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TÜRKİYE'DE İNGİLİZ DİLİ EĞİTİMİNİN SORUNLARI ÜZERİNE KAPSAMLI BİR ARAŞTIRMA: İNGİLİZCE ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

Yıl 2023, Cilt: 13 Sayı: 3, 1656 - 1672, 26.09.2023

Samet Taşçı

https://doi.org/10.24315/tred.1174706

Öz

Bu çalışma, Türkiye'de İngiliz dili eğitiminin sorunlarını İngilizce öğretmen adaylarının bakış açıları ile ortaya çıkarmayı amaçlamıştır. Bu amaçla, onbeş 4. sınıf İngilizce öğretmeni adayından nitel veriler toplanmıştır. Veri toplama sürecinde açık uçlu sorular, bireysel görüşmeler ve grup tartışmaları kullanılmıştır. İçerik analizi tekniğine dayalı olarak temalar ve kategoriler oluşturulmuştur. Katılımcılara göre, Türkiye'de İngilizce öğretiminde öğretmen yetiştirme programı, öğretmenler, öğrenciler, değerlendirme, müfredat ve bağlam ile ilgili sorunlar bulunmaktadır. Eğitim fakültesi ve öğretmen adayı sayısının fazlalığı, İngilizce öğretmenliği bölümleri arasında standardizasyon olmaması, teori ve uygulama arasındaki farklılık, öğretmenlik uygulaması derslerinin yetersizliği, YKS'de iletişim becerilerinin değerlendirilmemesi, değişken değerlendirme araçlarının kullanılmaması, sınavların ket vurma etkisi, sınav kaygısı, ders saatlerinin azlığı, esnek olmayan müfredat, eksiklik ders dışı etkinlikler, uygun olmayan ders kitapları, iletişimsel olmayan etkinlikler, yüksek oranda anadil kullanımı, öğretmen özerkliğinin olmaması, motivasyon kaybı, isteksizlik, hata yapma korkusu ve kaygısı, etkileşim eksikliği, özgüven eksikliği, disiplin sorunları, kalabalık sınıflar , yetersiz fiziki ve teknolojik kaynaklar ve denetim açığı Türkiye'de İngilizce öğretiminin bazı sorunları arasında gösterilmektedir. Bulgular, önceki bulgular doğrultusunda tartışılmış ve eğitsel çıkarımlar sunulmuştur.

