This study explores the perspectives and practices of Saudi EFL (English as a Foreign Language) teachers in K–12 settings, focusing on the use of teacher-centered versus student-centered approaches. Conducted with 42 EFL teachers, the study collected data through an online questionnaire that measured teachers’ beliefs about teaching methodologies, as well as their actual classroom practices. Findings reveal that while most teachers recognize the value of both teacher-centered and student-centered methods, they tend to adopt teacher-centered approaches more frequently in practice. This preference is influenced by factors such as traditional educational norms, the need to prepare students for high-stakes exams, and a general lack of confidence in implementing student-centered strategies.
Despite the professed benefits of student-centered learning, the actual implementation of such approaches remains limited. The study suggests that to shift towards more student-centered instruction, Saudi EFL teacher training programs should emphasize these methods, alongside building supportive environments for such practices. Additionally, professional development programs are recommended to enhance teachers' confidence and ability to implement student-centered approaches effectively. This research highlights the ongoing challenge of balancing traditional educational practices with the pedagogical benefits of active learning, advocating for continued reform in Saudi K–12 English education.