CoChat
Sign Up
Cited by 2EFL/ESL Teaching and LearningForeign Language Teaching MethodsEducation, Innovation and Language Studies

The Advantages and Disadvantages of Teacher-Centred Instruction in Foreign Language Teaching Amidst Contemporary Demands: An Analysis Based on the Experience of Azerbaijan

Open access
Mehdizade, Nigar·2025·EuroGlobal Journal of Linguistics and Language Education
DOI 10.69760/egjlle.2505010
Open this paper in CoChat — free accountOpen PDF

Abstract

This article analyzes the shifts occurring in foreign language education due to advances in science and technology, specifically examining the application of the teacher-centered instruction model within the Azerbaijan education system. The rapid proliferation of English, driven by globalization and strengthening international relations, has introduced numerous innovations into language pedagogy. The article highlights the gradual transition from the traditional teacher-centered approach towards a student-centered model. The key advantages of teacher-centered instruction are noted, particularly in the initial stages of language acquisition in primary grades (ages 5-6), where the teacher's role as a guide and resource is crucial. Concurrently, the disadvantages of this approach, including passive participation, restricted student freedom, and the potential use of outdated materials—are discussed. The paper also explores the application of teacher-centered elements across different age groups (primary, 5-9, and 10-11 grades) and the importance of specific methods in inclusive education, such as individualized training, repetition, and emotional support for students with special needs. The conclusion emphasizes the necessity of integrating an optimal and flexible mix of methods, leveraging technological innovations, and tailoring instruction to the students' ages and needs to ensure the effectiveness of modern language teaching. In the contemporary world, various changes have been occurred in recent years, including shifts in the teaching of second or target languages. Advances in science and technology have given rise to numerous innovations in teaching methods. The traditional teacher-centered approach is gradually giving way to a more student-centric teaching model, which, in turn, has led to alterations in teaching methods for educators.

AI snapshot

Written from the paper’s full text.

TL;DR

This article argues that teacher-centered instruction remains valuable in early foreign language learning in Azerbaijan, especially for ages 5–6, but should transition toward student-centered approaches in later grades. It recommends a flexible mix of methods, including individualized and emotional support for inclusive education.

Key findings

  • Teacher-centered instruction is presented as essential in primary grades (ages 5–6), where the teacher manages instruction, presents content, and conveys core knowledge; suggested methods include songs, visual diagrams, games, and continuous drilling.
  • The paper identifies disadvantages of teacher-centered instruction: passive participation, restricted student freedom, and potential use of outdated materials; the teacher delivers ready-made materials and students work only with these, hindering choice and active participation.
  • As education advances, especially in grades 10–11, the paper says a transition to student-centered learning becomes more appropriate, with the teacher acting as a guide or mentor while students choose topics, materials, and participate in discussions.
  • For inclusive education, the paper recommends individualized training, emotional support, continuous repetition and reinforcement, simplified language, technology use, support and collaboration, and patience and empathy for students with disabilities.

Methods

  • Conceptual/analytical article; no empirical sample, data collection, or statistical analysis is described.
  • It analyzes foreign language teaching within the Azerbaijan education system across primary classes (ages 5–6), grades 5–9, grades 10–11, and inclusive education.
  • The main analysis is a qualitative discussion comparing teacher-centered and student-centered instruction and offering methodological suggestions by age group and for inclusive settings.

Limitations

  • The paper states no limitations.
  • Evident from the text: it lacks empirical data, a sample, or a systematic methodology, so claims about effectiveness and classroom practice are based on the author’s experience, observations, and selected references rather than measured outcomes.
  • Evident from the text: no formal data collection or analysis procedures are reported, and the discussion of Azerbaijan’s education system is broad and not supported by reported study results.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.69760/egjlle.2505010

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 5 cited sources checked · 0 supported · 0 flagged

  • Interpretationreasoning

    Teacher-centered instruction retains significance in specific phases of foreign language teaching, particularly in primary classes (ages 5-6), where the teacher's role as a guide and resource is crucial.

