Abstract
This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e. state vs. private) on English language teachers’ perceptions of challenges in terms of school environment, students, community and parents, teachers’ skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to Turkish EFL learners' oral communication skills. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect the teachers’ perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges.
Highlights
Teachers usually face many challenges which can have a direct effect on the teaching and learning process (Al-Amarat, 2011)
Akcan (2016) found classroom management, implementation of the communicative approach in classrooms, unmotivated students and learners with learning disabilities as challenges novice English as Foreign Language (EFL) teachers face in Turkey
Is there any significant difference in the challenges facing EFL teachers face in Turkey due to their years of teaching experiences?
Summary
Teachers usually face many challenges which can have a direct effect on the teaching and learning process (Al-Amarat, 2011). These challenges stem from the teacher, the students, and the educational system (Ozsevik, 2010). Uysal (2012) argued that English teachers in Turkey know about the communicative methods of language teaching, they cannot use them due to practical or institutional problems, such as crowded classes, lack of time to prepare communicative materials, loaded curriculums, technology and equipment deficiencies. Mahalingappa and Polat (2016) argued that English language teacher education programs in Turkey suffer from a noticeable shortcoming, which is an absence of “a comprehensive, current, and consistent conceptual framework that is informed by current L2 learning and teaching as well as teacher education research.
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