Investigating English Teachers’ Perceptions of English language Education through the Q Method
Educators, politicians, and scholars have been interested in English language education for many years. Despite the rising significance of English as a global language, there still needs to be agreement on the most effective techniques for teaching English language skills. Understanding the opinions and attitudes of English instructors towards language instruction might assist in shaping educational practises and initiatives. This research sought to evaluate English instructors' perspectives on English language education using the Q approach. Q methodology is a research strategy that enables people to rank and prioritise their ideas on an issue, allowing for a more nuanced understanding of people’s viewpoints. The research included 40 English language instructors from various areas of Turkey who were asked to rate 20 English language education statements based on their degree of agreement. A survey of the literature and conversations with instructors and students were used to construct the assertions. The study’s findings indicated three unique points of view among English language instructors, which the researchers named "Traditionalists," "Idealists," and "Realists." Traditionalists felt that language learning should be based on knowledge of linguistic norms and emphasised the significance of grammar and translation abilities. The Idealists felt that language study should strengthen students’ abilities to communicate and comprehend diverse cultures and that communication and critical thinking skills should be prioritised. Realists emphasised practical abilities and tactics that can be used in everyday life, and they felt that language instruction should be relevant to students personal and professional aspirations. The research finds that varied opinions and attitudes towards English language education among English instructors might impact their teaching practises and tactics. The research also emphasises the necessity of knowing teachers’ opinions on language instruction and the possible advantages of investigating instructors’ perceptions using the Q technique. This research has practical consequences for language education policy and teacher education programmes.
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