Assessing the Impact of the Learner-Centered Approach (LCA) on English Language Learning: A Student Perspective (Bologna process system as an example)

Abstract

The learner-centered approach (LCA) is gaining momentum in higher education as a means to enhance student engagement, critical thinking, and learning outcomes. This quantitative study assessed LCA's impact on English language learning from 68 university students' perspectives, particularly their experiences with the LCA-inspired Bologna process reforms. Using a questionnaire, the findings revealed that students' outcomes with LCA significantly exceeded a hypothetical benchmark. However, some variability was observed, necessitating further nuanced analyses. Statistical tests found no significant differences based on gender or academic year, although male and younger students exhibited more varied perceptions. Overall, the results underline LCA's benefits but also the need to refine its implementation to cater to diverse learner needs. This research provides empirical insights to guide educators, policymakers, and institutions in leveraging LCA's potential to transform English language education