DOI: 10.14686/buefad.1803413 ISSN: 1308-7177

The Century of Türkiye Education Model's Reflection on English Language Teaching: Impacts on Students’ Self-Efficacy and Attitudes

Ayşe Zambak
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This study aims to examine the associations between value-based and skills-oriented English activities, designed by the teacher and inspired by the student profile of the Century of Türkiye Education Model (CTEM) and the virtue-value-action framework, and students’ perceptions of English self-efficacy and their attitudes towards the course. Designed as an exploratory case study, the research employed a mixed-methods approach, incorporating both quantitative and qualitative data. A total of 18 students enrolled in a 12th-grade English language class participated in a six-week intervention process in which teacher-designed English activities were implemented based on selected principles of the CTEM student profile. Data were collected through pre- and post-intervention self-efficacy and attitude scales, as well as an online written form and reflective responses via digital tools. The results showed statistically significant increases in students’ self-efficacy scores across all four language skills, with the largest mean change observed in speaking. Students also reported more positive attitudes toward English language learning following the intervention. Qualitative findings suggested that students perceived the activities as supportive of engagement, empathy, and cultural awareness. The study draws attention to the possible role of cultural and moral values in English language teaching and provides preliminary classroom-based evidence on how language education may integrate communicative, intercultural, and value-oriented learning aims. Findings suggest that the CTEM may serve as a contextually relevant framework for exploring value-based English language activities in classroom settings. Rather than offering conclusive evidence of its effectiveness, the study provides preliminary insights into how teacher-designed CTEM-inspired activities may support the integration of linguistic development, intercultural awareness, and value-oriented reflection.

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