Teacher-Centered Approach Prevalence in Algerian Secondary-School EFL Classes: The Case of English Teachers and Learners in Mostaganem District

Before implementing the Competency-Based Approach (CBA) in 2003, Algerian educational system was based on traditional teaching methods that focused mainly acquiring knowledge about language delivered by teacher and amount of information learner could accumulate to pass exams. Although CBA has shifted teacher’s role from a transmitter facilitator passive recipient an active participant, teacher-centered paradigm still prevails among secondary-school teachers. To shed light prevalence, researcher attempts explore perceptions teachers hold Teacher-Centred (TCA) reasons behind its widespread use. Therefore, present study investigates causes TCA prevalence English as Foreign Language (EFL) classes using mixed-methods approach. reach aim, put forward following hypothesis. know various approaches, they have adopt method because several constraints. collect necessary data identify those constraints, thirty some secondary schools district Mostaganem received questionnaire. The research results confirmed hypothesis stated above. They revealed are well-informed viability approaches methods; however, keep adopting Such behavior is due multiple constraints such classrooms crowdedness, physical classroom environment, baccalaureate (BAC) exam requirements, time restrictions lengthy programs.