The relationship among self-assessed oral competencies, teaching styles and teaching approaches of non-native EFL teachers at a state university in Türkiye

Abstract

This case study investigated self-assessed oral competencies including oral comprehension, oral production, and oral interaction, teaching styles, and approaches in terms of student and teacher-centeredness of non-native EFL teachers at a state university in Türkiye. It also explored the possible relationships between their self-assessed oral competencies and teaching styles and teaching approaches. Data from the questionnaire responded by 90 teachers and interviews with 11 participating teachers were analyzed. The results revealed that these teachers assessed oral competencies are high, they prefer Personal Model, Facilitator and Expert teaching styles and that their approach to teaching is the Conceptual Change Student-Focused (CCSF). It was also found that teachers’ self-assessed oral competency is affected by factors like the area of their BA degrees and whether they speak other languages. Age and years of teaching experience have been identified as the factors which have an impact on their preferred teaching styles and approaches. Finally, oral interaction has been found to have a weak relationship with almost all the teaching styles and the teacher-centered approach, and a moderate relationship with CCSF. Moreover, Personal Model and CCSF showed weak to moderate relationships with all the oral competency areas.