ELT TEACHERS‘ PERSPECTIVES ON EXTRAMURAL ENGLISH BEYOND THE CLASSROOM WALLS

Date

2026-1-27

Author

Abalı, Tuğba Begüm

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This study investigates English Language Teaching (ELT) teachers‘ perspectives on Extramural English (EE) and its perceived role in supporting language learning beyond formal classroom instruction. Although a growing body of research demonstrates that EE contributes to learners‘ vocabulary development, listening comprehension, oral fluency, motivation, and autonomy, teachers‘ perspectives, particularly within the Turkish EFL context, have received comparatively limited attention. To address this gap, the present study employed a descriptive survey design and collected data from 537 English instructors working in state and foundation universities and preparatory programs across Türkiye. A comprehensive questionnaire adapted and locally validated through translation, expert review was used to examine teachers‘ awareness of students‘ EE practices, their perceived benefits and limitations, and the extent to which they integrate EE into their instruction. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations) and reliability was ensured through Cronbach‘s alpha coefficients for all subscales, while complementary qualitative comments were gathered through one open-ended question. Findings reveal that most teachers are highly aware of students‘ EE engagement, particularly through digital media, films, music, and gaming. They generally perceive EE as a valuable source of authentic input that enhances fluency, vocabulary, and confidence. However, teachers also highlight institutional constraints, such as limited curriculum flexibility, exam-oriented programs, and time restrictions, that hinder systematic integration of EE. The study concludes by discussing pedagogical implications for better aligning classroom instruction with learners‘ out-of-class English practices and context-specific opportunities for future research on institutional support, implementation models, and EE-informed curriculum design; in particular, the study draws attention to the gap between teachers‘ high levels of awareness regarding Extramural English and the limited extent to which this awareness is translated into classroom practices due to institutional constraints.

Subject Keywords

Extramural English (EE), EFL Teachers, Out-of-Class Learning, Language Exposure, Pedagogical Integration

URI

https://hdl.handle.net/11511/118378

Collections

Graduate School of Social Sciences, Thesis