Exploring challenges in implementation of Learner-centered Approach in Pakistani EFL Classrooms

Abstract

This research focuses on the challenges that teachers confront in EFL classrooms at private secondary schools in Hyderabad, Pakistan. The study employs a qualitative research design conducted at five private secondary schools in Hyderabad, Pakistan. Classroom observations and semi-structured interviews are used to obtain data. Five EFL teachers were observed while teaching English in the classroom, and three of them were interviewed. Purposive sampling was used in this investigation. Thematic analysis is used to examine the data. It was discovered that teachers encounter challenges as a result of huge classrooms, a lack of resources, and approaches that have previously been provided to them.