Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts

Sena Sayici; Ferdane Denkci Akkaş

doi:10.24106/kefdergi.1918938

EN TR

Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts

Öz

Purpose: This study examines the communicative orientation of primary-level EFL instruction in two contrasting institutional contexts (a public and a private school) using classroom observations and teacher interviews. Design/Methodology/Approach: Adopting a qualitative multiple-case design, data were collected through the Communicative Orientation of Language Teaching (COLT) Observation Scheme Part A (Spada & Fröhlich, 1995), field notes, and semi-structured interviews with two in-service teachers. Observation data were analyzed quantitatively using category-based percentages, while interview data were subjected to content analysis to explore belief–practice relationships. Findings: The findings indicate that both classrooms were predominantly teacher-fronted and form-focused, reflecting a weak version of CLT. Nevertheless, the private school provided comparatively more opportunities for communicative and interpretation-oriented activities, whereas the public school displayed a more eclectic pedagogy shaped by curricular and institutional constraints. Highlights: The study contributes classroom-based comparative evidence on CLT implementation in young learner EFL contexts in Türkiye. Although Communicative Language Teaching (CLT) has been central to English language policy in Türkiye since 1997, the study confirms an ongoing gap between curricular intentions and actual classroom practices.

Anahtar Kelimeler

Communicative Language Teaching, English as a foreign language, Primary education, Classroom observation, Young learners

Destekleyen Kurum

The authors received no financial support for the research, author-ship, and/or publication of this article.

Etik Beyan

We hereby declare that the study has not unethical issues and that research and publication ethics have been observed carefully.

İlkokullarda Yabancı Dil Olarak İngilizce Öğretiminin İletişimsel Yönelimi: Devlet ve Özel Okul Bağlamlarının Karşılaştırılması

Öz

Abstract Purpose: This study examines the communicative orientation of primary-level EFL instruction in two contrasting institutional contexts (a public and a private school) using classroom observations and teacher interviews. Design/Methodology/Approach: Adopting a qualitative multiple-case design, data were collected through the Communicative Orientation of Language Teaching (COLT) Observation Scheme Part A (Spada & Fröhlich, 1995), field notes, and semi-structured interviews with two in-service teachers. Observation data were analyzed quantitatively using category-based percentages, while interview data were subjected to content analysis to explore belief–practice relationships. Findings: The findings indicate that both classrooms were predominantly teacher-fronted and form-focused, reflecting a weak version of CLT. Nevertheless, the private school provided comparatively more opportunities for communicative and interpretation-oriented activities, whereas the public school displayed a more eclectic pedagogy shaped by curricular and institutional constraints. Highlights: The study contributes classroom-based comparative evidence on CLT implementation in young learner EFL contexts in Türkiye. Although Communicative Language Teaching (CLT) has been central to English language policy in Türkiye since 1997, the study confirms an ongoing gap between curricular intentions and actual classroom practices. Öz Çalışmanın amacı: Bu çalışma, sınıf gözlemleri ve öğretmen görüşmeleri aracılığıyla iki farklı kurumsal bağlamda (bir devlet ve bir özel okul) ilkokul düzeyindeki yabancı dil olarak İngilizce (EFL) öğretiminin iletişimsel yönelimini incelemektedir. Materyal ve Yöntem: Nitel çoklu durum çalışması desenininde tasarlanan araştırmada veriler, Dil Öğretiminin İletişimsel Yönelimi Gözlem Formunun A Bölümü (Spada ve Fröhlich, 1995), alan notları ve iki öğretmenle gerçekleştirilen yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Gözlem verileri kategori temelli yüzdeler kullanılarak nicel olarak analiz edilirken, görüşme verileri inanç ve uygulama ilişkisini ortaya koymak amacıyla içerik analizine tabi tutulmuştur. Bulgular: Bulgular, her iki sınıfta da öğretimin büyük ölçüde öğretmen merkezli ve dilbilgisi odaklı olduğunu ve bunun İletişimsel Dil Öğretimi’nin zayıf bir versiyonunu yansıttığını göstermektedir. Bununla birlikte, özel okul iletişime ve yoruma dayalı etkinlikler için görece daha fazla fırsat sunarken, devlet okulunda öğretim programı ve kurumsal sınırlılıklar tarafından şekillenen daha eklektik bir pedagojik yaklaşım gözlenmiştir. Çalışma, Türkiye’de genç öğrenenlere yönelik EFL bağlamlarında CLT uygulamalarına ilişkin sınıf temelli karşılaştırmalı kanıtlar sunmaktadır. Önemli Vurgular: Bu çalışma, Türkiye’de çocuklara yabancı dil olarak İngilizce öğretimi bağlamlarında İletişimsel Dil Öğretimi’nin uygulanmasına ilişkin sınıf temelli karşılaştırmalı kanıtlar sunmaktadır. İletişimsel Dil Öğretimi, 1997 yılından bu yana Türkiye’de İngilizce dil politikalarının merkezinde yer almasına rağmen, bu çalışma öğretim programlarının hedefleri ile sınıf içi uygulamalar arasında süregelen bir boşluk bulunduğunu doğrulamaktadır.

