Learner- or Teacher-centered Instruction: Student Teachers' Preference and the Role of Their English Proficiency

Abstract. EFL student teachers should support learner-centered approach to learning because it developed autonomy and benefited them in life-long pursuit of knowledge. However, anecdotal evidence showed that some still preferred teacher-centered approach. This mixed-method study was conducted find out: (1) whether there a significant relationship between the preference learner- or instructions teachers’ English proficiency; (2) why instruction. Numeric data were collected from 51 participants by means structured questionnaire test proficiency (TEP), whereas qualitative obtained an unstructured semi-structured interviews. The results not significantly associated with their proficiency. In addition, instruction for three reasons, fixed mindset, difficulties understanding materials, comprehensible explanations given teacher educators. Based on these findings, further research about this issue recommended.
 Keywords: instruction, proficiency,