Anadolu liseleri İngilizce dil sınıflarındaki öğrenci ve öğretmenlerin yabancı dil programına ilişkin görüşlerinin incelenmesi

The present study attempts to find out how the implementation of English language-oriented courses' curriculum (ELOCC) in the 11th and 12th grades is viewed by English teachers and students of the field. The major areas of investigation were the teachers' and students' perceptions of the overall curriculum implementation, coursebooks, and methodology of the teachers. 568 students and 31 English teachers from Anatolian high schools that have English language-oriented classes in Antalya took part in this study. The research was conducted through a mixed method. While the data were collected from students through a questionnaire and analysed through descriptive statistics, English teachers' semi-structured interviews, as well as students' focus-group interviews, were administered and examined by content analysis. Questions of both interviews were in line with research questions: questions about overall English language-oriented classes' curriculum, coursebooks, and methodology of the teachers. The main purpose to be achieved was to reveal in-depth data about this matter. With all the research completed, this study established an understanding of how the English language-oriented courses' curriculum is being applied. At the end of this study, it was concluded that neither teachers nor students were satisfied with overall curriculum implementation, coursebooks, and the methodology preferred. It was pointed out that the university entrance examination has a direct impact on methodology and curriculum, which also results in disfavour of coursebooks. In consideration of the data, some preventative and analytical suggestions were recommended.