Untitled

Abstract

Scientific and technological advancements, global trends and societies' needs lead policymakers to change foreign language teaching policies. Turkey made its latest reform in English Language Teaching Program in 2013 and a generation has already been educated with the new program since then. In this context, this study aimed to evaluate this program over the very first generation through the eyes of implementers, namely the language teachers in the field. For this purpose, a study group was formed with 16 language teachers who have at least 10 years of experience and teach at primary level public schools in Kütahya Province, Turkey. Their views regarding the major changes (age, methodology, materials, and assessment) offered by the new program were collected through semi-structured interviews. The design of this research was qualitative. The data obtained at the end of the research were analyzed using descriptive analysis technique. The researcher transcribed the interviews, examined them and determined the sub-themes. In order to ensure the reliability of the research, the opinions of another expert in the field were asked. The results show that although there are still certain problems they are facing, the majority of the English language teachers agree on the policies, support the new program, and think we are on the right road to teach / learn English.