Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Abstract

In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts

“…With this regard, this study supported the recent curriculum reforms in Turkey as the last reform lowered the teaching of English to the 2nd grade in primary education (MEB, 2018a). Similarly, this study supplemented previous calls (Aydınlı & Ortaçtepe, 2018;Solak & Bayar, 2015;Uysal, 2012) for integration of educational technologies into FL classrooms on the grounds that using technology (e.g. : mobile phones, online dictionaries) increases learners' exposure to English and thereby, helps to overcome the perceived difficulties in learning appropriate pronunciation of English words.…”

“…More importantly, this study evinced that enriching course books via more interactive activities with audiovisual facilities (e.g. : online games, songs) could prove highly practical to improve the quality of instructional materials (Aydınlı & Ortaçtepe, 2018;Öztosun, 2011;).…”

Finding and minding the gaps for language education in Turkey: A content analysis on doctoral dissertations in ELT programs from 2010-2020

“…Pre-service teacher education has been immensely investigated under this category. Previous research on local journals and doctoral dissertations yielded the same results (Aydınlı & Ortaçtepe, 2018;Özmen et al, 2016). This considerable interest suggests improvements in language education in Turkey.…”

“…Characteristics of learners have been examined concerning the foreign language learning process (İnal, et al, 2016). Learning strategies, autonomy, attitudinal issues, motivation, learning styles, and anxiety has been highly researched topics (Aydınlı & Ortaçtepe, 2018). Yet still, when compared to global trends, understanding the identities of learners from a holistic perspective requires more attention in Turkey since the studies mainly focused on understanding the characteristics of learners concerning the second language acquisition process.…”

“…In terms of testing and evaluation, local concerns have been seen amongst researchers. Laying the research on local grounds has emerged in the highstake examination as so the issue of assessment is based on high-stake tests in Turkey (Aydınlı & Ortaçtepe, 2018). Therefore, the validation of these tests has become a concern to meet context-specific needs.…”