The Influence of Implementing the Bologna Process (Learners-Centered Approach) on the University EFL learners’ Affective Domain

Shaimaa Mahmood Mohammed Saleem
University of Duhok


Educational researchers have assured that learning will be meaningless if no role is assigned to the affective part of the learners. In the field of foreign language learning, learners can’t acquire language, if they are not emotionally secured even if the language input is comprehensible. It has been confirmed that creating supportive, and comfortable environment for FL learners accelerates the process of language acquisition. The aim of the current study is to find out the effect of the use of Learners-Centered Approach activities in the classroom on the learners’ affective factors. A questionnaire has been used as an instrument for gathering information. It consists of (12 items) distributed among third year students at English Department, College of Basic Education (60 male and female students). The data was statistically analyzed by Google form as a Database to store the answers and gathering feedback. The results of the study pointed out that the use of the Learner-Centered Approach activities have positive effects on the EFL learners’ affective factors, which in turn leads to a higher achievement of language performance. Also, learners’ attitudes towards the use of Learner-Centered Approach activities in the classroom were positive. The study ends up with some recommendations for teachers and suggestions for doing further researches.