Anahtar Kelimeler

İletişimsel Dil Öğretimi, Yabancı dil olarak İngilizce, İlkokul eğitimi, Sınıf gözlemi, Çocuklar

Destekleyen Kurum

Yazarlar, bu araştırmanın, yazarlığın ve/veya makalenin yayımlanmasının herhangi bir aşaması için mali destek almamıştır.

Etik Beyan

Bu çalışmada etik dışı herhangi bir durumun bulunmadığını ve araştırma ile yayın etiğinin titizlikle gözetildiğini beyan ederiz.

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Alan Eğitimleri (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Sena Sayici
0009-0009-3324-4232
Türkiye

Ferdane Denkci Akkaş ^*
0000-0002-2214-326X
Türkiye

Yayımlanma Tarihi

29 Ekim 2026

Gönderilme Tarihi

30 Mart 2026

Kabul Tarihi

22 Eylül 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 34 Sayı: 4

DOI

https://doi.org/10.24106/kefdergi.1918938

IZ

https://izlik.org/JA22LR58ZJ

APA

Sayici, S., & Denkci Akkaş, F. (2026). Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts. Kastamonu Education Journal, 34(4), 761-781. https://doi.org/10.24106/kefdergi.1918938

AMA

1.Sayici S, Denkci Akkaş F. Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts. Kastamonu Eğitim Dergisi. 2026;34(4):761-781. doi:10.24106/kefdergi.1918938

Chicago

Sayici, Sena, ve Ferdane Denkci Akkaş. 2026. “Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts”. Kastamonu Education Journal 34 (4): 761-81. https://doi.org/10.24106/kefdergi.1918938.

EndNote

Sayici S, Denkci Akkaş F (01 Ekim 2026) Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts. Kastamonu Education Journal 34 4 761–781.

IEEE

[1]S. Sayici ve F. Denkci Akkaş, “Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts”, Kastamonu Eğitim Dergisi, c. 34, sy 4, ss. 761–781, Eki. 2026, doi: 10.24106/kefdergi.1918938.

ISNAD

Sayici, Sena - Denkci Akkaş, Ferdane. “Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts”. Kastamonu Education Journal 34/4 (01 Ekim 2026): 761-781. https://doi.org/10.24106/kefdergi.1918938.

JAMA

1.Sayici S, Denkci Akkaş F. Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts. Kastamonu Eğitim Dergisi. 2026;34:761–781.

MLA

Sayici, Sena, ve Ferdane Denkci Akkaş. “Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts”. Kastamonu Education Journal, c. 34, sy 4, Ekim 2026, ss. 761-8, doi:10.24106/kefdergi.1918938.

Vancouver

1.Sena Sayici, Ferdane Denkci Akkaş. Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts. Kastamonu Eğitim Dergisi. 01 Ekim 2026;34(4):761-8. doi:10.24106/kefdergi.1918938

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

Communicative Orientation of EFL Instruction in Primary Schools: A Comparison of Public and Private Contexts

Öz

Anahtar Kelimeler

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Etik Beyan

İlkokullarda Yabancı Dil Olarak İngilizce Öğretiminin İletişimsel Yönelimi: Devlet ve Özel Okul Bağlamlarının Karşılaştırılması

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Etik Beyan

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