Turkish students’ perceptions on the curriculum for interactive and technology enhanced english as a foregin language

Abstract

Thanks to the communicative language teaching, interaction in English rather than teaching grammar rules has become the main goal of English classes. Technological equipment and the internet have been widely benefited to reinforce interaction through the authentic materials they provided. This study investigated English as foreign language students’ perceptions towards the use of communicative approach and technological resources at a state university in Turkey. Turkish EFL students’ perceptions towards communicative activities were analyzed with questionnaires comparing the statistical data based on their gender and proficiency. Statistically significant differences were found in terms of the gender and proficiency level of the students.