The adoption of the learner-centered approach in the Taiwanese EFL classroom created hesitation about the feasibility and applicability of involving students who have long been used to a teacher-directed curriculum in the selection of materials, design of activities, and assessment. Doubts arouse, partly from the unfamiliarity with the practice and strategies of this approach, especially when applied to a large class setting of over 60 students. This research examined if one of the most significant principles of the learner-centered approach-the cooperative and negotiating interaction between teacher and students in designing curriculum-was feasible and applicable based on students' perceptions. The rationale for the adoption of a learner-centered approach with films was offered, including detailed procedures and activities through teacher-student cooperation and negotiation both in and outside the classroom for a semester. To verify the change of students' perceptions of the practice of the learner-centered approach, pre-and post-treatment questionnaire surveys, interviews, and observation were implemented. Findings and implications were drawn from analyzing the results of both qualitative and quantitative data. This paper concluded with guidelines and suggestions on the use of motivational and learner-centered approach in the EFL classroom.
