Current Challenges in English Language Learning in Turkish EFL Context

Abstract

The purpose of this study was to investigate the current challenges in English language learning and teaching in Turkey from high and low achievers' perspective. The study was qualitative in nature and the participants of the study were twenty-two students attending at various departments of a state university in Turkey. In this study, the question of "what were the challenges that you had while learning English?" was asked to each participant and their responses were classified in terms of overall ideas, language skills, method, approach, practice, linguistic differences in two languages, personal differences, teacher, material, family and environment. The results of the study suggest that the objectives of English course should be realistic and be considered as a whole from primary education to higher education. Teaching and improving four language skills are supposed to be the focus of attention rather than grammar-centred language teaching. English courses should be designed as practice-based rather than theory-based. In addition, foreign language teachers should take into consideration the individual differences, learner characteristics and plan the activities in this regard. Foreign language teachers should take inservice training and update their professionalism from time to time. Finally, the materials such as course books, videos, and internet web sites should be chosen carefully according to the students' interest, level and needs.

The Impact of Collaborative Writing and The Stream of Consciousness Technique on Writing

“…The problems originating from students, on the other hand, are due to the lack of analytical skills (Pineteh, 2013). In terms of Turkish EFL students, Solak and Bayar (2015) argue that Turkish students do not get proper writing education, because teachers pay more attention to grammar in EFL classes and all they do is exam-oriented.…”

Challenges in EFL Speaking Classes in Turkish Context

“…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.…”

Using Social-Networking Sites in Learning English Language and Students’ Self-Efficacy

“…Liu, Z. Liu, & Hwang, 2011;Hughes, Rowe, Batey, & Lee, 2012;Kirmizi, 2015;Cahyono & Mutiaraningrum, 2016), especially in methods of learning English language (Kabilan, Ahmad, & Abidin, 2010;G. Liu, Z. Liu, & Hwang, 2011;Solak, 2015;Cahyono & Mutiaraningrum, 2016). In general, using SNSs technology encourage learning collaboration between foreign language learners in creative and active methods (Kabilan, Ahmad, & Abidin, 2010;Cahyono & Mutiaraningrum, 2016).…”