İngilizceye Yabancı mı Kalıyoruz?İngilizceye Yabancı mı Kalıyoruz? Üniversite Öğrencilerinin Yabancı Dil Olarak İngilizceye İlişkin Görüşleri

Year 2025, Volume: 5 Issue: 1, 1 - 23, 25.07.2025

Enes Akoluk , İrem Çolak Stefan Rathert

Abstract

Türkiye'deki ilkokul ve ortaokullarda İngilizce öğretiminde öğretim uygulamalarının çeşitli nedenlerden dolayı sorunlu olduğu düşünülmektedir. Bu nitel çalışma, katılımcıların yeni dil öğrenme deneyimleri ve gelişmekte olan pedagojik alan bilgilerine dayanarak değerli içgörüler sağlayacağını varsayarak, bu durumu bir Türk devlet üniversitesinin eğitim fakültesindeki sekiz programa kayıtlı öğretmen adaylarının bakış açısından keşfetmeyi amaçlamıştır. Bu nedenle açık uçlu bir anket geliştirilmiştir. Yedi yüz altmış iki öğretmen adayı anketi yanıtlamış ve altı katılımcıyla yarı yapılandırılmış görüşmeler yapılmıştır. Sonuçlar, katılımcıların önemli bir kısmının İngilizce öğrenmeyi kişisel ve mesleki gelişimleri için değerli bulduklarını, ancak kendi yaşamlarında İngilizce kullanımlarının sınırlı olduğunu göstermektedir. Türkiye'de İngilizce öğretiminin etkisiz olmasının çeşitli nedenlerine işaret eden katılımcılar, Türkiye'de İngilizce öğreniminin güçlendirilmesinin önündeki engeller olarak hatalı metodolojiyi, beceri temelli öğretimin ihmal edilmesini ve müfredat dışı etkinliklerin eksikliğini vurgulamışlardır. Sonuçlar, Türkiye'de öğretim uygulamalarını ve İngilizcenin statüsünü güçlendirmek için öğretmen eğitiminde iyileştirmeler yapılmasını ve müfredat dışı etkinliklerin önemini yaygınlaştırmaya yönelik girişimlerde bulunulmasını gerektirmektedir.

Keywords

İngiliz Dili Eğitimi , Türkiye , Zorluklar , Öğretmen Adaylarının Görüşleri

Project Number

1919B012300339

Have we remained strangers to English? University Students Views of English as a Foreign Language

Abstract

The delivery of instructional practice in the teaching of English at Turkish primary and secondary schools is considered problematic for a variety of reasons. This qualitative study aimed to explore this situation from the perspective of pre-service teachers enrolled in eight programmes at the faculty of education at a Turkish state university assuming that the participants would provide valuable insights based on their fresh language learning experiences and their emerging pedagogical content knowledge. For this reason an open-ended survey was developed. Seven hundred and sixty-two pre-service teachers responded, and semi-structured interviews with six participants were conducted. The results show that a considerable number of the participants appreciated the learning of English as valuable for their personal and professional development, but the actual use of English in their own lives was limited. Pointing to a variety of reasons for ineffective instruction of English in Turkey, the participants stressed flawed methodology, neglect of skills-based instruction and lack of extracurricular activities as hindrances to strengthen the learning of English in Türkiye. The results call for improvements in teacher education and attempts to disseminate the importance of extracurricular activities to strengthen instructional practices and the status of English in Türkiye.

