An examination of secondary school English teachers' & students' opinions on the 'Diyalekt' English digital education platform application

In today's world shaped by technological advancements, the knowledge of a single foreign language is no longer considered sufficient; instead, the necessity of learning multiple foreign languages has emerged. English, which has become the universal language of technology and is widely recognized as a common medium in international communication, stands out as a fundamental skill that individuals are expected to acquire. In response to this need in Türkiye, the Ministry of National Education has integrated various digital educational tools into national curricula in order to enhance the effectiveness of English language education. Diyalekt, which has been made accessible to students at all educational levels since 2023, represents a significant technological resource designed to support learners' language learning processes. Grounded in the principles of the communicative language teaching approach, this study aims to evaluate the practical effectiveness of the Diyalekt based on teachers' and students' perspectives, and to identify both the challenges encountered during implementation and the contributions of the platform to English language learning. The study was designed as a case study and conducted in three sample schools that differ in terms of the curricula implemented and the technological infrastructure available. A qualitative field study was carried out with 15 English language teachers and 15 students from three different middle schools located in the city center of Isparta. Data were collected through face-to-face interviews using a semi-structured interview form and through document analysis of the curriculum forming the theoretical basis of the study. The data were analyzed using the content analysis method. The findings indicate that teachers and students in middle schools implementing different English language programs consider the Diyalekt application to be theoretically beneficial; however, they reported encountering various technical and infrastructural challenges during its implementation. Specifically, factors such as disparities in weekly class hours across schools, inadequate technological infrastructure, misalignment between the platform content and the curriculum, teachers' need for in-service professional development, and outdated computer laboratories used by students were identified as barriers to effective use. It is emphasized that Diyalekt alone cannot offer a comprehensive or permanent solution for English language instruction; nevertheless, when appropriate conditions are provided, it can function as a supportive component of communicative language teaching practices. The study concludes that for Diyalekt to be used effectively, it is necessary to ensure adequate technical infrastructure and sufficient instructional time in schools, to provide systematic training for teachers and students on the effective use of the platform, and to design English language curricula that are aligned with technology-enhanced foreign language learning environments.