Emerging Strategies in Imbibing Learner-Centered Education in the 21st Century Language Classrooms: A Decade Scoping Review in Southeast Asia

Abstract

Amidst rapid educational internationalization and significant learner diversity in Southeast Asia, effective language teaching necessitates pedagogical approaches beyond traditional didactic methods. Learner-centered education (LCE) has emerged as a prominent paradigm, yet its practical implementation within the region requires systematic examination. This scoping review aimed to identify and characterize the emerging learner-centered teaching strategies utilized by language educators in 21st-century Southeast Asian classrooms over the past decade (2013-2023). Following the PRISMA-ScR guidelines, a systematic search across four major databases (ERIC, ScienceDirect, Asian Citation Index, JSTOR) yielded 38 peer-reviewed empirical studies meeting the inclusion criteria. Thematic analysis of these studies revealed five core characteristics defining contemporary LCE practices in this context: (1) strategic utilization of technology to enhance resources and foster autonomy; (2) cultivation of an empathetic learning environment emphasizing positive teacher-student relationships and support; (3) implementation of interactive group learning activities, particularly cooperative learning; (4) promotion of student self-regulated learning skills and strategies; and (5) application of differentiated learning principles to cater to individual student needs. Although implementation consistency varies, these findings highlight a clear trend toward more student-active pedagogical orientations. This synthesis provides valuable insights into the evolving landscape of language education in Southeast Asia, offering a foundation for informing pedagogical innovation, targeted teacher professional development, and future research focused on optimizing LCE effectiveness within the region's diverse educational settings.