Keywords

English Language Teaching , Türkiye , Challenges , Pre-service Teacher Views

Supporting Institution

TÜBİTAK (2209-A)

Project Number

1919B012300339

References

• Akkuş Çakır, N., & Ünlü, N. (2024). The Effects of Teaching Abroad Experience on Professional Teacher Identity Development of EFL Teachers. Education and Science, 49(219). http://dx.doi.org/10.15390/EB.2024.11241
• Akyol, B. (2019). Analysing attitudes of middle school students towards the English language [Unpublished master’s thesis]. Bursa Uludağ University, Bursa. YÖK Tez Merkezi (Tez no 591684). Accessible at https://tez.yok.gov.tr/UlusalTezMerkezi
• Albayrak, H., & Şener, T. (2021). The relationship between participation in extracurricular activities and motivation of foreign language learning. International Journal of Psychology and Educational Studies, 8(2), 122-132. https://dx.doi.org/10.52380/ijpes.2021.8.2.390
• Almacioglu, G., Yacin Arslan, F. (2024). Turkish EFL teachers’ professional learning: reflection on critical incidents. Teaching Education, 35(4), 473-494. https://doi.org/10.1080/10476210.2024.2358768
• Altan, M. Z. (2017). Globalisation, English language teaching and Turkey. International Journal of Languages’ Education and Teaching, 5(4), 764-776. https://doi.org/10.18298/ijlet.2238
• Arik, B. T., & Arik, E. (2020). The use of English movies in Turkey. English Today, 36(2), 35-41. https://doi.org/10.1017/S0266078419000166
• Arık, B. T. (2020). English in Turkey. World Englishes, 39, 514-527. https://doi.org/10.1111/weng.12488
• Atar, Cihat & Cahit E. (2020). A Sociolinguistic Perspective in the Analysis of English Textbooks: Development of a Checklist. In: Research in Pedagogy, 10(2), 398-416. http://dx.doi.org/10.5937/IstrPed2002398
• Aydın, S. (2024). Türkiye’de İlk ve Ortaöğretim Düzeyinde Yabancı Dil Eğitimi: Mevcut Durum, Sorunlar ve Çözüm Önerileri [Foreign language education in primary and secondary education in Türkiye: The current situation, problems and suggestions for solutions]. Akademia. Akademik akıl. İnterdisipliner akademik köşe yazarları platformu. https://www.akademikakil.com/turkiyede-ilk-ve-ortaogretim-duzeyinde-yabanci-dil-egitimi-mevcut-durum-sorunlar-ve-cozum-onerileri/selamiaydin/
• Birgün, M., & Polat, Y. (2023). Use of social media for productive skills in English as a foreign language (EFL). International Journal of the Pursuit of Excellence in Social Sciences, 5, 83-92. https://dergipark.org.tr/tr/pub/usmad/issue/81025/1413142
• Blume, C. (2019). Playing by their rules: Why issues of capital (should) influence digital game-based language learning in schools. CALICO Journal, 36(1), 19-38. https://www.jstor.org/stable/26724274 Bolitho, R., & Rossner, R. Language education in a changing world: Challenges and opportunities. Multilingual Matters.
• Bozavlı, E. (2017). Learners' perceptions for the development of verbal language skills in foreign language through social media. Journal of the Human and Social Science Researches, 6(1), 627-640. https://dergipark.org.tr/en/pub/itobiad/issue/27443/292223
• Brinkmann, S. (2013). Qualitative interviewing. Oxford University Press.
• Butzkamm, W. (2005). Der Lehrer ist unsere Chance. [The teacher is our chance]. Buchverlag Prof A. W. Geissler.
• Bütün Ikwuegbo, Z., & Harris, R. (2024) Reflection and agency: the experiences of language teachers in Türkiye. Reflective Practice, 25(2), 101-116. https://doi.org/10.1080/14623943.2024.2304849.
• Cash, P. J. (2018). Developing theory-driven research design. Design Studies, 56, 84-119. https://doi.org/10.1016/j.destud.2018.03.002
• Cash, P., Isaksson, O., Maier, A., & Summers, J. (2022). Sampling in design research: Eight key considerations. Design Studies, 78, 101077. https://doi.org/10.1016/j.destud.2021.101077
