Learner-Centred English Language Teaching: Supported Agency, Adaptive Instruction, and Context-Responsive Pedagogy

Abstract

Learner-centred teaching has become a major orientation in contemporary English language education, but the concept is often reduced to visible classroom activity such as pair work, group work, learner choice, or increased learner talk. This conceptual narrative review argues that these practices are learner-centred only when they contribute to meaningful agency, progressively developing autonomy, and demonstrable learning progress. The study synthesizes research on learner-centredness, learner autonomy and agency, self-determination, autonomy-supportive teaching, instructional structure, differentiated instruction, formative assessment, feedback, and context-sensitive pedagogy. Three research questions guide the review: how learner-centred ELT can be conceptually distinguished from simple learner activation; how learner autonomy can be developed without weakening purposeful teacher guidance; and which pedagogical mechanisms and contextual conditions make learner-centred practice more effective. The thematic synthesis identifies four interdependent dimensions: meaningful learner agency, structured autonomy support, adaptive instruction, and evidence-informed responsiveness. The review shows that learner-centred ELT is not the withdrawal of teacher direction. Effective practice combines clear learning goals, explicit modelling when needed, meaningful choice, differentiated support, formative assessment, actionable feedback, and gradual transfer of responsibility. The evidence also indicates that learner-centred approaches are conditional rather than universally transferable: class size, proficiency, assessment systems, learner readiness, teacher expertise, institutional expectations, and available resources shape implementation. The article proposes a supported-agency model of learner-centred ELT in which teacher guidance and learner responsibility operate as complementary dimensions. This model offers a clearer basis for classroom design, teacher education, and future empirical research.