Hizmetiçi Öğretmenlerin Türkiye'de İngilizce Öğretim Kalitesi Hakkında Görüşleri

Abstract

This study, part of a larger project conducted with in-service English teachers' in Turkey, reports teachers' views about the quality of English language teaching (ELT) in Turkey and major instructional problems they experience while teaching English. The study also revealed teachers' suggestions for coping with these problems. Data were collected through an online questionnaire that contained quantitative and qualitative items. 2,476 teachers working at primary, secondary, high schools in fifty cities across Turkey participated in the study. Basic descriptive statistics were performed on the quantitative data and qualitative data were analysed using content analysis. According to the participants, ELT in Turkey is not effective (N = 2,476; M = 2.27; SD = .91). Students' negative affective states, large classes, poor textbooks, lack of materials, limited class hours, examination-driven teaching, and overloaded and structure-based curriculum were reported to be the main reasons for ineffective ELT. Participants agreed that shifting the focus of teaching to listening and speaking, improving textbooks, offering preparatory classes and increasing class hours, improving teacher development and recruitment, providing opportunities to go abroad, changing the focus of examinations, and changing the curriculum could help improve the effectiveness of ELT in Turkey.