Türk İngilizce Öğretmenlerinin İngilizcenin Uluslararası Ortak İletişim Dili Olmasına ve Bunun Pedagojik Etkilerine Dair Algılarına Bir Bakış

Abstract

The purpose of this study was to assess EFL teachers' perceptions toward English as a lingua franca (ELF) and its pedagogical implications. The research was designed using a quantitative model. The study examined 52 EFL teachers who worked in a foundation university's English preparatory program. As a research method, convenience sampling was used. Teachers were asked to complete a questionnaire divided into three sections. They began by providing demographic information. They were questioned about their perceptions toward the concept of ELF in the second section, and about their perceptions toward the pedagogical implications of ELF in the third section. The SPSS 25 statistical package was used to analyze the data. The findings indicated that EFL teachers favored the ELF concept. When it came to the pedagogical implications of ELF, however, teachers opted for neutrality, despite their occasional support.