Challenges in EFL Speaking Classes in Turkish Context

Abstract

This article presents the results of a research study conducted to reveal the reasons of problems Turkish EFL learners face while speaking in L2. In Turkey, there is a perception that although the learners can reach high levels of proficiency in reading, listening, and writing skills, they cannot speak in English like their peers do in other parts of the world. This is substantially concerning as these students have compulsory and selective English courses throughout their ten years of compulsory school education. The problem has formerly been addressed by language learning anxiety, learners' autonomy, deficiencies in teacher education and teachers' development, and lack of material or/and technology in EFL classes (Aydın&Zengin, 2008; Büyükyavuz&İnal, 2008;Haznedar, 2010;Solak& Bayar, 2015). This paper directly seeks answers from the students themselves. The study was conducted with 66 students who have to enroll one year of intensive preparatory English class before being accepted to their own departments. A mixed method research design was used to triangulate the findings for higher validity. Quantitative data was analyzed using SPSS 22.0 software package and qualitative data was analyzed using descriptive analysis. The findings showed that students have difficulty in speaking English mainly because of educational and social reasons, while personal reasons are not as influential as the others are.

Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts

“…Various studies pinpointed that traditional teaching practices prevailed FL teaching due to such reasons as crowded classrooms (Ünal & İlhan, 2017) and exam-based teaching (Peker, 2012). FL teachers seemed to prioritize completing the textbook activities in order to meet the requirements of the curriculum with a teacher-centered approach (Kara, Demir Ayaz & Dündar, 2017;Solak & Bayar, 2015). Moreover, they largely ignored adapting their teaching to the learners' needs and interest, which yielded the false impression that English should be learned as a subject rather than a means of communication (Can & Işık Can, 2014;Işık, 2008).…”

“…Another major problem in FL education in Turkey referred to the issue of instructional materials. Several studies (Gedikoğlu, 2005;Kara et al, 2017;Kızıldağ, 2009) noted quality and quantity problems in the instructional materials enforced in a top-down manner in public schools. First and foremost, instructional materials lacked sustainability i.e., they did not systematically offer a progress across grade levels (TEPAV, 2013).…”

The Effectiveness of a Proposed Internet- Based Collaborative Tasks Program in Developing EFL Speaking Skills among Egyptian University Level Students

“…Rather, these are common factors in varied EFL contexts. Therefore, they were identified and highlighted by different scholars and researchers such as Shumin (2002) and Kara, Ayaz & Dündar (2017). Also, traditional teaching methods of speaking were seen as a main impediment that hinders EFL speaking development among Arab EFL learners in Mennaai's (2013) study.…”

A Study on Ganre-Based Approach in Teaching Speaking to Indonesian EFL Learners

“…Furthermore, the students perceived of the potential of speaking skill in supporting their future carrier (Dincer, 2017;Pakkala, 2017). Nevertheless, despite speaking skill' significance, the teaching of this skill repeatedly encounters many barriers and challenges such as native language, age, exposure, innate phonetic ability, motivation (Nuraini, 2016), anxiety, learners' autonomy (Kara & Ayaz, 2017), inhibition, low participation (Hosni, 2004) and the limited time allocation (Nazara, 2011).…”