The teaching and learning of English as a second language for Turkish ESL Learners in Ankara: Current Issues and Future Perspectives

The findings of this study created a number of remarks on the conditions of teaching this issue in primary school, as well as the fact that the majority of pupils in their sixth year lack the ease that is necessary for a basic interchange in English. Despite this, we would like to verify that our understanding of the situation is correct by doing a study into the history of teaching English to a population in Ankara that speaks Turkish. In this particular instance, we aim to have a better understanding of the circumstances surrounding the education of English teachers in primary schools. Specifically, we are interested in learning more about their teaching methods, how they see their working conditions, and the expectations they have for their students' level of English proficiency when they finish primary school. We are looking for a dependable identifier of factors that, if satisfied, will make English fluency more likely for English-speaking primary school students. The qualitative methods and the case study appeared to be the ones that would work best for us given that they seek to provide a detailed depiction of an actual occurrence that is closely tied to the research issue. We selected six primary school teachers of English as a second language on the basis of their years of teaching experience, the number of cycles they have taught, and their level of skill in ESL. This study demonstrates that teachers are concerned with making students feel at ease in the English classroom, motivating them to develop language skills, and confirming the difficult teaching context as well as the lack of practice hours. This concern is demonstrated through the training that teachers receive, the practices that they engage in, the working conditions that they are exposed to, and the perceptions that they have.