Critical Reflections on Student-Centered Teaching in Chinese University English Education

Abstract

This paper offers a critical examination of student-centered teaching in Chinese university English education, focusing on how progressive pedagogical ideals interface with local constraints and highlighting misalignments between theory and practice. Grounded in constructivist and humanistic theories that prioritize active, learner-centered education (Song & Mukundan, 2025) and encourage learner autonomy, the analysis affirms the pedagogical rationale for student-centered approaches. However, China’s Confucian-heritage educational culture—with its emphasis on teacher authority, rote memorization for exam preparation, and deference to hierarchy (Shah & Basnyat, 2022)—poses significant challenges for such pedagogy. An exam-oriented system and large class sizes further incentivize didactic instruction and limit opportunities for meaningful student-teacher interaction (Wright & Zheng, 2016). These contextual factors create tensions between the ideals of learner autonomy and collaborative learning and the realities of entrenched teacher-centered practices and exam-focused expectations. In response, instructors often adopt a selective adaptation of student-centered techniques: integrating group discussions and other participatory activities where feasible while retaining traditional methods to maintain control and meet test requirements (Shah & Basnyat, 2022). This pragmatic compromise underscores the persistent influence of systemic pressures on classroom practice. The paper argues for a more contextually appropriate model of student-centered pedagogy. Rather than a wholesale importation of Western models, it calls for culturally informed adaptations aligned with local traditions and structural constraints (Shah & Basnyat, 2022). Such an approach entails gradually redefining teacher and student roles, bolstering teacher training, and reforming assessment practices to support meaningful learner engagement. This critical reflection provides insights for educators and policymakers on how student-centered ideals can be judiciously implemented in a Confucian-influenced, exam-driven educational environment.