• Ceylan, E., & Comoglu, I. (2024). Action research in initial EFL teacher education: emerging insights from a CAR project. Educational Action Research, 32(2), 438-453. https://doi.org/10.1080/09650792.2023.2187854 Creswell, J. W. (2009). Research design. Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage.
• Çakır, A. (2017). Türkiye’de YÖK Öncesi ve Sonrası Yabancı Dil Eğitimi [Foreign language education in Turkey before and after YÖK (Council of Higher Education)]. Journal of Language Research (JLR), 1(1), 1-18. https://dergipark.org.tr/en/pub/jlr/issue/33470/372426
• 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. https://doi.org/10.32601/ejal.911469
• Çelik, S., & Kasapoğlu, H. (2014). Implementing the recent curricular changes to English language instruction in Turkey: Opinions and concerns of elementary school administrators. South African Journal of Education, 34(2), 1-14. https://doi.org/10.15700/201412071144
• Çınar, K. A., & Altay, İ. F. (2025). The impact of international exchange programs on English-speaking anxiety among EFL students. Pegem Journal of Education and Instruction, 15(2), 116-129. https://doi.org/0.47750/pegegog.15.10.12
• Çolak, İ. (2023). ‘‘Bir lisan, bir insan, iki lisan, iki insan?’’ Observations and reflections of an undergraduate student on the situation of ELT in Turkey. Humanising Language Teaching, 25(4). https://www.hltmag.co.uk/aug23/bir-lisan-bir-insan-iki-lisan-iki-insan
• 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. https://doi.org/10.32601/ejal.911454
• Demir-Ayaz, A., Ozkardas, S. & Ozturan, T. (2019). Challenges with English language teaching in high schools in Turkey and possible suggestions to overcome them. Eurasian Journal of Applied Linguistics, 5(1), 41-55. https://doi.org/10.32601/ejal.543778 . Dresing, T., Pehl, T., & Schmieder, C. (2015). Manual (on) transcription. Transcription conventions, software guides and practical hints for qualitative researchers (3rd English ed.). https://www.audiotranskription.de/wp-content/uploads/2020/11/manual-on-transcription.pdf
• English First (2024). EF English proficiency index. A ranking of 116 countries and regions by English skills. https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2024/ef-epi-2024-english.pdf
• García, P. N. (2014). Verbalizing in the second language classroom: Exploring the role of agency in the internalization of grammatical categories. In P. Deters, X. Gao, E. R. Miller, & G. Vitanova (Eds.), Theorizing and analyzing agency in second language learning: interdisciplinary approaches (pp. 213-231). https://doi.org/10.21832/9781783092901-014
• Gerlach, D., & Lüke, M. (2024). Textbook-defined practice: Narrated identities of English language teachers within a standard-driven context. Zeitschrift für Interkulturellen Unterricht, 29(1), 253-272. https://doi.org/10.48694/zif.3821
• Guerra, L, Cavalheiro, L., Pereira, R.. Kurt, Y., Öztekin, E., Candan, E., & Bayyurt, Y. (2020). Representations of the English as a lingua franca framework: Identifying ELF-aware activities in Portuguese and Turkish coursebooks. In: RELC Journal, 53(1), 134-150 https://doi.org/10.1177/0033688220935478
• Güney, K., Ağlar, C., & Fidan, R. (2024). Examining the inclusion of 21st century skills in fifth grade Turkish and English coursebooks in Türkiye. International Journal of Social and Educational Sciences, 6(10), 263-286. https://dergipark.org.tr/en/download/article-file/3727905
• Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). The value of smart teachers. International evidence on teacher cognitive skills and student performance. The Journal of Human Resources, (54)4, 857-899. https://doi.org/10.3368/jhr.54.4.0317.8619R1
• Hennink, M., Baiey, A., & Hutter, I. (2020). Qualitative research methods. Sage. Hochwald, I. H., Green, G., Sela, Y., Radomylsky, Z., Nissanholtz-Gannot, R., & Hochwald, O. Converting qualitative data into quantitative values using a matched mixed-methods design: A new methodological approach. Journal of Advanced Nursing, 79(11), 4398-4410. https://doi.org/10.1111/jan.15649
