How do Albanian High-School Students and Teachers Perceive the Application of the Learner-Centered Approach?

This article provides a brief synopsis of what the learner-centered approach is. It elaborates two of the principles of this approach and the way we suggest they may be applied by the teachers. This study aims to provide an answer to a major question which is widely discussed: “How encouraged are students to develop the high-order thinking skills during English classes and to what degree do the teaching techniques urge students’ curiosity and creativity.” Even though it has been widely written and discussed about a system of education which places the learner and his needs in the center, the reality in most Albanian schools is reflected differently from what it is expected to be. In order to provide an accurate answer to the raised question, the study has been conducted in three high-schools in Elbasan. The participants of this study are students and six English teachers employed in these high schools. The paper intends to unfold the teachers’ and the students’ point of view regarding the application of the learner-centered teaching techniques. From the findings derived from the used instruments, it was reached in the conclusion that the learner-centered approach is not properly applied in the classrooms regarding the fostering of the high-order thinking skills during English classes and the techniques which urge students’ curiosity and creativity.