The Effectiveness of English Textbooks at MoNE from Teachers’ Aspect

Abstract

Purpose: Textbooks are handy means in EFL classrooms. However, they may have some lacking points in terms of implementation. EFL teachers’ opinions are crucial at that point. Taking this into account, the current study seeks to investigate the effectiveness of the textbooks used at MoNE from teachers’ view. Design/Methodology/Approach: 102 EFL teachers from different cities of Turkey were targeted for the data collection. The participants involved in the study are working in primary, secondary, and high schools all over Turkey. The data were collected in nearly 2 months during Covid-19. The data collection instrument is a five-point Likert-type teacher questionnaire. Hence, this study is a quantitative one for which the data obtained are analyzed through SPSS. One sample t-tests, Pearson correlation statistics, and descriptive statistics are utilized in this study. Findings: This study reveals that English textbooks are inadequate in terms of layout, design, activities, and skills. On the other hand, the teachers find the subject, content, and language type used in the textbooks appropriate. Most of the teachers believe that textbooks are easily adaptable. Nevertheless, the teachers are knowledgeable enough for overcoming the deficiencies and applying the best method for their students regardless of the textbook. Highlights: Further studies could be conducted by interviewing the teachers about the drawbacks found in textbooks and how they can adapt them.