Fostering Physically Active Language Learning (PALL) Proficiency Among In-Service Language Teachers in Türkiye: A Mix-Method Exploration

Teacher training initiatives for Physically Active Learning (PAL) are notably scarce, particularly within the realm of English Language Education and within the contexts of developing countries. This research delineates a comprehensive training program specifically tailored for English as a Foreign Language (EFL) instructors in Türkiye, aiming to foster Physically Active Language Learning (PALL). The study engaged thirty in-service EFL teachers from diverse state schools in the training initiative. In this study, a mixed methods design was employed, involving the collection and integration of both qualitative and quantitative data. This approach allowed for a comprehensive examination of the changes observed in teachers’ motivation for recreational exercise, playfulness, physical activity efficacy, and attitudes toward sports. Specifically, the research design included surveys to gather quantitative data and semi-structured interviews for qualitative insights. The data collection methods encompassed standardized questionnaires and in-depth interviews, which were analyzed using statistical methods and thematic analysis, respectively. These factors are crucial in influencing teachers’ willingness to adopt, implement, and promote physical activity learning (PAL). The results demonstrated significant improvements in teachers’ mastery motives and increased interest in sports. Additionally, the study provides valuable insights into the potential long-term impact of the training program on teaching practices and student outcomes, shedding light on the sustainability and effectiveness of integrating PALL into educational settings. Overall, teacher feedback indicated overwhelmingly positive perceptions of the PALL training program.