Akademik Veri Yönetim Sistemi
MILLI EGITIM, cilt.55, sa.250, ss.1109-1144, 2026 (Scopus, TRDizin)
This study systematically reviewed CEFR-based English Language Teaching (ELT) research in Turkey to reveal its characteristics, methodologies, and key findings. A comprehensive search of five databases was conducted, yielding 643 studies, which were screened for relevance. After applying exclusion criteria (e.g., non-English/Turkish studies, non-ELT focus, methodological issues), 73 studies were selected. Descriptive and thematic data were extracted using MAXQDA 22.0, with an inter-rater reliability of 0.82 in the first coding round and 0.89 in the second. Findings revealed significant challenges in aligning the Turkish national curriculum with CEFR principles, leading to inconsistent practices and a neglect of key skills. Textbooks were critiqued for inadequate treatment of speech acts, imbalanced vocabulary profiles, and superficial cultural content. Assessment practices demonstrated a lack of standardization and insufficient teacher training, particularly for evaluating productive skills like speaking. Moreover, Turkish EFL teachers exhibited varying levels of CEFR knowledge, with many experiencing difficulties in practical implementation, limited understanding of key concepts, and varied views on the CEFR's suitability for the Turkish context. The analysis also underscored the need for increased teacher training, better localized resources and materials, and improved administrative support, and also more research on teacher perspectives. This systematic review highlights the complexities of implementing the CEFR in the Turkish EFL/ESL context and the need for a multi-faceted approach to improve language education outcomes.