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Data from 153 EFL teachers were collected through a questionnaire with open- and close-ended Likert-scale items covering school environment, students, community and parents, teachers’ skills, and curriculum. Findings highlight insufficient emotional support, crowded classes, infrastructure issues in villages, limited parental awareness and cooperation, and strong demand for training and workshops. Curriculum pressure inhibits creative teaching, with time and facilities constraints and insufficient focus on oral communication skills, while these demographic factors showed no significant effects.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-challenges-facing-english-language-teachers-in-turkey-article/590076/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-challenges-facing-english-language-teachers-in-turkey-article/590076.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main aim of the study?","Question",{"text":112,"@type":113},"The study investigated the challenges facing English language teachers in Turkey and examined how age, years of teaching experience, and teaching sector relate to teachers’ perceptions across multiple domains.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for the research?",{"text":117,"@type":113},"Data were gathered from 153 English as a Foreign Language (EFL) teachers in Turkey using a questionnaire containing both open-ended questions and Likert-scale close-ended items.",{"name":119,"@type":110,"acceptedAnswer":120},"Which major challenges did teachers report?",{"text":121,"@type":113},"Teachers reported insufficient emotional support from school principals, overcrowded classes, and, for village teachers, problems related to school buildings and environments.",{"name":123,"@type":110,"acceptedAnswer":124},"Did age, teaching experience, and teaching sector significantly affect perceptions?",{"text":125,"@type":113},"No. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect their perceptions about the challenges.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590076,1792165335,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":143,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":67,"update_tm":147,"read_time":148},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| The Challenges Facing English Language Teachers in Turkey\u003Cbr>Mohammadreza Valizadeh*\u003Cbr>Department of Translation and Interpretation (English), Faculty of Humanities, Cappadocia University, Cappadocia, Turkey Corresponding Author: Mohammadreza Valizadeh, [E-mail: mrvalizadeh2015@gmail.com](E-mail: mrvalizadeh2015@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study, which utilized a mixed-methods design, aimed at investigating the challenges facing English language teachers in Turkey. Moreover, the study explored the probable effects of age, years of teaching experience, and teaching sector (i.e. state vs. private) on English language teachers’ perceptions of challenges in terms of school environment, students, community and parents, teachers’ skills, and curriculum. The data were gathered from 153 English as Foreign Language (EFL) teachers in Turkey via a questionnaire, including both open-ended questions and close-ended items on Likert-scale format. Many teachers complained that emotional support from the school principal is not enough, and classes are crowded, too. Those who worked in villages even complained about the problems of school buildings and environments. Half of the respondents believed that parents are unaware of the importance of English language and they do not cooperate with English language teachers. The majority of the teachers maintained that they need many training programs, such as workshops on using specific aids for teaching English language. The majority of the Turkish teachers of English complained that pressure from curriculum demands inhibits creative and innovative language teaching. In addition, they lack enough time and facilities to meet the requirements of the curriculum. Moreover, some teachers complained that the curriculum lacks sufficient attention to Turkish EFL learners' oral communication skills. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect the teachers’ perceptions about the challenges. A set of recommendations is presented in this paper which can contribute to tackling the challenges. |\n| Article history\u003Cbr>Received: April 09, 2021\u003Cbr>Accepted: June 17, 2021\u003Cbr>Published: August 31, 2021\u003Cbr>Volume: 12 Issue: 4\u003Cbr>Advance access: July 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>English Language Teachers, Challenges,\u003Cbr>School Environment, Students,\u003Cbr>Community and Parents, Teachers’ Skills, Curriculum,\u003Cbr>Age,\u003Cbr>Years of Teaching Experience, Teaching Sector |  |\n\nINTRODUCTION  \nTeachers usually face many challenges which can have a direct effect on the teaching and learning process (Al-Amarat, 2011) . These challenges stem from the teacher, the students, and the educational system (Ozsevik, 2010) . The Turkish educational context has some features, “such as large class sizes, inadequacy of instructional materials, highstakes testing system, lack of professional support”(Sali & Kecik, 2018, p. 118), which can cause various challenges for the teachers of English in Turkey.  \nIn Turkey, even though Ministry of National Education decided on a shift from the traditional form-focused language pedagogy to meaning-focused one based on communication in 2006, not all teachers have adopted the new regulations, and the majority of them have kept employing the old-fashioned methods, such as grammar-translation and memorization. (Haznedar, 2010, as cited in Kara, Ayaz, & Dündar, 2017) . Similarly, Uysal (2012) argued that although English teachers in Turkey know about the communicative  \nmethods of language teaching, they cannot use them due to practical or institutional problems, such as crowded classes, lack of time to prepare communicative materials, loaded curriculums, technology and equipment deficiencies. Uysal (2012) also pinpointed that in-service education programs“in Turkey lack s","cbCaih9ONxrPz7Wj","https://ap.wps.com/l/cbCaih9ONxrPz7Wj","pdf",172055,"English","# Introduction\n## Background and context of ELT in Turkey\n## Reported teacher and system-level challenges\n# Article summary\n## Study aims and mixed-method design\n## Data collection and focus areas","[{\"question\":\"What was the main aim of the study?\",\"answer\":\"The study investigated the challenges facing English language teachers in Turkey and examined how age, years of teaching experience, and teaching sector relate to teachers’ perceptions across multiple domains.\"},{\"question\":\"How were data collected for the research?\",\"answer\":\"Data were gathered from 153 English as a Foreign Language (EFL) teachers in Turkey using a questionnaire containing both open-ended questions and Likert-scale close-ended items.\"},{\"question\":\"Which major challenges did teachers report?\",\"answer\":\"Teachers reported insufficient emotional support from school principals, overcrowded classes, and, for village teachers, problems related to school buildings and environments.\"},{\"question\":\"Did age, teaching experience, and teaching sector significantly affect perceptions?\",\"answer\":\"No. Teachers’ age, years of teaching experience, and teaching sector did not significantly affect their perceptions about the challenges.\"}]","The Challenges Facing English Language Teachers in Turkey - Article | PDF",1792068737,18]