The CEFR in English Language Teaching in Türkiye: A Systematic Review of Research and Practices (2001-2024)

Abstract

This study systematically reviewed CEFR-based English Language Teaching (ELT) research in Turkey to reveal its characteristics, methodologies, and key findings. A comprehensive search of five databases was conducted, yielding 643 studies, which were screened for relevance. After applying exclusion criteria (e.g., non-English/Turkish studies, non-ELT focus, methodological issues), 73 studies were selected. Descriptive and thematic data were extracted using MAXQDA 22.0, with an inter-rater reliability of 0.82 in the first coding round and 0.89 in the second. Findings revealed significant challenges in aligning the Turkish national curriculum with CEFR principles, leading to inconsistent practices and a neglect of key skills. Textbooks were critiqued for inadequate treatment of speech acts, imbalanced vocabulary profiles, and superficial cultural content. Assessment practices demonstrated a lack of standardization and insufficient teacher training, particularly for evaluating productive skills like speaking. Moreover, Turkish EFL teachers exhibited varying levels of CEFR knowledge, with many experiencing difficulties in practical implementation, limited understanding of key concepts, and varied views on the CEFR's suitability for the Turkish context. The analysis also underscored the need for increased teacher training, better localized resources and materials, and improved administrative support, and also more research on teacher perspectives. This systematic review highlights the complexities of implementing the CEFR in the Turkish EFL/ESL context and the need for a multi-faceted approach to improve language education outcomes.

Keywords

• English language teaching
• CEFR
• curriculum and assessment
• teacher training
• systematic review

Türkiye’de İngiliz Dili Öğretiminde D-AOBM: Araştırma ve Uygulamaların Sistematik Bir Derlemesi (2001-2024)

Öz

Bu sistematik derleme, PRISMA 2020 ilkelerine uygun olarak Türkiye’de İngiliz dili öğretimi bağlamında Diller için Avrupa Ortak Başvuru Metni (D-AOBM) ile ilgili araştırma ve uygulamaları sentezlemektedir. D-AOBM ile ilgili araştırmaların betimsel özelliklerini, metodolojik yaklaşımlarını ve temel bulgularını analiz eden bu derleme; ilgili alana kapsamlı bir bakış sunmakta ve olası boşlukları öne çıkarmaktadır. Bu amaçlar doğrultusunda DergiPark, Ulusal Tez Merkezi, SOBIAD, EBSCO Academic Search Ultimate ve ERIC olmak üzere beş veri tabanında tarih sınırlaması olmaksızın tarama yapılmıştır. Hem Türkçe hem de İngilizce yazılmış araştırmaları kapsayacak şekilde kaynakça taraması ve serbest metin taramaları yapılmıştır. Yinelenen kayıtların çıkarılması ve dâhil etme kriterlerinin uygulanmasının ardından, 2001-2024 yılları arasında yayımlanmış 70 çalışma (makale, yüksek lisans tezi ve doktora tezi) araştırmaya dâhil edilmiştir. Veri analizi, MAXQDA 22.0 yazılımı kullanılarak tümevarımsal içerik analiziyle gerçekleştirilmiştir. Kodlayıcılar arası güvenirlik, Cohen’in kappası ile değerlendirilmiş olup iki kodlama sonucunda sırasıyla .82 ve .89 değerleri elde edilmiştir. Betimsel analiz eğitim kademelerine göre araştırmalar dengesiz bir dağılım sergilemiş , lisans düzeyi çok yoğun temsil edilirken okul öncesi ve lisansüstü düzeyleri i araştırmalar yeterince dâhil edilmemiştir. Başta Ankara olmak üzere büyükşehirler, D-AOBM ile ilgili çalışmalarda merkezî bir role sahiptir. Çalışmaların büyük çoğunluğu bütünleşik veya çoklu dil becerisini temel almakta olup bağımsız dinleme becerisine dayanan bir araştırmaya rastlanamamıştır. Tematik analiz, D-AOBM ile öğretim programları, ders kitapları ve ölçme değerlendirme arasında sorunlar olduğunu ortaya koymaktadır. Ayrıca öğretmenlerin D-AOBM ilkelerine yönelik bilgilerinin yetersiz olduğu ve D-AOBM konusunda mesleki gelişim olanaklarının sınırlı kaldığı tespit edilmiştir. Bütün bulgular, Türkiye'de D-AOBM uygulamalarının büyük ölçüde yüzeysel kaldığını ve yapısal, pedagojik ve kurumsal engellerle kısıtlandığını göstermektedir.

Anahtar Kelimeler

• İngilizce dil öğretimi
• D-AOBM
• öğretim programı ve değerlendirme
• öğretmen eğitimi
• sistematik derleme

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