Reflection of lifelong learning skills in english language teaching process: English teachers' opinions

The purpose of this study was to investigate English teachers' opinions about the reflection of lifelong learning skills in English language teaching process. Employing the phenomenology design, which is one of the qualitative research designs, the study conducted with 15 English teachers working in public middle schools in Çorum. The participants of the study, 15 English teachers, were selected through criterion sampling and maximum variation sampling method on voluntary basis. The qualitative data collected through semi-structured interview form, developed by the researchers, was analyzed by making use of content analysis. The findings indicated that reflection of lifelong learning skills in English language teaching process is necessary in terms of teachers' professional development and language teaching. However, it was concluded that English teachers did not adequately reflect those skills in English language teaching process. Moreover, the factors affecting reflection of lifelong learning skills in teaching-learning process were student-related, teacher-related, curriculum-related, and school/administration/stakeholders-related factors. The result of this study is expected to raise awareness about lifelong learning and guide stakeholders for their studies in the future.