Hürriyet Daily News
March 17, 2014
Students Fail to go Beyond Hello in English Courses
than 90 percent of Turkish students cannot progress beyond basic
language skills even after 1,000 hours of English training,
according to a joint report from the British Council and the
Economic Research Foundation of Turkey (TPAV)
majority of Turkish students are unable to improve their English
language skills due to poor language training methods at state
schools, according to a joint report from the British Council
and the Economic Policy Research Foundation of Turkey (TEPAV).
English skills of more than 90 percent of students in Turkey
remain at the most basic level and cannot improve even after
1,000 hours of training, according to the report titled National
Requirement Analyses for English Training at State Schools,
which has also been conveyed to Education Minister Nabi Avci.
English teaching methods do not pay proper attention to students,
who therefore physically attend classes without properly learning,
the report added.
British Council and TEPAV conducted the work at 48 schools,
with the participation of 1,394 parents and 19,380 students
in cities such as Ankara, Antalya, Balikesir, Diyarbakir, Erzurum,
Gaziantep, Istanbul, Izmir, Kayseri, Malatya, Samsun, and Trabzon
with the permission of the Education Ministry.
report said 15 percent of all classrooms had smart boards and
tablet computers, but also concluded that Turkey was struggling
to compete with its rivals in English compatibility, being ranked
41 out of 60 countries in the English Proficiency Index (EPI).
In 2012, Turkish students average Test of English as a
Foreign Language (TOEFL) score was 75 out of 120, similar to
Sudan and Ethiopia which do not use Latin alphabet.
report found that over 95 percent of Turkish students in state
schools cannot respond to spoken questions in English, despite
having at least 920 hours of classes over the course of seven
years to 10th grade.
also stated that around 74 percent of students perceive English
as necessary at school, while 94 percent of parents think English
should be taught. Meanwhile, the English language ability of
84 percent of parents is at or lower than introduction level.
percent of students rank their own English knowledge as intermediate,
but most of them assume their English is more advanced than
it really is, according to the report.
addition, students motivation for English classes decreases
over time because they find classes boring. Some 80 percent
of 5th grade students say they like English classes, while this
decreases to 37 percent of 12th grade students. The report also
stated that syllabus and textbooks do not take account of the
different requirements and levels of students, contributing
to the loss of attention experienced by students after a few