According to the ‘EF English Proficiency Index 2023’ data, Turkey ranks 66th among 113 countries. In the European category, which includes 34 countries, it is second to last. Stating that English is observed to be taught as a subject like history or geography, rather than a communication language, Foreign Languages Coordinator Lecturer Dilek Batur said, “The grammar-based rote learning approach leads to failure.”
Üsküdar Üniversitesi Foreign Languages Coordinator Lecturer Dilek Batur evaluated the index data and explained the issue of teaching and learning English in Turkey.
Lecturer Dilek Batur stated that English is used as a common language in science and technology, academic studies, tourism, culture and arts, corporate companies, and business agreements today, and said that English being the main communication language worldwide has positive effects at both macroeconomic and individual levels.
Turkey ranks 66th among 113 countries, second to last in the European category
Lecturer Dilek Batur noted that according to research conducted by “Ethnologue: Languages of the World” in 2022, 1.5 billion people worldwide know English, and the language following English as a second language is Mandarin Chinese with 1.1 billion users, and continued:
“Regarding the learning and use of English, which is accepted as a common language today, in Turkey, according to the EF English Proficiency Index 2023 data, Turkey ranks 66th among 113 countries. In the European category, which includes 34 countries, we are second to last. Azerbaijan is in the last place in the European category. According to the index, globally, the Netherlands is first with 647 points, Singapore is second with 631 points, Austria is third with 616 points, and Denmark is fourth with 615 points. Our position in the ranking causes us to scrutinize the current situation in English language education.”
Students' proficiency level remains at a basic level even after more than a thousand hours of English lessons
Lecturer Dilek Batur reminded that in 2013, the British Council and TEPAV Foundation conducted extensive research on the teaching and learning of the English language in public schools in Turkey, and noted that according to the research results, despite the potential of teachers and a positive classroom environment, the English proficiency level of a large proportion of students (90 percent) across Turkey remained at a basic level even after more than a thousand hours of English lessons.
English is taught as a subject (like history or geography), not as a communication language
Lecturer Dilek Batur also reminded that more than 80 percent of the teachers observed within the scope of the research were seen to have professional competence at a level that would meet the needs as English teachers, however; she also stated that in the schools visited, English was observed to be taught as a subject (like history or geography), rather than a communication language.
Writing, reading, listening-comprehension-speaking, these 4 skills are not in the curriculum programs
Lecturer Dilek Batur, stating that “Grammar-based rote learning approach leads to failure,” also reminded that the same research generally explained that English lessons in public schools only covered grammar, the absence of the 4 skills called writing, reading, listening-comprehension-speaking in the curriculum programs led to inadequacy in language learning, and teacher-centered education, question types with only one correct answer in textbook style, asking questions with true/false options in exams, and the absence of open-ended questions and answers led to failure in language learning.
Lecturer Dilek Batur said that at universities, the absence of English for specific purposes courses in preparatory classes, the lack of qualified lecturers to teach these subjects, the lack of training for teachers on these subjects, and the continuation of these courses in faculties were observed to prevent the language from being carried to C1 and advanced levels.
English should be perceived not only as a language but also as a culture
Lecturer Dilek Batur explained that this year, Oxford University's publication “Learner Agency - Maximizing Learner Potential,” which includes all countries worldwide, covered topics such as students' interests, personal learning habits, student-centered learning, creating a learning climate in the classroom, active learning, practice, and the teacher contributing as an observer and guide instead of a lecturer, and emphasized the importance of perceiving English not only as a language but also as a culture.
English proficiency rate is higher among men.
Lecturer Dilek Batur stated that according to the 2023 EF English Proficiency Index data, Antalya was determined to be the city with the highest English proficiency rate, and noted that when examined on a gender basis, men were observed to be ahead of women in English proficiency in Turkey.
The group with the highest proficiency rate is also the 26-30 age range
Lecturer Dilek Batur stated that it was explained that the highest English proficiency age group in Turkey according to age groups was the 18-20 age group, and according to 2023 data, the group with the highest English proficiency rate was explained to be the 26-30 age range.
Foreign Languages Coordinator Lecturer Dilek Batur emphasized the importance of urgently addressing the measures that need to be taken regarding English language learning and teaching, according to the results of all conducted research.
Comprehensive and sustainable in-service training for English teachers…
Foreign Languages Coordinator Lecturer Dilek Batur noted that a comprehensive and sustainable in-service training system should first be developed for English teachers, and said, “These trainings should aim to increase proficiency in contemporary language teaching methods, either by selecting from the members of university preparatory schools accreditation committees by the Council of Higher Education (YÖK) or by certifying teachers through their participation in internationally recognized CELTA courses.” Lecturer Dilek Batur also listed her suggestions as follows:
- Teaching English as a means of communication, as opposed to only teaching grammar,
- Emphasizing how the content of textbooks and curriculum can be ‘personalized’ to instill interest and motivation in students of different age and skill groups,
- Preparation of course materials by groups trained in these subjects,
- Prioritizing national and international accreditation efforts to ensure standardization and including all 4 skills in the curricula.