Taking the bad with the good: How prior language learning experiences shape EFL teachers' beliefs and practices

This qualitative study employed an explanatory case study design, focusing on multiple cases to delve into the potential influence of prior foreign language learning experiences, specifically the concept of the apprenticeship of observation (Lortie, 1975), on the teaching beliefs and practices of Turkish EFL (English as a Foreign Language) teachers. To collect rich and nuanced perspectives, the research employed a comprehensive approach. Data were gathered through two main sources: narrative frames developed by Moodie (2016), and semi-structured interview questions. A total of 12 participants, working at primary, secondary, and high school levels, including both female and male teachers, with representation from both novice and experienced cohorts, actively participated in the research on a voluntary basis. These participants were currently engaged in teaching English in various educational settings, including private and state schools, within the Turkish educational context. The study focused on the Eastern Marmara Region of Türkiye, encompassing the provinces of Kocaeli and Sakarya. Qualitative content analysis was employed as the method of data analysis. This analytical approach allowed for the systematic examination of participants' narratives and interview responses, enabling the identification of recurring themes and codes. Based on the findings of this qualitative study, it was observed that prior foreign language learning experiences significantly shaped the teaching beliefs and practices of Turkish EFL teachers. The concept of the "Blended Apprenticeship of Observation" (Cancino et al., 2020) played a crucial role in this process, with many participants indicating that their teaching practices often reflected a direct connection to their experiences as language learners, encompassing both the adoption of effective techniques (AoO) (Lortie, 1975) and the avoidance of less favorable ones (Anti-AoO) (Moodie, 2016). Key themes that emerged from the qualitative content analysis included the impact of positive and negative learning experiences, the role of teacher-student relationships, and the importance of interactive and communicative teaching methods. Participants with positive language learning experiences tended to adopt more student-centered and communicative teaching practices. They emphasized the importance of creating an engaging and supportive classroom environment, drawing on their own positive encounters with language learning to foster a similar atmosphere for their students. For instance, teachers who experienced interactive and communicative methods during their language learning were more likely to implement these approaches in their own classrooms, recognizing their effectiveness in enhancing student engagement and language acquisition. Conversely, those with negative experiences often highlighted the need to avoid similar practices in their own teaching. They strove to create a more inclusive and empathetic learning atmosphere, actively seeking to mitigate the adverse effects they had encountered as learners. Negative experiences frequently involved grammar-based teaching and teacher-centered instruction, which many participants recalled as disengaging and demotivating. These teachers also were particularly mindful of avoiding practices that caused anxiety or humiliation, aiming instead to build a classroom environment characterized by support and encouragement. Overall, the findings underscore the influence of prior language learning experiences, specifically the apprenticeship of observation, on EFL teaching beliefs and practices. The study highlights the need for teacher education programs to address these experiences explicitly, supporting teachers in developing effective and reflective teaching strategies. By acknowledging and exploring the impact of their own language learning experiences, teachers can better understand their teaching choices and make informed decisions that enhance their effectiveness in the classroom. By integrating this concept into teacher education, professional development, educational policy, and classroom design, educators can create more effective, engaging, and inclusive learning environments, ultimately benefiting student learning outcomes.