Abstract
English is the most common foreign language given as a class in Turkey. Although English language education has been given for many years, it is seen that there is not a desired result yet. There are many factors that affect this situation such as language, program, method, language education policies, teacher, and student. One of the factors affecting language education is the pysical classroom setting. Within this context, it is searched for ideal classroom setting in language education at high schools. 22 English language teachers from 9 different high schools participated in the study. Views of teachers were reported to Word and analyzed through content analysis. In the context of the current research, it is stated that there are some technological problems, the areas where foreign language materials are exhibited in the classroom environment are limited, and the classrooms do not allow different seating arrangements. According to English language teachers, it was stated that there should be technological equipment and hardware in an ideal language learning setting, there should be sufficient areas for displaying visual materials, furniture should be flexible and classroom population should be at an ideal level.
Highlights
1.1 Introduce the ProblemSince the Tanzimat era, there have been massive endeavors for foreign language teaching in Turkey
According to English language teachers, it was stated that there should be technological equipment and hardware in an ideal language learning setting, there should be sufficient areas for displaying visual materials, furniture should be flexible and classroom population should be at an ideal level
This study is a qualitative study that determined the opinions of English language teachers about the ideal learning setting for effective English teaching; by adopting a case study approach, this study focused on the current situation and described the opinions of teachers in detail
Summary
1.1 Introduce the ProblemSince the Tanzimat era, there have been massive endeavors for foreign language teaching in Turkey. In his article in Journal of Language and Linguistics Studies, Işık (2008) illustrated the history of foreign language teaching in relation to schools and teachers and blamed the foreign language teaching education system, the resulting administrative faults, and the shortcomings in language planning for the failures despite all the efforts. According to him, another issue was the teaching material. Foreign language teachers heavily depended on the central countries and were mere consumers of the methods, techniques, and materials provided by them (Işık, 2008). Individuals’ self-oriented use of technology-based programs in classroom settings and in out-of-class settings made significant contributions to language education (Lai, 2019)
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