From perceptions to policy: Unpacking systemic and socio-ecological roots of false beginner identity in EFL education in Türkiye

OpenAlex · İngilizce

False beginner learners—those who remain stuck in beginner-level English classes despite repeated attempts—are commonly mislabeled as lazy or intellectually limited. This study re-examines false beginner identity in the Turkish EFL context through the lens of Bronfenbrenner’s ecological model. The study draws upon qualitative data from 130 university students enrolled in pre-sessional English programs. Thematic analysis of learner attributions reveals systemic patterns of curricular redundancy, exam-driven marginalization of English, demotivating microsocial environments, and the absence of communicative exposure. Rather than viewing learners as deficient, the study locates the roots of false beginner status in macro-, exo-, and micro-level misalignments. Policy implications include integrating English into national high-stakes assessments, scaffolding vertical curriculum continuity, and utilizing digital resources for autonomous learning. This ecological reframing emphasizes that learner stagnation is not a personal failure but a reflection of fragmented language education systems in need of structural coherence and cultural revaluation.