EXPLORING EFL TEACHERS’ PERCEPTIONS OF NEW TEXTBOOK UTILIZATION IN HIGH SCHOOL SETTINGS
DOI:
https://doi.org/10.18173/2354-1075.2024-0059Keywords:
EFL, textbooks, high school, teacher perceptions, instructional practicesAbstract
This study investigates the perceptions of 43 English as a Foreign Language (EFL) teachers regarding the benefits and challenges associated with using new textbooks in high school settings. The research employs a combination of questionnaire surveys and semi-structured interviews to explore teachers’ perceptions and experiences. It aims to uncover the anticipated benefits of integrating new textbooks, such as providing updated content, adopting more effective teaching methods, and enhancing student engagement. The study also addresses key challenges, including resistance to change, inadequate teacher training, and difficulties in aligning new materials with curricular goals. Additionally, it examines how these perceptions influence teaching methods and curriculum implementation strategies. The findings contribute to a deeper understanding of the role of new textbooks in EFL high school environments, offering valuable insights for developing language education curricula, instructional approaches, and professional development programs.
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