• Julien, H. (2008). Survey research. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods (Vol 1 & 2) (pp. 846-848). Sage.
• Karakaş, A. (2021). İngilizce öğretmenlerinin 2023 Eğitim Vizyonu’nda yer alan yabancı dil eğitimi ile ilgili hedeflere yönelik görüşleri [English Language teachers’ views about the goals for foreign language education in the 2023 Education Vision]. Mehmet Akif Ersoy University Journal of the Institute of Educational Sciences, 9(11), 47-86. https://dergipark.org.tr/tr/download/article-file/1322107
• Kaya, İ., & Ergül, H. (2025). Exploring the fluctuating motivational landscape of EFL teachers and motivating factors. International Journal of Curriculum and Instruction, 17(1), 417-433. https://ijci.net/index.php/IJCI/article/view/1598/766
• Kayır, G., & Özçelik, F. U. (2024). Teachers’ views of summer learning loss in English lesson. Turkish Journal of Primary Education, 3(1), 33-45. https://dergipark.org.tr/en/download/article-file/532267
• Kırkgöz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations. RELC Journal, 38(2), 216-228. https://doi.org/10.1177/0033688207079696
• Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684. https://doi.org/10.1177/0895904808316319
• Kır, P., & Temiz, G. (2024). Exploring the reflections of Turkish EFL preparatory school students towards “English” from an EFL standpoint. In N. Ülker, G. Temiz, S. Bayandır Musaoğlu & E. Meşe (Eds.). International Conference of within and beyond the classroom. Book of proceedings (pp. 177-190). Istanbul, Türkiye. May 31 - June 1, 2024. https://polen.itu.edu.tr/bitstreams/838c3039-847a-444b-b62d-c31183891740/download
• Kırkıç, K. A., & Boray, T. (2017). İngilizce öğretiminde ve öğreniminde Türkiye için inovatif bir Teknik: Boray Tekniği (BT) [An innovative technique in teaching and learning English for Turkey: Boray Technique (BT). Journal of Education, Theory and Practical Research, 3(3), 13-29. https://dergipark.org.tr/tr/download/article-file/339970
• Kırmızı Ayyıldız, A., & Akkuş Çakır, N. (2022). Adaptation of English coursebook activities based on sociocultural theory: An action research. International Journal of Curriculum and Instructional Studies, 12(1), 19-42. https://10.31704/ijocis.2022.002
• Koç, A., & Ayık, Y. Z. (2017). Social media assisted learning: Effects of using social network on academic success of students in 6th and 7th grade science and English courses. European Journal of Science and Technology, 6(10), 7-19. https://dergipark.org.tr/en/download/article-file/325035
• Köksal, D. & Ulum, Ö. G. (2018). The state of EFL teacher education in Turkey: From past to present. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal 7(4), 161-174. https://dergipark.org.tr/tr/download/article-file/615312
• Kurt, T. İ. (2024). Overcoming barriers: Insights into the challenges faced by Turkish EFL students in Learning English. International Journal of Social Sciences Paradigms, 20242. https://doi.org/10.5281/zenodo.13905249 Küçükbesleme, K. N., & Öztürk, Ö. A. (2024). Exploring challenges for learning and teaching English in Turkey. Humanising Language Teaching, 26(5). https://www.hltmag.co.uk/oct24/exploring-challenges
• Kürüm, E. Y. (2024). An evaluation of foreign language teaching in Turkey and suggestions for solution. IZU Journal of Education, 6(1), 16-30. https://doi.org/10.46423/izujed.1269741
• Levine, G. S. (2020). A human ecological language pedagogy. The Modern Language Journal, 104(S1), 1-130. https://doi.org/10.1111/modl.12609
• Maden, S. (2024). Transformation in the Turkish educational system from the Ottoman Empire to the Republic of Turkey: The elements behind the contemporary status of EFL. The Central European Journal of Social Sciences and Humanities, 67(1-2), 23-44. http://dx.doi.org/10.17460/PHO_2024.1_2.02
