English teachers’ perceptions of the middle school English language curriculum


Creative Commons License

Kaya S., Ok A.

International Journal of Curriculum and Instructional Studies, vol.10, no.1, pp.119-148, 2020 (Refereed Journals of Other Institutions)

  • Publication Type: Article / Article
  • Volume: 10 Issue: 1
  • Publication Date: 2020
  • Doi Number: 10.31704/ijocis.2020.005
  • Title of Journal : International Journal of Curriculum and Instructional Studies
  • Page Numbers: pp.119-148

Abstract

In this study, which utilized survey as the research design, it was aimed to

find out the teachers’ perceptions of the middle school English language

curriculum which was developed in 2012 and revised in 2016. Target

population of this study included all teachers working in Turkish public

middle schools in Ankara, while the sample was composed of 349 teachers

selected through clustered sampling method. A questionnaire developed by

the researchers was used as data collection instrument. Findings revealed

that many problems with respect to the components of the curriculum

developed in 2012 have been solved, while only a few but most crucial

problems still exist. It was concluded that this curriculum cannot develop

students’ autonomy, communicative competence, and their writing,

listening, and speaking skills. More research was suggested to be conducted

to find out whether this failure resulted from the design itself or

implementation process.