The evaluation of the 5th grade intensive English curriculum from the perspectives of EFL teachers in Burdur

Aiming to develop its citizens' foreign language proficiency, the Ministry of National Education (MoNE) in Türkiye has developed the current foreign language curriculum with many significant regulations and policies in recent times. As one of the latest policy changes, beginning from the 2017-2018 academic year in pilot schools determined across the country, an Intensive English Language Program (IELP) for the 5th grades has been implemented across the country. However, the previous studies related to the recent practice are limited as they were generally carried out in the pilot year to identify the shortcoming aspects. In this context, there is a need to conduct more research to explore the program's current strengths, limitations and long-term effects. Regarding this, the effectiveness of the IELP needs to be evaluated from EFL teachers' point of view, who are mainly in charge of the in-class practices on the current implementation. Therefore, the primary aim of the present study was to understand the perceptions of EFL teachers based on their experiences on the IELP, and offer suggestions for its weaknesses. Using a qualitative case study design, data were collected through semi-structured interviews with 15 EFL teachers involved in the IELP in Burdur, and analyzed through thematic analysis. The findings revealed that the participants were mainly satisfied with the recent practice, who reported several benefits for young learners such as improved communication skills, increased motivation, early-age learning advantages, and stronger long-term language outcomes. IELP was also found beneficial for EFL teachers with more opportunities for interactive activities, focus on language skills and professional fulfillment. Nevertheless, some persistent challenges were identified such as lack of course materials, heavy curriculum, crowded and mixed-ability classrooms, lack of sustainability and insufficient teacher training. Finally, EFL teachers made recommendations related to a better curriculum design, active learning environment, improved resources, stakeholder involvement, and needed in-service training.