On the other hand, the findings showed that the use of Turkish is not viewed as beneficial for English listening skills by the teacher candidates, whereas it is perceived as beneficial by the high school students. This finding also shows the mismatch between the teacher candidates’ and high school students’ views about which English language skills are better taught by allowing Turkish in English language classrooms. There are both compatible and incompatible studies with this particular finding. For instance, a finding found in Thongwichit’s (2013) study corresponds with that of the teacher candidates, not high school students, as the ratio was 65.9% for the university students who are onhave the opinion of that Thai use should be allowed for both teachers and students to check listening comprehension.
As aforementioned, the teacher candidates believed that it was not necessary to use Turkish to help their prospective students foster their English speaking skills. However, most of the high school students showed more enthusiasm for using Turkish for English speaking skills in English courses. This is bolstered by a finding in Denizer’s (2017) study, which showed 30% of the students always experienced the interference of Turkish in their English speaking skills.
To sum up, as for the justifications behind using Turkish in English courses, the findings of the study illustrated that the teacher candidates and the high school students use Turkish for many purposes, such as learning grammar concepts, speaking discourse, and their perspectives tend to differ. One of the rationalerationales behind this might be the teaching methodology that the teachers have in the teaching/learning situations. The results can be crucial for both teacher candidates and high school students in terms of personal and instructional goals, overlapping with other research results in literature.