    “The key advantages of teacher-centered instruction are noted, particularly in the initial stages of language acquisition in primary grades (ages 5-6), where the teacher's role as a guide and resource is crucial.”
    • Also stated in: § 6. Conclusion · hedged
      “The analysis conducted in this article indicates that teacher-centered instruction, while a traditional method, retains its significance in specific phases of foreign language teaching.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 11
  • May combine two claims. 13

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation

    Methods such as songs, visual diagrams, games, drilling, and multimedia are effective in primary foreign language teaching, making lessons more interesting and helping students better assimilate the lesson.

    “We can turn lessons into music to teach foreign language to children.This will make lessons more interesting and help students better assimilate the lesson.”
    • Also stated in: § Teaching English in primary classes · plain
      “Passing the lesson with games will make the lessons more interesting and enjoyable for students.”
    • Also stated in: § Teaching English in primary classes · plain
      “Using multimedia in the lesson can be more effective and enjoyable.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Peyton, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    The effectiveness of modern foreign language instruction is achieved through optimal and flexible integration of teacher-centered and student-centered methods, tailored to students' age, proficiency level, and specific requirements.

    “In summary, the effectiveness of modern foreign language instruction is achieved not through a rigid separation of teacher-centered and student-centered methods, but rather through the optimal and flexible integration of these approaches, tailored to the students' age, proficiency level, and specific requirements.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Technology use in learning shapes students' expectations in foreign language classes.
    • Rests on an assumption: Inclusive education has gained special importance in Azerbaijan in the last ten years.
    • Rests on an assumption: Students with disabilities have foreign language learning ability that varies due to differences in disability levels.
    • Rests on an assumption: Giving students complete freedom in class can sometimes lead to undesirable consequences, especially with young children.
    • Rests on an assumption: Students or foreign language learners cannot construct or improve their skills and understandings by themselves without a facilitator.

  • May combine two claims.

    Interpretationcitation

    During elementary years in Azerbaijan, the teaching approach is predominantly teacher-centered, and this is necessary because students are encountering a foreign language for the first time.

    “During the elementary years, the teaching approach is predominantly teacher-centered.This is necessary as students are encountering a foreign language for the first time and are not yet accustomed to understanding it or the learning methodologies involved.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Nigar, 2025

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    At grades 5-9, students often experience losing interest in the lesson, and the teacher remains the main source of information because students are at different levels and cannot fully complete tasks independently.

    “At this age, students often experience instances of losing interest in the lesson, which can lead to a loss of interest in the lesson.”
    • Also stated in: § 4.2. Teaching Language in Grades 5-9 · plain
      “The teacher can still be considered the main source of information at this stage because students are at different levels and cannot fully complete their tasks independently without the teacher's assistance.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Age factor has great importance during teaching process, and teaching foreign language to teenagers and primary school children is quite different.

    “Also, the age factor has great importance during the teaching process.”
    • Also stated in: § 3. Age Factor and General Methodological Suggestions · plain
      “To teach foreign language to teenagers and primary school children's is quite different.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Methods such as individualized training, emotional approach, continuous repetition, simplifying language, use of technology, support and collaboration, and patience and empathy are effective in inclusive foreign language education.

    “Individualized training -individualized training is a fundamental part of inclusive education.”
    • Also stated in: § 5. Inclusive Education: Methods of Teaching Foreign Language in Inclusive Education · plain
      “Emotional approach to students -It is very important to consider the feelings of such children when teaching a foreign language.”
    • Also stated in: § 5. Inclusive Education: Methods of Teaching Foreign Language in Inclusive Education · plain
      “Continuous repetition and reinforcement -Giving priority to continuous repetition is necessary to help students better assimilate new language understanding.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Students with disabilities have foreign language learning ability that varies due to differences in disability levels.

  • May combine two claims.

    Interpretationreasoning

    In grades 5-9, teacher-centered teaching still predominates; teacher's assistance helps students understand the lesson better; without teacher's mentorship, it would be difficult to develop the four skills together in students.

