Student-centered strategies in online english teaching: freelance teachers’ perceptions in virtual learning environments

Abstract

This study proposes student-centered strategies that enhance active participation in English language learning within a Virtual Learning Environment (VLE). The research addressed common challenges in online language education, particularly low participation and limited student interaction in virtual classrooms. A qualitative case study design was employed focusing on six freelance English teachers in Colombia. Data were collected through open-ended questionnaires and non-participant classroom observations and were analyzed inductively using ATLAS.ti and methodological triangulation. The results showed that the design of the tasks, the relevance of the material, and the emotional climate of the classroom had a big impact on how involved the students were. Specifically, student-centered strategies linked to learners' personal and professional environments encouraged more significant communication, participation, and involvement. Participation in virtual learning environments was still influenced, though, by outside distractions and few chances for peer contact. The study found that using student-centered strategies in online English courses helped students develop autonomy, interaction, and drive, as well as promote more meaningful virtual learning experiences. These results could help to improve our knowledge of online language teaching and offer direction for teachers operating in virtual English teaching settings.