• Matsumoto, Y. (2021). Student self-initiated use of smartphones in multilingual writing classrooms: Making Learner agency and multiple involvements visible. The Modern Language Journal, 105, 142-174. https://doi.org/10.1111/modl.12688
• Mutlu-Gülbak, G. (2024). The experiences of the practicum dyad: a metasynthesis from Turkish EFL case (2012-2022). Kastamonu Education Journal, 32(1). 159-167. https://doi.org/10.24106/kefdergi.1426737 Niğdelioğlu, H. E. (2018). A phenomenological study on high school students’ perceptions towards English as a foreign language [Unpublished master’s thesis]. Yıldız Teknik University, Istanbul. YÖK Tez Merkezi (Tez no 508675). Accessible at https://tez.yok.gov.tr/UlusalTezMerkezi
• Özer, M., & Suna, H. E. (2023). The professional development of teachers in Türkiye: Five-year outputs of the new approach by the Ministry of National Education. Kastamonu Education Journal, 31(2), 319-330. https://doi.org/10.24106/kefdergi.1275022
• Özmat, D., & Senemoğlu, N. (2021). Difficulties in learning English by EFL students in Turkey. Ankara University Journal of Faculty of Educational Sciences, 54(1), 141-173. https://doi.org/10.30964/auebfd.742803
• Öztürk, G., & Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed? Anadolu Journal of Educational Sciences International, 9(1), 181-213. https://doi.org/10.18039/ajesi.520842
• Patton, M. Q. (2014). Qualitative research & evaluation methods (4th ed.). Sage.
• Polat, M. (2020). YDS ve YÖKDİL sınavlarının yabancı dil eğitimi üzerine etkileri [Washback effects of YDS and YOKDIL on foreign language teaching]. Kastamonu Education Journal, 28(5), 2188-2202. https://doi.org/10.24106/kefdergi.709027
• Rathert, S. (2023). Local coursebooks as promoters of teaching for international communication? – A case study. In T. Tinnefeld (Ed.). Bridging language boundaries. Explorations in communication across borders (Saarbrücken Series on Linguistics and Language Methodology) (pp. 71-87). htw saar. https://drive.google.com/file/d/1Ya86ard7xy3_F5uqgBEvaoAN-9DJ7g4S/view
• Rathert, S., & Cabaroğlu, N. (2024). Sociocultural theory. In R. Hampel & U. Stickler (Eds.), The Bloomsbury handbook of language learning and technology (pp. 85-97). Bloomsbury Academic.
• Reinhardt, J. (2022). Everyday technology-mediated language learning. In C. Lütge (Ed.), Foreign language learning in the digital age: Theory and pedagogy for developing literacies (pp. 67-78). Routledge.
• Reinhardt, J. (2024). Social media, cultural competence and critical literacies. In R. Hampel & U. Stickler (Eds.), The Bloomsbury handbook of language learning and technology (pp. 157-172). Bloomsbury Academic.
• Rezalou, A. (2024). Turkish EFL students’ perceptions of effective EFL teachers. International Journal of Language Academy, 12(1), 320-441. http://dx.doi.org/10.29228/ijla.74751
• Rose, H, & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press
• Saeed, E. (2024). Bridging cultures: The significance of English and Turkish attitudes in modern Türkiye. Journal of English Language Teaching and Applied Linguistics, 6(3), 60–62. https://doi.org/10.32996/jeltal.2024.6.3.8
• Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
• Simsek-Rackelmann, T., Kibar, E. P., Aybek, S., & Okan, Z. (2024). A practice turn in Turkey: Is a balanced practicum at risk? European Journal of Teacher Education. Advance online publication. https://doi.org/10.1080/02619768.2024.2337631
• Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participational Educational Research, 2(1), 106-115. https://doi.org/10.17275/per.15.09.2.1
• Syed, M., & Nelson, S. C. (2015). Guidelines for establishing reliability when coding narrative data. Emerging Adulthood, 3(6), 375-387. https://doi.org/10.1177/2167696815587648
