Ana İçerik

The twenty-first century has brought significant transformations to English language teaching (ELT), requiring learners, teachers, teacher educators, and institutions to respond to changing linguistic, educational, and sociocultural realities. English Language Teaching in the 21st Century: Changing Identities, Agencies and Mindsets brings together empirical studies conducted by different researchers and academics working in English language teaching, applied linguistics, and teacher education. These research studies conducted primarily in Turkish higher-education settings offer insights that are both locally grounded and internationally relevant and present a comprehensive perspective on the challenges and opportunities facing ELT today.
The volume is organized into three interconnected sections focusing on learners, prospective teachers, and EFL instructors.
The first section investigates learner-related dimensions of language education, including the integration of twenty-first-century skills, English language needs analysis, and the relationship between willingness to communicate and speaking achievement. These studies underscore the importance of learner-centered approaches that promote communicative competence, engagement, and responsiveness to diverse educational needs.
The second section addresses the experiences and perceptions of prospective language teachers. Points of emphasis are on the development of plurilingual professional identities, attitudes toward World Englishes, and academic writing needs among pre-service teachers. Collectively, these chapters contribute to current discussions on teacher education by highlighting the growing importance of multilingual awareness, global perspectives on English, and the development of academic literacy within teacher preparation programs.
The final section focuses on the professional practices of EFL instructors and language program administrators. Topics include conceptualizations of critical thinking, peer observation as a tool for professional development, recruitment practices concerning native and non-native English-speaking teachers, and the assessment of speaking performance. Through these investigations, the volume emphasizes teacher agency, reflective practice, assessment literacy, and evidence-based decision-making in language education.
By bringing together research from multiple perspectives, the book contributes to contemporary scholarship in ELT, applied linguistics, and language teacher education. It highlights the dynamic interplay among learner needs, teacher identity, professional development, language assessment, and institutional policy while demonstrating how educational stakeholders negotiate the demands of an increasingly globalized and multilingual world. The volume offers valuable insights for researchers, teacher educators, graduate students, language program
administrators, and classroom practitioners seeking to understand and respond to the evolving realities of English language teaching in the twenty-first century.

Keywords: English Language Teaching (ELT); Language Teacher Identity; Teacher Agency; English Language Teacher Education; Plurilingualism; World Englishes; Professional Development; Needs Analysis; Critical Thinking