EFL Learners and EFL Teaching in Türkiye: Native English-speaking Teachers’ Views

Year 2024, Volume: 25 Issue: 1, 1 - 14, 31.03.2024

İlke Menekşe Gerede Hoyland , Zeynep Cumhur Çamlıbel Acar

https://doi.org/10.12984/egeefd.1317878

Abstract

Many native English-speaking teachers (NESTs) work in Türkiye. NESTs as well as non-native English-speaking teachers (NNESTs) are the major stakeholders, and thus their views and experiences are worth exploring. Despite the ample research on NNESTs’ views, there is a scarcity of those of NESTs. This qualitative case study with four NESTs working at primary and secondary levels of a private school in Istanbul, aims to provide insights into their experiences with Turkish EFL learners and the EFL teaching and learning context in Türkiye. Data collected through an open-ended questionnaire and semi-structured interviews were analyzed qualitatively using the thematic analysis technique. Findings showed that Turkish EFL students are perceived as motivated, respectful, competitive and product-oriented learners, preferring more conventional practices like memorization and individual study. While oral fluency in English is seen as their strength, accuracy and literacy skills are evaluated as areas in need of development. The overall experience of the NESTs and their views about their work environment and colleagues are positive, yet factors such as the management style of the administrators, attitude of parents and their own incompetence in Turkish affect their views negatively and challenge them.

Keywords

Native English-speaking teachers, EFL, Teacher experiences, Language education, Turkish context

Türkiye’deki İngilizce Öğrencileri ve İngilizce Öğretimi: Anadili İngilizce Olan Öğretmenlerin Görüşleri

Abstract

Türkiye'deki okullarda anadili İngilizce olan birçok öğretmen (NEST) çalışmaktadır. NEST'ler de anadili İngilizce olmayan öğretmenler (NNEST) gibi dil öğretiminin ana paydaşlarındandır ve bu nedenle görüşleri ve deneyimleri araştırılmaya değerdir. NNEST'lerin görüşlerine ilişkin çok sayıda araştırma olmasına rağmen NEST çalışmaları yetersizdir. Bu nedenle bu çalışma, NEST’lerin yabancı dil olarak İngilizce öğrenen Türkler ve Türkiye'deki yabancı dil bağlamı hakkındaki görüşlerine ve deneyimlerine ilişkin içgörü sağlamayı amaçlamaktadır. Bu nitel durum çalışması, İstanbul'da özel bir okulun ilk ve orta kademelerinde görev yapan dört NEST ile gerçekleştirilmiştir. Açık uçlu anket ve yarı yapılandırılmış görüşmeler yoluyla toplanan veriler, tematik analiz tekniği kullanılarak incelenmiştir. Bulgular, İngilizce öğrenen Türk öğrencilerin NEST'ler tarafından motivasyonu yüksek, saygılı, rekabetçi ve sonuç odaklı öğrenciler olarak algılandığını; ezberleme ve bireysel çalışma gibi daha geleneksel öğrenme uygulamalarını tercih ettiklerini göstermektedir. Öğrencilerin İngilizceyi akıcı kullanımı, güçlü yanları olarak görülürken gramerin doğru kullanımı ve okuryazarlık becerileri geliştirilmesi gereken alanlar olarak değerlendirilmiştir. NEST'lerin genel deneyimi, çalışma ortamı ve meslektaşları hakkındaki görüşleri olumlu bulunmuştur. Ancak, yönetici ve velilerin tutumu, yönetim tarzı ve kendilerinin Türkçe bilmemeleri gibi faktörler NEST’lerin görüşlerini olumsuz etkilerken onları çalışma ortamında zorlamaktadır.

Keywords

Anadili İngilizce olan öğretmenler, Yabancı dil olarak İngilizce, Öğretmen deneyimleri, Dil eğitimi, Türkiye

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