This study aims to provide a deep understanding about English Language Education Program to English teachers, students, curriculum designers and decision makers in Turkey. Recently, the Turkish educational system has gone through a transition from the 8+4 educational model to the new 4+4+4 model, which has led to an immediate need for the redesign of current English Language curriculum. Regarding English language education, in particular, this new system mandated that English instruction should be implemented from the 2nd grade onward. In line with this, the purpose of this study is to conduct a survey research to find out whether the new program has been implemented as planned in terms of materials, activities, and teachers' expected roles using process part of Stufflebeam's CIPP evaluation model. A questionnaire including the standards of the curriculum has been administered to a group of teachers who have been teaching English at the primary schools. Through cluster sampling method, 62 teachers have been selected as the sample. The data have been analyzed through descriptive statistics. The findings revealed that some of the teachers' roles were not congruent with standards of the curriculum, audio-visual materials were not utilized adequately and communicative activities were not applied in accordance with curriculum standards.

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In this study, it was aimed to analyze students' views about the holiday break carried out in 2019-2020 education year for the first time. Survey, the most common descriptive research design, which makes it possible to reach many people in one study was used as the research design for this study. 594 middle school students selected through cluster sampling method constituted the sample for this study. A questionnaire developed by the researcher was used as data collection instrument. While developing this instrument, 117 middle school students from different grade levels were required by their Turkish subject teachers to write a composition of which topic was holiday break first. Next, these compositions were analyzed with content analysis, and then items were written for the questionnaire. Then, the draft was sent to experts to have their opinions in order to satisfy content validity of the instrument. Based on expert opinions, necessary changes and corrections were applied and finally the questionnaire was conducted to 96 students to measure its internal reliability. Cronbach's Alpha values of the questionnaire for three subsections of the questionnaire, namely activities, student views, and suggestions, were found to be .83, .94 and .86, respectively. Data were analyzed with descriptive statistics techniques such as means, standard deviations, frequencies and percentages. The findings revealed that the students spent their holiday break efficiently, they were happy with this practice and they wanted this practice to be continued. Educational programs and social life were suggested be organized according to this practice.

It is aimed, in this study, to compare the achievement level of the students taught with the fifth grade intensive English language curriculum (IELC) and the ones taught with the fifth grade English language curriculum (ELC) in terms of their speaking skills. With this aim, it is also intended to find out the failure behind the students' speaking skills. Sequential explanatory strategy, which is one of the mixed-methods research designs, was used for this study as the aim was to further explain the quantitative findings. There were two groups of participants in this study. The first group included 64 fifth grade students selected from two different schools though simple random sampling, while the second group consisted of the five teachers teaching the fifth grade IELC. Two instruments developed by the researcher were utilized to collect data. The first instrument was an achievement test developed to measure students' success in speaking skills, while the second instrument was a semi-structured interview schedule developed to collect data from the teachers implementing the fifth grade IELC. The quantitative data collected through the achievement test were analyzed with descriptive statistics including means and standard deviations and inferential statistics through independent samples t-test which was used to compare the two groups of students' achievement levels, while the qualitative data gathered through the semi-structured interviews were analyzed with content analysis. The findings indicated that only one objective was attained by the students, the results of independent samples t-test indicated that there was not a significant difference in the achievement levels of the students taught with the fifth grade IELC and the ones taught with the fifth grade ELC. The reasons behind this failure was found to be resulting from teacher-related, student-related, and Ministry of National Education (MoNE)-related factors referring to implementation problems rather than curriculum design.

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