İngilizce öğretmenlerince tercih edilen dil öğretim teknikleri

The study aimed at examining the language-teaching techniques that Turkish EFL teachers prefer using in their English classes. For this purpose, a mixed methods explanatory sequential design was used to collect data from a sample of 213 Turkish EFL teachers working in Primary, Secondary/Middle and High Schools in Eskişehir province, Turkey via the questionnaire survey developed based on Larsen-Freeman (2000) and Richards & Rodgers (2001). The classes of 20 EFL teachers chosen randomly using systematic sampling among every tenth participating EFL teachers, were observed for three hours using the observation checklist developed based on the questionnaire items and post observation interviews were conducted to find out why they preferred to use those language teaching techniques. The results of the quantitative phase showed that the EFL teachers preferred using meaning and function based language-teaching techniques. However, the findings of the qualitative phase of the study revealed that the EFL teachers preferred traditional techniques in contrast to what is expected from them in accordance with the curriculum because of English level of the students, class size, behavioral problems, shortage of English class hours, students' motivation, practicality and applicability of the language teaching techniques. Keywords: EFL teachers, Language-teaching techniques, Preferences.