Shaima Ahmed Hassan
College of Basic Education, English Department

Abstract

The prominent shift from focusing on the teacher input to focusing on learner outcomes led to the moving away from transmission of knowledge to constructing knowledge in the learners’ minds. In this respect, the teachers act as facilitators and mediators of learning who are responsible for creating conductive environments for learners to construct their own knowledge, skills, and values (Chabeli, 2006; Nunan, 1988; Richards and Rodgers, 2001).
This paper investigates the effect of using learner-centered approach (LCA) (Bologna process) on improving university students’ performance in English Language at University of Dohuk, college of Basic Education. The objectives of this study are to analyze, identify and assess this program in the process of teaching. The researcher uses two questionnaires addressed to students at English Department, college of Basic Education (50 male and female students) and (10 teachers of English language) .The data was statistically analyzed by Google form as a Database to store the answers and gathering feedback. The findings of the study indicate that teachers agree that classroom activities lead to a growth in self-awareness and in understanding of others. Furthermore, they hold positive attitude towards implementing group work which encourages students to participate effectively. The overall trend is that both students and teachers generally feel positive the approach. The study provides some recommendations to tackle the problems of implementing this program. These are concerned with training teachers to implement this approach and to deal with the problems that may arise