Profiles of Turkish pre-service teachers of English in terms of language learning background

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dc.authoridUztosun, Mehmet Sercan/0000-0002-0122-0406
dc.contributor.authorUztosun, Mehmet Sercan
dc.date.accessioned2025-01-27T20:31:29Z
dc.date.available2025-01-27T20:31:29Z
dc.date.issued2017
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis study aims to describe the language learning backgrounds of Turkish pre-service teachers of English as a foreign language (EFL) with reference to their perceived language competence and satisfaction with perceived speaking ability. Quantitative and qualitative data were collected through a questionnaire that was administered to 365 first-year students studying at English language teaching departments at seven universities, categorised into three groups according to their rankings. The data were analysed through descriptive statistics and the Kruskal-Wallis test. Regardless of the university, participants reported having limited language learning experience because their English classes focused mainly on grammar, vocabulary and reading. They reported feeling least proficient in listening, speaking and vocabulary, which suggested that people enter English language teaching in Turkey with limited oral communication skills in English. This has implications for the EFL teacher education field in Turkey and other monolingual countries where the focus of English classes is limited to teaching structural aspects of the target language.
dc.description.sponsorshipUniversity of Exeter
dc.description.sponsorshipMehmet Sercan Uztosun is a research assistant in the English Language Teaching Department at Canakkale Onsekiz Mart University, Turkey. He has a doctoral degree in TESOL awarded by the University of Exeter. His research interests include pre-service English language teacher education, curriculum development and change, and teaching of speaking English as a foreign language.
dc.identifier.doi10.1080/0309877X.2015.1135883
dc.identifier.endpage503
dc.identifier.issn0309-877X
dc.identifier.issn1469-9486
dc.identifier.issue4
dc.identifier.scopus2-s2.0-84961212853
dc.identifier.scopusqualityQ1
dc.identifier.startpage492
dc.identifier.urihttps://doi.org/10.1080/0309877X.2015.1135883
dc.identifier.urihttps://hdl.handle.net/20.500.12428/23167
dc.identifier.volume41
dc.identifier.wosWOS:000401985500005
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofJournal of Further and Higher Education
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectLanguage learning background
dc.subjectpre-service teachers of EFL
dc.subjectperceived proficiency
dc.subjectteaching speaking
dc.titleProfiles of Turkish pre-service teachers of English in terms of language learning background
dc.typeArticle

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