Anahtar Kelimeler

sorunlar öğretmen eğitimi müfredat değerlendirme

Kaynakça

  • Akdağ Çimen, B. (2017). Challenges in EFL education in Turkey and potential solutions from the tertiary-level instructors' perspectives. International Journal of Language Academy, 5(6), 213-228.
  • Alptekin, C. & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey. Language Teaching, 44(3), 328-353.
  • Çapan, S. A. (2021). Problems in foreign language education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics, 7(1), 397–419.
  • Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabanci dil öğretimi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(21), 285-307.
  • Çimen, S. S. (2022). Exploring EFL assessment in Turkey: Curriculum and teacher practices. International Online Journal of Education and Teaching, 9(1), 531-550.
  • Dağtan, E., & Cabaroğlu, N. (2021). Status of English speaking skills in Turkish ELT departments: A nationwide survey. Eurasian Journal of Applied Linguistics, 7(1), 359-382.
  • Ekoç, A. (2022). Comparing English language teacher education programs in Turkey and Finland. Öğretmen Eğitimi ve Öğretim, 3(1), 1-16.
  • EPI (EF English Proficiency Index) (2021). Retrieved from https://www.ef.com.tr/epi/ on 10.03.2022.
  • Erdoğan, E., & Tunaz, M. (2012). Determining external and internal demotivating factors among young learners at Pozanti regional primary boarding school. Frontiers of Language and Teaching, 3, 147-160.
  • Erdoğan, P., & Savaş, P. (2022). Investigating the selection process for initial English teacher education: Turkey. Teaching and Teacher Education, 110, 103581.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Genç, Z. S., & Aydın, F. (2017). An analysis of learners' motivation and attitudes toward learning English language at tertiary level in Turkish EFL context. English Language Teaching, 10(4), 35-44
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC journal, 38(2), 216-228.
  • Kızıldağ, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484-495.
  • Kömür, Ş. (2010). Teaching knowledge and teacher competencies: A case study of Turkish preservice English teachers. Teaching Education, 21(3), 279-296.
  • Madalińska-Michalak, J., & Bavli, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688-706.
  • Ölçü-Dinçer, Z. & Seferoğlu, G. (2020). Factors affecting pre-service English teachers’ career plans in Turkey: Institutions and regions. Journal of Education for Teaching, 46(1). 4-19.
  • Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
  • Taşçı, S. (2019) Initial career motives and demotivation of English language teachers in Turkish context, International Journal of Languages’ Education and Teaching, 7(3), 138-150.
  • TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Matbaacılık Basım Yayın Tanıtım.
  • Tırfarlıoğlu, F., & Öztürk, A. (2007). An analysis of ELT teachers’ perceptions of some problems concerning the implementation of English language teaching curricula in elementary schools. Journal of Language and Linguistic Studies, 3(1), 202-217.
  • Tunaz, M. & Önem, E. E. (2017). ELT teachers working in underprivileged districts of Turkey and their perspective of continuous professional development opportunities. Journal of Human Sciences, 14(3), 2483-2494.
  • Tütüniş, B., Ünal, K., & Babanoğlu, P. (2022). ICT (web tools) for English language teaching in primary schools: TPACK framework and usage. International Journal of Education, Technology and Science, 2(1), 95-107.
  • Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61-67.
  • Yeşilçınar, S., & Çakir, A. (2020). Suggesting a teacher assessment and evaluation model for improving the quality of English teachers. Education and Science, 45(202), 363-392.
  • Yıldırım, O. (2010). Washback effects of a high-stakes university entrance exam: Effects of the English section of the university entrance exam on future English language teachers in Turkey. The Asian EFL Journal Quarterly, 12(2), 92-116.

A COMPREHENSIVE STUDY ON THE PROBLEMS OF ENGLISH LANGUAGE TEACHING IN TURKEY: REFLECTIONS FROM PRE-SERVICE ELT TEACHERS

Yıl 2023, Cilt: 13 Sayı: 3, 1656 - 1672, 26.09.2023

Samet Taşçı

https://doi.org/10.24315/tred.1174706

Öz

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year pre-service language teachers. Open-ended questions, individual interviews and group discussions were used in the data collection process. Based on the content analysis technique, themes and categories were formed. According to the participants, there are problems with teacher education program, teachers, learners, assessment, curriculum, and context in English language teaching in Turkey. Excessive number of education faculties and teacher candidates, no standardization among ELT departments, divergence between theory and practice, insufficient teaching practicum, absence of assessing communicative skills in YKS, unvaried assessment tools, washback effect, test anxiety, course hours, inflexible curriculum, lack of extracurricular activities, inappropriate course books, non-communicative activities, high amount of L1 use, lack of teacher autonomy, demotivation, unwillingness, fear of making mistakes and anxiety, lack of interaction, lack of self-confidence, discipline issues, crowded classes, inadequate physical and technological resources, and audit gap were among some of the problems of English language teaching in Turkey. The findings were discussed in line with the previous findings and educational implications were offered.

