English teachers' curriculum literacy levels and views on English language teaching

The aim of this study is to analyze English teachers' curriculum literacy levels and views on teaching English. The population of the research consists of English teachers working in secondary and high schools in the city center of Elazig in the 2020-2021 academic year. The sample of the study consisted of 198 English teachers, which was selected with a quantitative, non-random, convenient sampling method; and 70 English teachers in the qualitative dimension. Mixed method including quantitative and qualitative research designs was used in the study. Descriptive survey model was used in the quantitative dimension and case study design was used in the qualitative dimension of the study. The "Program Literacy Scale" developed by Aslan (2018) was used to collect quantitative data. The scale consists of 18 items and three dimensions: "knowing the program, planning and applying". The Cronbach alpha reliability value of the Program Literacy Scale is .774. In the collection of qualitative data, the "Interview Form for Teaching English" developed by the researcher was used. According to the quantitative data of the study, it was found that the English teachers' views on program literacy levels of were at a high level. In addition, there was no significant difference between the curriculum literacy levels of the teachers and the variables of gender, institution, graduation status, branch from which they graduated and seniority. In the qualitative dimension of the study the English teachers stated that the program is sufficient to provide reading skills, it is insufficient to provide speaking skills, they use games to make the program interesting, the curriculum density is a problem when applying the program, they need well-equipped resources to make up for the deficiencies and they do quizzes as an alternative assessment method.