Student-led seminars have not been widely researched from the student perspective despite their prevalence in different streams of education literature. Based on four focus group interviews involving 24 students from a university in Saudi Arabia, this study evaluated student-led seminar sessions from the perspective of EFL student teachers, to generate relevant themes and categories. The themes identified comprised: preparing for seminar sessions, implementing seminar sessions, and receiving feedback after seminar sessions. Results found that students acknowledged the advantages of student-led seminars, but were worried about engaging in student-led seminars. Others preferred to receive guidance from the instructor, and some believed collaborative work was more important than individual work. It is essential to investigate students’ perceptions to obtain a more thorough understanding and allow the formulation of an effective framework implementing student-led seminars.
Recommended CitationAl-Amri, Majid. (2020). Exploring EFL Student Teachers’ Perceptions of Student-led Seminars. i.e.: inquiry in education: Vol. 12: Iss. 2, Article 11.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss2/11