Obstacles in Implementing Learner-Centered Pedagogies in Saudi EFL Context: Implications for Teacher Development

Abstract

The paper will explore the challenges faced by EFL teachers while implementing learner-centered instruction in Saudi Arabian university classrooms. Although educational reforms advocate the use of interactive and communicative teaching methodology, instructors still work in a rigid, exam-oriented system that is influenced by cultural norms and institutional limitations. A qualitative phenomenological method was applied to collect data in the form of semi-structured interviews with ten instructors from both male and female campuses of a public university. Thematic analysis identified five barriers, including institutional limitations, absence of professional training, cultural barriers, student readiness, and assessment mismatch. These results indicate the policy-practice gap and call for systematic changes, specific teacher training, and context-specific pedagogical assistance. The research contributes to the current work on the alignment of English language teaching practice with learner-centered principles in the Saudi EFL environment.