• Şahin, Ç. (2025). Teachers’ professional development: Opportunities and challenges in Türkiye. International Journal of Professional Development, Learners and Learning, 7(2), e2511. https://doi.org/10.30935/ijpdll/15834
• Taş, S., & Uğurlu, M. (2019). Dil eğitiminde teknoloji ve sosyal medya etkisi [The effect of technology and social media in language education]. Gece Akademi.
• Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. https://doi.org/10.1177/1558689806292430
• Tekir, S., & Akar, H. (2019). The current state of instructional materials education: Aligning policy, standards, and teacher curriculum. Educational Sciences: Theory & Practice, 19(1), 22-40. https://doi.org/ 0.12738/estp.2019.1.043
• Tezgiden-Cakcak, Y. (2019). Moving beyond technicism in English-language teacher education. Lexington Books.
• Tok, H. (2010). Examining university students’ affective attitudes related to the English course according to some variables. Milli Eğitim, 185, 90-106. https://dergipark.org.tr/en/download/article-file/442790
• Tosun, D. (2022). A case study on factors that affect foreign language speaking. [Unpublished master’s thesis]. Aydın Adnan Menderes University. http://adudspace.adu.edu.tr:8080/jspui/bitstream/11607/4863/1/743641%20DO%c4%9eAN%20TOSUN.pdf
• Tuğlu, Y. (2023). Student perspectives on the effective use of new media in field education courses and the development of language skills. International Journal of Educational Research Reviews, 8(3), 494-511. https://doi.org/10.24331/ijere.1287867
• Tuzcu Eken, D. (2021). English education in Turkey: Why are we ‘very low level’? RumeliDE Journal of Language and Literature Studies, 23, 804-822. https://doi.org/10.29000/rumelide.949700
• Türkiye Ekonomi Politikaları Araştırma Vakfı (TEPAV) (2014). Turkish national needs assessment of state school English language teaching. https://www.tepav.org.tr/upload/files/1399388356-5.Turkey_National_Needs_Assessment_of_State_School_English_Language_Teaching.pdf.
• Türkiye Ekonomi Politikaları Araştırma Vakfı (TEPAV) (2015). The state of English in higher education in Turkey. https://www.britishcouncil.org.tr/sites/default/files/he_baseline_study_book_web_-_son.pdf Yaman, İ. (2018). Türkiye’de İngilizce öğrenmek: Zorluklar ve fırsatlar [Learning English in Turkey: Challenges and opportunities]. RumeliDE Journal of Language and Literature Studies, 11, 161-175. https://doi.org/10.29000/rumelide.417491
• Yetkin, R., & Özer-Altınkaya, Z. (2024). Exploring the antecedents, manifestations and coping strategies of boredom in the language classroom: A dynamic perspective. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.4075
• Yıldız, C. D. (2020). Ideal classroom setting for English language teaching through the views of English language teachers (a sample from Turkey). English Language Teaching, 13(3), 31-44. https://doi.org/10.5539/elt.v13n3p31
• Yıldız, G. R., & Savaşçı, M. (2024). Navigating Turkish EFL teachers’ perceived challenges with very young learners. Language Teaching and Educational Research (LATER), 7(1), 37-50. https://doi.org/10.35207/later.1356067
• Yücel, E., Dimici, K., & Yıldız, B. (2017). Son 15 yılda yayımlanan ilk ve ortaöğretim İngilizce dersi öğretim programları üzerine bir analiz [An analysis of the primary and secondary school English language curricula published over the last 15 years]. Ege Journal of Education, 18(2), 702-737. https://doi.org/10.12984/egeefd.305922
• Zhang R., Zou D., Cheng G., Xie H., Wang F. L., Tat, O., & Au, S. (2021) Target languages, types of activities, engagement, and effectiveness of extramural language learning. PLoS ONE, 16(6), e0253431. https://doi.org/10.1371/journal.pone.0253431
• Zok, D. (2010). Turkey’s language revolution and the status of English today. The English Languages: History, Diaspora, Culture, 1, 1-14. https://jps.library.utoronto.ca/index.php/elhdc/article/view/14300/11349