The international growth of English language teaching within higher education has fundamentally shifted dominant attitudes concerning pedagogical effectiveness, student independence, and communicative competence. In the past, teacher-centered methods of instruction, which formerly represented the dominating instructional approach, are now subject to growing criticism due to their limitations regarding interaction, reduced student autonomy, and an inability to foster crucial 21st-century competencies (Hadiyanto, 2024). In response, current educational research emphasizes three interconnected approaches to pedagogical innovation.

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The first one is learner-centered education. It indicates a fundamental shift in pedagogical philosophy, transferring the priority from the instructor as the primary source of information to the learner as an active participant in the construction of understanding. This approach transforms the teacher’s role from simply transmitting information to actively facilitating the learning process, thereby supporting students as they investigate concepts, develop questions, and establish their own learning pathways. In student-centered classrooms, learners actively engage in problem-solving, collaborate with peers to comprehend and negotiate meaning, and participate in critical reflection on their performance. Such practices foster self-motivation as learners recognize themselves as proactive participants in their learning process rather than passive recipients of knowledge. Research demonstrates that this increased autonomy fosters greater engagement, more profound cognitive processing, and improved long-term retention of information.

Learner-centered pedagogy rooted in constructivist and humanistic educational theories has gained significant prominence as a foundational paradigm in modern language education. As a fundamental set of principles, learner-centeredness emphasizes active engagement, collective responsibility, and the reexamination of the dynamic between educators and students. Ali Ahmed Qasem (2020) summarizes these core concepts by citing the well-established principles of Brandes and Ginnis, which include active learner engagement, collaborative decision-making, and full ownership of one's educational path. In the context of English language education, learner-centered approaches (Ali Ahmed Qasem, 2020):

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These principles align with current research in higher education, which links student success to self-directed learning, collaboration, and digital literacy (Hadiyanto, 2024).

More importantly, learner-centered education corresponds with the requirements of 21st-century learning by promoting creativity, collaboration, digital literacy, and adaptability competencies vital for achievement in academic, professional, and international settings. In language education specifically, a learner-centered approach facilitates more authentic communicative interactions and encourages students to develop the confidence essential for effective language utilization. The approach further fosters a supportive environment in which learners feel appreciated, respected, and encouraged to take risks, explore the language, and learn from their mistakes as well.

Task-Based Language Teaching relies on learner-centered principles, organizing language instruction around meaningful and purposeful tasks instead of solitary grammatical explanations (Aliasin, 2019). Task-Based Language Teaching (TBLT) is broadly acknowledged as an important pedagogical approach that emphasizes authentic communication as the core component of the learning process. Rod Ellis (2020) argues that real conversation rather than automatic repetition is the most effective method to encourage the development of fluency and conversational skill (Ellis, 2017). Similarly, Branden (2021) notices that task relevance and engagement encourage possibilities for language use, resulting in improved proficiency (Branden, 2021). Core principles of TBLT:

• Authenticity
• Focus on meaning
• Learner-centeredness
• Interaction and negotiation of meaning
• Performance-based assessment

In TBLT, learners employ language as a means to achieve communicative goals such as settling a problem, engaging in a discussion, conducting an interview, or implementing a real-world simulation (Harris, 2024). Contrary to conventional approaches that primarily emphasize form, TBLT emphasizes meaning, interaction, and the active participation of learners. The theory is based on research indicating that language acquisition is most effective when learners are supplied with sufficient input, develop meaningful output, and become involved in meaning negotiation within authentic contexts. This approach supports authentic language use, allowing learners to integrate linguistic structures through active participation rather than mere memorization.

A Task-Based Language Teaching (TBLT) syllabus fundamentally distinguishes itself from traditional instructional models by prioritizing communicative tasks rather than grammatical structures or vocabulary lists as the primary organizing principle of instruction. In a task-based syllabus, tasks function as the primary components for instruction and evaluation, systematically arranged to correspond with pedagogical principles such as complexity, cognitive load, or communicative purpose. In contrast, a Task-Supported syllabus integrates tasks as additional tasks while maintaining a traditional emphasis on linguistic components as the primary organizational units. Although primarily focused on meaning, a TBLT syllabus does not disregard attention to form; instead, it incorporates a focus on form at strategically selected intervals during or following communicative activities. Teachers may identify recurring student errors during task engagement and then address these patterns through succinct, targeted instruction or corrective feedback, thereby converting them into shared learning objectives (Li, 2015). This method provides that learners stay actively involved in real interaction while simultaneously acquiring targeted language skills that autonomously emerge from their communicative requirements.

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TBLT corresponds effectively with sociocultural theories, especially Vygotsky’s concept that learning takes place through social interaction, scaffolding, and active engagement within a community of practice. Empirical research confirms its efficacy: students in TBLT-focused classrooms consistently exhibit greater fluency, enhanced confidence, and improved communicative competence relative to peers instructed through more conventional approaches. Furthermore, assignments can be tailored to accommodate individual learners, enabling differentiation according to their needs and interests another essential characteristic that aligns TBLT with broader learner-centered principles. In higher education, TBLT equips students not only for daily communication but also for academic discourse through participation in authentic activities such as presentations, debates, case studies, and collaborative projects.

Self-assessment forms an important component in modern language education, as it promotes the development of learners’ psychological abilities, or the capacity to reflect on and evaluate their own learning processes. Through systematic evaluation, learners assess their competencies, identify areas for improvement, monitor their progress, and develop strategic methodologies (Li, 2021). This fosters a more profound understanding of their current knowledge, skills, and areas requiring further development. Self-assessment enhances autonomy by promoting learners to assume responsibility for overseeing and managing their own performance. When executed effectively, it shifts students from passive recipients of grades to reflective practitioners equipped to steer their own growth. In the field of language education, self-assessment can include reflective journals, questionnaires, performance evaluations, peer feedback, or self-assessment of speaking and writing tasks. Research indicates that students who consistently participate in self-assessment exhibit heightened motivation, enhanced precision in evaluating their performance, and superior academic achievements. They also develop an enhanced awareness of errors, display greater openness to feedback, and demonstrate an increased willingness to take initiative in communicative endeavors. Nevertheless, effective self-assessment necessitates clear guidance: learners must be instructed in the application of rubrics, understanding of criteria, and the conduct of objective self-evaluations. When these supports are executed, self-assessment promotes not only language proficiency but also broader competencies such as critical thinking, responsibility, and lifelong learning skills. It functions as a link between instruction and autonomous learning, rendering it vital within modern educational frameworks that emphasize independence and reflective practice.

In conclusion, learner-centered pedagogy, TBLT, and self-assessment are even more crucial since students need to comprehend academic genres, specialized discourse, and multimodal communication. When combined, these three methods provide a pedagogical framework that successfully meets the needs of modern language instruction. Self-assessment enhances metacognitive awareness and learning continuity, learner-centered principles encourage autonomy and engagement, and TBLT provides the framework for purposeful communicative practice. Their integration fosters not only language fluency but also more general academic skills, including critical thinking, independent study, and teamwork. In higher education, where students must make the shift from specialized instruction to autonomous academic and professional communication, such a paradigm is especially pertinent. In this sense, the combination of these methods offers a workable, evidence-based route for the future development of English language instruction while directly addressing contemporary educational concerns, such as the demand for advanced literacy skills, digital transformation, and disparities in proficiency levels.