PRE-SERVICE ENGLISH TEACHERS' UTILIZATION OF GLOBAL STREAMING SERVICES AND READINESS TO INCORPORATE THEM IN POST-METHOD ERA LANGUAGE INSTRUCTION

Foreign language instruction in the post-method era places a strong emphasis on learner autonomy, student-centered learning, and lifelong learning. Teachers serve as guides, mentors or facilitators, and students are expected to actively engage in the teaching process and take personal responsibility for their learning. The implementation of this approach can be greatly aided by digital technology, especially global streaming services that provide authentic content for independent language practice. In order to fully utilize these resources, teachers should acquire the necessary skills to incorporate the content from these services into their lessons, and students should receive guidance from their teachers. This study investigates how pre-service English teachers use global streaming services for personal practice, their perception of utilizing these resources effectively, and their preparedness to guide future students. Conducted with 120 participants from an English Language Teaching program at a foundation university in Ankara, Turkey, the research employed a mixed-methods approach through an anonymous online survey. According to the findings, participants are aware of how streaming services have helped them improve their English, but they still need more instruction on how to use international streaming services so they can be ready to help and guide their future students in making the most of these resources for language learning.