategies and challenges of the
implementation of learner-centered approach in grade 9 English classrooms of Guder Secondary School,
West Shoa Zone, Oromia, Ethiopia. To attain this objective, a descriptive survey research which involves
both quantitative and qualitative methods was employed. The sample consisted of 4 English language
teachers and 176 grade 9 students drawn from the 1139 population. Purposive sampling technique was
used to select the target school and teachers, but systematic sampling technique was employed to select
the students. To gather the data, questionnaire, observations and interview were employed. The data
collected from the respondents were analyzed by using SPSS software version 20 and the qualitative data
was analyzed in verbal descriptions. To analyze the data, frequencies, percentages, mean scores,
standard deviation and one-sample test were used. The results of the study indicated that the
implementation of learner-centered methods in grade 9 English classrooms of Guder Secondary School
was 1.77 grand mean values which reveal that the EFL teachers rarely used the learner centered
strategies. In other words, English language teachers in the school sometimes used only role play,
brainstorming, questions and answers, exercises for individual students, group work, pair work and class
discussions. Besides, they rarely used modeling activities and language. while lack of proficiency, skills,
and experience were challenges affecting teachers’ practices in implementing learner-centered approach,
on the other hand; lack of proficiency, lack of interest, lack of group leader and lack of proper group
composition were affecting students’ reactions to their teachers’ activities in implementing learner centered approach, and large class size, shortage of time, lack of easily moveable seating arrangements
were identified as resource related challenges in implementation of LCA in EFL classrooms. The
researcher concluded that because of teachers’ traditional teaching and low practice of LCA, students’
problems in reacting to LCA activities, and resource related challenges, students couldn’t have the
opportunity to practice learner-centered learning approaches therefore, it is recommended that, English
teachers, Students Woreda Education Office, Guder secondary school and all stakeholders should work
in collaboration to bring the school to more conducive to learner-centered learning practice.