    “However, teacher-centered teaching still predominates at this stage.”
    • Also stated in: § 4.2. Teaching Language in Grades 5-9 · plain
      “As a result of the teacher's assistance, students can understand the lesson better.”
    • Also stated in: § 4.2. Teaching Language in Grades 5-9 · hedged
      “Without the teacher's mentorship, it would be difficult to develop these four skills together in students.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    In grades 10-11, students have a certain level of language proficiency and developed independent thinking; the role of the teacher diminishes and the process becomes more student-centered, though teacher's help is crucial.

    “From 10th to 11th grades and high schools, this level is composed of students who already have a certain level of language proficiency.”
    • Also stated in: § 4.3. Teaching Language in Grades 10-11 · plain
      “In this section, the role of the teacher diminishes, and the superiority passes to the student himself.”
    • Also stated in: § 4.3. Teaching Language in Grades 10-11 · plain
      “But teacher's help is crucial.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Teacher-centered language learning is still relevant and used in different educational settings worldwide, and some learners may benefit from it, particularly those who prefer traditional teaching methods and need additional support and scaffolding.

    “As we know teacher-centered language learning still relevant and used in different educational settings -kindergartens, schools, universities, all around the world.”
    • Also stated in: § 3. Age Factor and General Methodological Suggestions · hedged
      “Some learners may benefit from teacher-centered method, who prefer traditional teaching methods, who needs additional support and scaffolding.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    The traditional teacher-centered approach is gradually giving way to a more student-centric teaching model due to advances in science and technology.

    “The traditional teacher-centered approach is gradually giving way to a more student-centric teaching model, which, in turn, has led to alterations in teaching methods for educators.”
    • Also stated in: § 1. Introduction · plain
      “Subsequently, the influence of science and technology brought about various innovations in language teaching, gradually shifting from teacher-centered to student-centered learning.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Teacher-centered instruction has disadvantages including passive participation, restricted student freedom, and the potential use of outdated materials.

    “Concurrently, the disadvantages of this approach, including passive participation, restricted student freedom, and the potential use of outdated materials-are discussed.”
    • Also stated in: § 2. Teacher-Centered vs Student-Centered Instruction · plain
      “In teacher-centered instruction, the teacher delivers the materials to the students in a ready-made form and requires them to work only with these materials.This hinders students' freedom of choice.As a result, student don't want to actively participate in the lessons, and the teaching process is carried out passively.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationcitation

    Techniques such as dialogues, essay writing, watching films, teacher mentoring, reading texts, and listening activities help develop language skills in grades 5-9.

    “Increased use of dialogues -If the teacher wants to develop students' communication skills, they should give more space to dialogues.”
    • Also stated in: § 4.2. Teaching Language in Grades 5-9 · plain
      “Writing essays -One of the main tasks the teacher will give students at this stage to develop their writing skills.”
    • Also stated in: § 4.2. Teaching Language in Grades 5-9 · plain
      “Watching films -The teacher can organize film days in the classroom to make lessons more interesting.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Nigar, 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationcitation

    In primary classes, the main responsibility falls on the teacher because the teacher is the main manager of the process; without teacher's assistance, students cannot do anything; the main duty of the teacher is to assist students in acquiring the foreign language.

    “In primary classes, when organizing foreign language lessons, the main responsibility falls on the teacher because at this time, the teacher is the main manager of the process.”
    • Also stated in: § Teaching English in primary classes · plain
      “This teaching method in lower grades relies solely on teacher-led instruction.Because without the teacher's assistance, students cannot do anything.”
    • Also stated in: § Teaching English in primary classes · plain
      “The main duty of the teacher is to assist students in acquiring the foreign language.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mart, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Interpretationreasoning

    A special approach is necessary when teaching foreign languages to students with disabilities.

    “Special approach is necessary when teaching foreign languages to students with disabilities.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Students with disabilities have foreign language learning ability that varies due to differences in disability levels.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    In teacher-centered learning, the teacher assumes an authoritative role, controlling the entire class and determining the course of action; materials are delivered ready-made and students lack freedom.

