An EFL coursebook evaluation: Teachers’ perspectives on 3rd grade English coursebook

Research Article

Abstract

It is undeniable that coursebooks affect the efficiency of foreign language education significantly. This study, based on a mixed method research design, aims to evaluate the 3rd grade English coursebook through the lens of the EFL teachers who work in public primary schools in the province of Zonguldak. The quantitative data were obtained from 86 volunteer teachers’ responses to 20 items in a 5-point Likert scale. The quantitative findings revealed several statistically significant results. Firstly, compared to the male teachers, the female teachers showed more agreement on the sufficiency of the listening text records (p=0.04). Secondly, the teachers with less than ten years of seniority reflected more positive views on the coursebook in terms of motivating learners to think outside of the classroom, assessing important instructional objectives and appropriacy for the readiness level of the learners than those with seniority for more than ten years (p<0.05). Besides, while 67% of the participants found the coursebook relevant to the curriculum, 20% of them stated that the coursebook includes activities that assess the learning outcomes. 77% of the participants also asserted that the vocabulary in the coursebook is appropriate for the students whereas 17% stated that the activities fit the readiness level of the learners. Only % 7 of the teachers found the coursebook appropriate to re-use in the future. The quantitative data findings were also supported by the results of the qualitative data gathered from 16 volunteer EFL teachers’ answers to six open-ended questions. This study reflects the strength and weaknesses of the 3rd grade English coursebook from the perspective of EFL teachers.