Exploring EFL Students’ Dispositions toward Global Citizenship: A Quantitative Study at a Preparatory School in Türkiye

Authors : Derya Coşkun, Sarah Rochelle Howe, Nihan Erdemir

Pages : 68-77

Doi:10.14744/yjer.2025.006

View : 88 | Download : 154

Publication Date : 2025-12-26

Article Type : Research Paper

Abstract :Global Citizenship (GC) has become a vital focus in teaching English to foster globally minded language learners to build a more inclusive and sustainable world. For this reason, the present study aims to explore GC dispositions of English as a Foreign Language (EFL) preparatory school students at a Turkish higher education institution (HEI). The study adopted a quantitative research design. Data was collected from 181 preparatory school students (129 female and 52 male) enrolled. The Turkish version of the Global Citizenship Scale (Erbaş et al., 2023), adapted from Reysen and Katzarska-Miller (2013), was used as the data collection tool. Statistical analysis, including descriptive statistics, Pearson product-moment correlation analysis, independent samples t-test, and one-way ANOVA, were conducted using SPSS version 29. Findings showed that students scored highest in global awareness, normative environment, and environmental sustainability; though, they scored lowest in global citizenship identification. Furthermore, the strongest correlations were identified for responsibility to act, intergroup helping, and intergroup empathy. The findings revealed no statistically significant difference in terms of gender, though females had higher levels of mean GC score. Likewise, though there were also no statistically significant differences across their academic majors and language proficiency levels, vocational school students and lower proficiency level students showed higher levels of GC scores. These findings suggest that while students show awareness of key global issues such as environment, justice, and understanding among groups, they show a relatively low level of identity and, in turn, global citizenship. Therefore, practitioners and curriculum designers might integrate identity and engagement-related components into the English language teaching curricula rather than solely awareness-related components to foster more globally competent and engaged learners.
Keywords : küresel vatandaşlık, EFL öğrencileri, hazırlık okulu

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