Main Article Content
Teachers play a vital role in the implementation of CEFR effectively. Teachers working at MONE have been offered training related to CEFR; however, not every teacher had the accessibility to the training around Turkey. That’s why, what language teachers know about CEFR and how they implement the principles of the document needs to be investigated. This study aims to find out language teachers’ views on the use of CEFR. The researchers conducted the study among English language teachers working at private and state schools in different cities around Turkey. Quantitative data analysis has been used to reveal the differences between the perceptions of English teachers regarding CEFR. The findings of the study revealed that teachers working at the private schools are more aware of the practices of the CEFR in their teaching.
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
Cephe, P.T. & Asik, A. (2016). CEFR and Foreign Language Teaching in Turkey. Current Trends in ELT. Ankara: Nüans Publishing.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: CUP.
Council of Europe. (2006). Plurilingual Education in Europe: 50 years of International Cooperation. Council of Europe, Language Policy Division. Strasbourg: available at https://www.coe.int/t/dg4/linguiatic/Source/Plurilingualeducation_EN.pdf
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
Hismanoglu, M. (2013). Does English language teacher education curriculum promote CEFR awareness of prospective EFL teachers? Procedia-Social and Educational Sciences, 93, 938-945
Little, D. (2007). The Common European Framework of Reference for Language Perspectives on the making of supranational language education policy. The Modern Language Journal, 91, 645-655.
Mirici, İ.H. (2015). Contemporary ELT practices across Europe and in Turkey. International Journal of Academy, 3(4), 1-8.
Mone, (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) İngilizce Dersi Öğretim Programı (2,3,4,5,6,7,8. Sınıflar). Available at http://ttkb.meb.gov.tr/www/guncellenen-ogretim-programlari/icerik/151.
Newby, D.Allan, R., Fenner, A-B, Jones, B., Komorowska, H., & Soghikyan, K. (2007). European Portfolio for Student Teachers of Languages. Strasbourg: Council of Europe Publishing.
Sülü, A. & Kır, E. (2014). Language teachers’ views on CEFR. International Online Journal of education and Teaching (IOJET), 1(5). 358-364. Available at http://iojet.org/index.php/IOJET/article /view/69/97
Tekin, H. (1996). Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınlar.