A CRITICAL ASSESSMENT OF THE EFL CURRICULUM AND THE COURSE BOOK FOR FOURTH GRADE STUDENTS IN LIGHT OF THE CEFR

Abstract

For a considerable period, Turkey has been engaged in a quest to identify the most optimal English language curriculum, and the CEFR presents a viable avenue for developing such a curriculum. This study aims to investigate the adequacy of the 4th grade English as a Foreign Language (EFL) curriculum and the course book used in the state schools in terms of their effectiveness. The methodology of the study comprised document analysis in order to gather data, followed by a comparative analysis to examine the collected data. The results of the study offer a comprehensive overview of the English language curriculum in primary schools. The study yielded a total of 31 A1 illustrative descriptors sourced from the CEFR and 4th-grade English learning skills. It was found that 15 out of the 31 A1 illustrative descriptors were covered by the learning outcomes. Although the 4th grade English Language Education Curriculum prioritises the development of listening and speaking abilities, it appears to neglect the enhancement of reading, linguistic, and writing proficiencies.