    “In teacher-centered learning, the teacher assumes an authoritative role, controlling the entire class and determining the course of action.”
    • Also stated in: § 2. Teacher-Centered vs Student-Centered Instruction · plain
      “In teacher-centered instruction, the teacher delivers the materials to the students in a ready-made form and requires them to work only with these materials.This hinders students' freedom of choice.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Nigar, 2025

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Inclusive education provides advantages to special children and contributes to the development of critical thinking, empathy, and cooperation among those around them.

    “In addition, inclusive education not only provides advantages to special children but also contributes to the development of critical thinking, empathy, and cooperating among those around them.”
    Quote in the paperNot a substantial claim
16 of 16

  • The paper relies on this without support.

    Technology use in learning shapes students' expectations in foreign language classes.

    “In modern times, students' expectations in foreign language classes are shaped by the increased use of technology in the learning process.”

  • The paper relies on this without support.

    Inclusive education has gained special importance in Azerbaijan in the last ten years.

    “In the last ten years, inclusive education has begun gain special importance in our country.”

  • The paper relies on this without support.

    Students with disabilities have foreign language learning ability that varies due to differences in disability levels.

    “Because the foreign language learning ability of such children may vary due to the differences in their disability levels.”

  • The paper relies on this without support.

    Giving students complete freedom in class can sometimes lead to undesirable consequences, especially with young children.

    “Furthermore, giving students freedom in the class can sometimes lead to undesirable consequences.”
    “In some cases, it may not yield good results with young children and lead to confusion in the classroom.”

  • The paper relies on this without support.

    Students or foreign language learners cannot construct or improve their skills and understandings by themselves without a facilitator.

    “We can clearly say that students or foreign language learners cannot construct or improve their skills and understandings by themselves without a facilitator.”
5 of 5

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Peyton citation year differs from reference list

    Minor

    The text cites Peyton as 2021, but the only Peyton entry in the reference list is dated 2020.

1 of 1

Cites

Flagged first, then by citations

Research works printed but not linked: 7

  1. Benson, P. (2015). Teaching and researching autonomy in language learning. Routledge.
  2. Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). Pearson Education.
  3. Hurynovich, T. (2022). Student-centered approach in foreign language teaching. Belarusian State Agrarian Technical University Proceedings, 1-7.
  4. Ismayilli, T. M., Mammadova, K. M., & Asadova, A. A. (2025). The impact of educational games on speaking skills in the foreign language teaching process. Novitas-Royal (Research on Youth and Language), 19(1), 229-240.
  5. Mart, Ç. C. (2019). The role of dedicated teachers in fostering intellectual and moral growth. International Journal of Curriculum and Instruction, 18(3), 438-449.
  6. Peyton, E., Moore, M., & Young, L. (2020). Shifting paradigms: From teacher-centered to student-centered learning in language classrooms. Journal of Modern Education Research, 23(1), 21-35.
  7. Serroukh, A., & Serroukh, A. A. (2015). Teacher-centered or student-centered learning approach to promote learning? Journal of Language and Linguistic Studies, 11(2), 58-69.

Cited by

Sorted by citations

Authors
Mehdizade, N.
Affiliations
Nakhchivan State University (AZ)
Corresponding author
Mehdizade, Nigar
ORCID
Mehdizade, Nigar
Venue
EuroGlobal Journal of Linguistics and Language Education
Publisher
Global Spectrum of Research and Humanities
Published
2025-11-30
Volume
2
Issue
5
Pages
119-131
ISSN
3030-1394 (ISSN-L)
DOI
10.69760/egjlle.2505010
OpenAlex
W4416829908
Semantic Scholar
a8d22f1faa41256014dee215a2064ae264f86c43
Cited by
2
References
1
Citations by year
2026: 2
FWCI
8.31
Type
journal article
Open access
Licence
Locations
EuroGlobal Journal of Linguistics and Language Education. (publishedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Foreign Language Teaching Methods
  • Social Sciences › Education › Education, Innovation and Language Studies
Keywords
teacher-centered instruction, student-centered learning, foreign language teaching, English language teaching, Azerbaijan education system, inclusive education, individualized training, educational technology, globalization and language education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review