A profile on teaching English as a foreign language at Turkish vocational colleges

Abstract

This descriptive study examined the general profile of English as a foreign language (EFL) programs at 14 vocational colleges in Turkey. The data collected in this study was not previously available for educators. Fourteen administrators, 22 EFL teachers, and 265 students of vocational colleges from seven different geographical regions in Turkey participated in this study. A structured questionnaire was mailed to the subjects. The present study considered three specific research questions as a part of the general profile. The first research question concerned the EFL curriculum. The results of the EFL teachers' questionnaires indicated that the great majority of EFL teachers were not provided with a curriculum, whereas a large majority of administrators claimed that they provided EFL teachers with a curriculum. The second research question pertained to all subjects' preferences for the ideal number of semesters for EFL courses. A large majority of EFL teachers and students agreed that the ideal number of semesters should not be less than four. Almost half of the administrators agreed with the teachers and students, but half wanted only two semesters. The third research question considered whether the students would take EFL courses if not mandated by the Higher Education Council (YOK). Most of the administrators and EFL teachers thought that the students would not take EFL courses at all, whereas a large majority of the students disagreed. Some of the responses suggest that many issues must be reconsidered at vocational colleges; preparation of the curriculum; the ideal number of semesters and hours per week of EFL courses; types of English necessary. This study can guide in reorganizing and improving EFL programs at all vocational colleges. The results can also be helpful in the development of EFL programs at the many new vocational colleges opening throughout Turkey.