Research article | Open Access
International Journal of Educational Researchers 2022, Vol. 13(4) 1-13
The Perspectives of Multigrade Teachers on Teaching English as a Foreign Language (TEFL) in Turkey
pp. 1 - 13
Publish Date: December 28, 2022 | Single/Total View: 212/402 | Single/Total Download: 438/674
Abstract
This research aims to examine the perspectives of multigrade teachers on teaching English as a foreign language (TEFL) in Turkey. The data collected in this study, which included 13 multigrade teachers, was analyzed using qualitative analysis techniques, such as interviews. The results of the interviews yielded 10 themes: English language skills, teaching materials, digital games, classroom seating arrangements, methods and techniques, classroom challenges, garnering attention, assessment and evaluation, teacher suggestions, and additional notes. The examination of the findings of the study led to the conclusion that the multigrade teachers did not perceive themselves as being competent in teaching English, and the reason for this perception was that they did not have any training on TEFL during their undergraduate education. Additionally, the multigrade teachers complained about the technological inadequacies and the insufficiency of the materials for teaching English in multigrade settings.
Keywords: Multigrade classes, multigrade teachers, teaching English as a foreign language (TEFL), perspectives
APA 7th edition
Kuru, M.E., & Tosun, E. (2022). The Perspectives of Multigrade Teachers on Teaching English as a Foreign Language (TEFL) in Turkey. International Journal of Educational Researchers, 13(4), 1-13.
Harvard
Kuru, M. and Tosun, E. (2022). The Perspectives of Multigrade Teachers on Teaching English as a Foreign Language (TEFL) in Turkey. International Journal of Educational Researchers, 13(4), pp. 1-13.
Chicago 16th edition
Kuru, Mehmet Emrah and Elif Tosun (2022). "The Perspectives of Multigrade Teachers on Teaching English as a Foreign Language (TEFL) in Turkey". International Journal of Educational Researchers 13 (4):1-13.
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