Exploring implementations of active learning strategies in an English preparatory school: A qualitative case study at a Turkish foundation university

This research study explored the implementation of active learning strategies in an English preparatory school in Ankara, Turkiye. Conducted in alignment with the qualitative case study design, this study aimed to shed light on the active learning strategies embedded in the preparatory school educational materials such as curriculum guides, coursebooks, and supplementary materials. Furthermore, in the context of the English Language School of this foundation university, the active learning strategies employed by the teachers in EFL classrooms, perceptions of 8 English instructors and one level head towards active learning strategies were investigated. The data collection methods included semi-structured interviews with the English instructors and the level head as well as document analysis of both electronic and printed educational materials. Findings of the study showed that collaborative learning was a prevalent approach practiced in the form of pair work and group work techniques which showed coherence across the educational materials, the English instructors' perspectives and the level head's perspective. The main drawbacks of active learning included time constraints, the loaded curriculum, and concerns about fossilized errors. Finally, the prioritization of certain techniques over others showed alignment with the mission statement of the selected English preparatory school. Pedagogical implications and suggestions for further research were also added at the end of this study.