Affiliation:
1. İSTANBUL KÜLTÜR ÜNİVERSİTESİ
2. Marmara Üniversitesi
Abstract
Many native English-speaking teachers (NESTs) work in Türkiye. NESTs as well as non-native English-speaking teachers (NNESTs) are the major stakeholders, and thus their views and experiences are worth exploring. Despite the ample research on NNESTs’ views, there is a scarcity of those of NESTs. This qualitative case study with four NESTs working at primary and secondary levels of a private school in Istanbul, aims to provide insights into their experiences with Turkish EFL learners and the EFL teaching and learning context in Türkiye. Data collected through an open-ended questionnaire and semi-structured interviews were analyzed qualitatively using the thematic analysis technique. Findings showed that Turkish EFL students are perceived as motivated, respectful, competitive and product-oriented learners, preferring more conventional practices like memorization and individual study. While oral fluency in English is seen as their strength, accuracy and literacy skills are evaluated as areas in need of development. The overall experience of the NESTs and their views about their work environment and colleagues are positive, yet factors such as the management style of the administrators, attitude of parents and their own incompetence in Turkish affect their views negatively and challenge them.
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