Anahtar Kelimeler

problems teacher education ELT curriculum assessment

Kaynakça

  • Akdağ Çimen, B. (2017). Challenges in EFL education in Turkey and potential solutions from the tertiary-level instructors' perspectives. International Journal of Language Academy, 5(6), 213-228.
  • Alptekin, C. & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey. Language Teaching, 44(3), 328-353.
  • Çapan, S. A. (2021). Problems in foreign language education in the Turkish education system: Pre-service teachers’ accounts. Eurasian Journal of Applied Linguistics, 7(1), 397–419.
  • Çelebi, M. D. (2006). Türkiye’de anadili eğitimi ve yabanci dil öğretimi. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(21), 285-307.
  • Çimen, S. S. (2022). Exploring EFL assessment in Turkey: Curriculum and teacher practices. International Online Journal of Education and Teaching, 9(1), 531-550.
  • Dağtan, E., & Cabaroğlu, N. (2021). Status of English speaking skills in Turkish ELT departments: A nationwide survey. Eurasian Journal of Applied Linguistics, 7(1), 359-382.
  • Ekoç, A. (2022). Comparing English language teacher education programs in Turkey and Finland. Öğretmen Eğitimi ve Öğretim, 3(1), 1-16.
  • EPI (EF English Proficiency Index) (2021). Retrieved from https://www.ef.com.tr/epi/ on 10.03.2022.
  • Erdoğan, E., & Tunaz, M. (2012). Determining external and internal demotivating factors among young learners at Pozanti regional primary boarding school. Frontiers of Language and Teaching, 3, 147-160.
  • Erdoğan, P., & Savaş, P. (2022). Investigating the selection process for initial English teacher education: Turkey. Teaching and Teacher Education, 110, 103581.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. New York: McGraw-Hill Humanities/Social Sciences/Languages.
  • Genç, Z. S., & Aydın, F. (2017). An analysis of learners' motivation and attitudes toward learning English language at tertiary level in Turkish EFL context. English Language Teaching, 10(4), 35-44
  • Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC journal, 38(2), 216-228.
  • Kızıldağ, A. (2009). Teaching English in Turkey: Dialogues with teachers about the challenges in public primary schools. International Electronic Journal of Elementary Education, 1(3), 188-201.
  • Köksal, D., & Ulum, Ö. G. (2019). Pre-service EFL teachers' conceptions of language proficiency: Entry and exit level qualifications. Journal of Language and Linguistic Studies, 15(2), 484-495.
  • Kömür, Ş. (2010). Teaching knowledge and teacher competencies: A case study of Turkish preservice English teachers. Teaching Education, 21(3), 279-296.
  • Madalińska-Michalak, J., & Bavli, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688-706.
  • Ölçü-Dinçer, Z. & Seferoğlu, G. (2020). Factors affecting pre-service English teachers’ career plans in Turkey: Institutions and regions. Journal of Education for Teaching, 46(1). 4-19.
  • Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
  • Taşçı, S. (2019) Initial career motives and demotivation of English language teachers in Turkish context, International Journal of Languages’ Education and Teaching, 7(3), 138-150.
  • TEPAV. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Matbaacılık Basım Yayın Tanıtım.
  • Tırfarlıoğlu, F., & Öztürk, A. (2007). An analysis of ELT teachers’ perceptions of some problems concerning the implementation of English language teaching curricula in elementary schools. Journal of Language and Linguistic Studies, 3(1), 202-217.
  • Tunaz, M. & Önem, E. E. (2017). ELT teachers working in underprivileged districts of Turkey and their perspective of continuous professional development opportunities. Journal of Human Sciences, 14(3), 2483-2494.
  • Tütüniş, B., Ünal, K., & Babanoğlu, P. (2022). ICT (web tools) for English language teaching in primary schools: TPACK framework and usage. International Journal of Education, Technology and Science, 2(1), 95-107.
  • Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61-67.
  • Yeşilçınar, S., & Çakir, A. (2020). Suggesting a teacher assessment and evaluation model for improving the quality of English teachers. Education and Science, 45(202), 363-392.
  • Yıldırım, O. (2010). Washback effects of a high-stakes university entrance exam: Effects of the English section of the university entrance exam on future English language teachers in Turkey. The Asian EFL Journal Quarterly, 12(2), 92-116.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Samet Taşçı 0000-0003-3925-3825

Erken Görünüm Tarihi 19 Eylül 2023
Yayımlanma Tarihi 26 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 3

Kaynak Göster

APA Taşçı, S. (2023). A COMPREHENSIVE STUDY ON THE PROBLEMS OF ENGLISH LANGUAGE TEACHING IN TURKEY: REFLECTIONS FROM PRE-SERVICE ELT TEACHERS. Trakya Eğitim Dergisi, 13(3), 1656-1672. https://doi.org/10.24315/tred.1174706
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