Merhaba, and welcome to the second part of our two-part guest article for ELT Jam. Here we give our readers, students and prospective students some insight into why we started TurksLearnEnglish to address online ELT for Turks.
Brief introduction to the Turkish online market
Before we describe our product (which is focused on online ELT for Turks), we should probably mention a couple points about the booming online market in Turkey. I will borrow some phenomenally interesting statistics from the co-founder of Markafoni, Sina Afra, which he wrote in his well-crafted article that you can find here:
- Turkey has a large and young population of 80M people, with 36M Internet users (fifth biggest internet population in Europe)
- Turkish Internet users have the third highest engagement in Europe (measured by average time spent online)
- Turkey is country No.5 for Facebook and No. 8 for Twitter
- Credit card penetration is approximately 60% (compared to a European average of 50%)
- It is estimated that 6M to 9M o the 36M Internet users in Turkey have spent money online (an e-commerce penetration rate of between 17% and 25%) – in Germany and the UK the rate is closer to 60% meaning there is still huge potential for growth
Why focus solely on online ELT for Turks?
Several people have asked me this exact question to date. If you believe in your product, why limit it to Turkey? As we’ve already pointed out, the English language presents particular challenges to a native Turkish speaker. It makes sense for Turks to learn English online in a classroom with multiple Turkish students, rather than in a cross-cultural setting that you may find in a global online ELT service such as Live Mocha. Turks have a very strong sense of identity. Since motivation is a deciding factor in every education undertaking, a knowledge and appreciation of Turkish culture, and understanding what Turks find interesting, is all-important. We understood that our role was to provide good teaching and uplift motivation, within the bounds of a Turk’s experience, understanding and expectation.
With this in mind, we decided to launch TurksLearnEnglish.com, a site dedicated to providing communication confidence to unlock the dormant language resource that many Turks possess. We offer conversation classes for up to 6 adults at a time and staff our classes exclusively with native English speakers who have experience teaching in Turkey. We launched in May 2013 and have been learning ever since. As a supplement we have launched our İngilizce Dersleri series (video self study exercises) and our Türklere İngilizce series (language lessons that target areas of English that many of our Turkish students have problems with) for free.
Our concept: tap a dormant resource
Most of James’ adult Turkish students possessed something we defined as a “dormant resource”. Years of English classes at various points in their life meant that a strong knowledge base existed; yet, they still did not have the confidence to speak. Our aim was to tap this dormant resource and address four main barriers to Turks not learning to speak effectively through the status quo private language institute experience:
1: Kill the commute: The commutes in Turkey’s largest cities (Istanbul, Ankara) can be hellish and working hours are relatively long. If a young professional leaves work at 6:00 pm they may not arrive to a centrally located language school until 7:30pm. Three hours of class later and they are lucky to arrive home by midnight. This cycle is not sustainable. Offering online classes in a city like Istanbul, removes hours of unnecessary travel time.
2: Focus on conversation: Most adult students in Turkey do not need another grammar lesson. They need to speak. As any online teacher knows, the virtual world is a great platform for developing language communication ability. When a student pops on their headphones, they are able to focus with concentration that is rarely seen in a physical classroom. Better yet, the online classroom does not inhibit students in the way that a traditional classroom does. Fewer students and the webcam somehow boost a student’s willingness to take risks and make the mistakes every learner needs to advance in a language.
3: Leverage Turkish themes: Turkish culture is strong. It’s very difficult for a Turkish student to relate to a grammar curriculum with subject matter based on Western themes. We’ve developed a curriculum (for both our conversation classes and our İngilizce Dersleri series) that is almost entirely based around Turkish themes. We try to use current events, history, culture, food, movies and other popular entertainment as much as possible.
4: Keep it Turkish: Although we agree that complete immersion is best practice for developing language ability, we find there are benefits of having students from a common linguistic background. When we started researching our competition (global online ELT start-ups), we were very much impressed. But we did notice that having students in one classroom connected online from all over the world seemed bit disorganized and inefficient. So far we’ve seen our students correcting each other and learning from their mistakes. This happens a bit less in a multi-linguistic setting.
So there you have our manifesto. Despite the numerous challenges, successes, re-designs, re-re-designs and countless late nights since our launch, we believe we are on to something. It’s too early for a “lessons learned” story but we will be sure to update you once we celebrate our first anniversary!
We hope you’ve enjoyed our story. We would love to hear your thoughts!
James and Kris are co-founders of TurksLearnEnglish, a site dedicated to getting Turkish speakers to build communication confidence. For any online educators out there, feel free to take a look at and use our online-self study videos in our İngilizce Dersleri library. You can get in touch with them through the contact form on our site or email firstname.lastname@example.org.