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One of the main challenges teachers face is using the appropriate techniques and strategies to implement Learner- Centeredness (LC) in English Foreign Language (EFL) classes mainly because teachers may be do not engage cognitive and psychological side of students or the students do not have the necessary tools and are not ready enough to be the centre of the teaching learning process. Therefore, this study is an attempt to highlight teachers\' main practices and efforts to implement LC approach (LCA) in Master classes, and to know to which extent these classes are learner centered. To achieve the research aims, an exploratory mixed approach to combine quantitative and qualitative data was used this research was conducted with 46 students belonging to first year Master\'s Degree at the Department of English at Mohamed Cherif Mesaadia University, Souk Ahras, and 04 teachers from the same department. To collect the necessary data to answer the research questions, a questionnaire was administered to students to check their level of readiness to be the center of the learning process, and an interview was done with teachers to find out about their teaching practices to ensure LC in EFL classes. The results obtained from the questionnaire show that most of master one EFL students are demotivated; they are not engaged in activities. Whereas, the results obtained from the interview show that EFL teachers face some challenges in implementing LCA such as the lack of materials and time, the overcrowded classes, and the most significant one is students\' unwillingness and lack of readiness. According to the results we assert that LCA is not fully implemented in EFL classes due to some obstacles.

Item Type	Master
Divisions
ePrint ID	4694
Date Deposited	2023-12-11
Further Information	Google Scholar
URI	https://univ-soukahras.dz/en/publication/article/4694