MOVING TOWARD STUDENT-CENTERED LEARNING IN UNIVERSITY LANGUAGE TEACHING

Abstract

This article explores the transition from teacher-centered instruction to student-centered learning in university language teaching. In many higher education institutions, lecture-based methods still dominate classroom practice, limiting students’ active participation and communicative development. The purpose of this study is to describe practical ways teachers can create a student-centered atmosphere that promotes independent learning, responsibility, and active engagement. The article emphasizes learner autonomy, reflective learning, task ownership, formative feedback, and flexible classroom management as key elements of student-centered instruction. Special attention is given to strategies that encourage students to work independently, make decisions about their learning, and practice language in meaningful ways. The paper concludes that student-centered learning increases motivation, improves communicative competence, and develops critical thinking skills in university language classrooms.