Key Insights from Iranian Teachers and Junior High School Students about EFL Textbooks: A Mixed Methods Evaluation Study
محورهای موضوعی : آموزش زبان انگلیسی
Seyed Mohammad Jafari
1
,
Majid Ghaleb Barabad
2
1 - Abadan University of Medical Sciences, Abadan, Iran
2 - Khaf Ministry of Education, Khaf, Iran
کلید واژه: EFL, junior high school, mixed methods research, Prospect series, textbook evaluation,
چکیده مقاله :
Textbooks play a crucial role in shaping the instructional framework of English as a Foreign Language (EFL) classrooms, significantly influencing pedagogical approaches and learning outcomes. This study aimed to assess the effectiveness of the Prospect series by exploring the perceptions of both students and teachers regarding its impact on language acquisition. To that end, an explanatory sequential mixed-methods approach was employed, beginning with a quantitative phase involving structured questionnaires administered to 100 students (55 males, 45 females) and 80 English teachers (50 males, 30 females) in Khorasan Razavi province. Descriptive statistics and the Mann-Whitney U test were utilized for data analysis, followed by qualitative semi-structured interviews to gain deeper insights. The findings revealed generally positive perceptions from both students and teachers concerning the Prospect series, particularly their alignment with Communicative Language Teaching (CLT) principles and engagement strategies. Nonetheless, areas of concern were identified, especially regarding the diversity and depth of writing tasks and supplementary materials, underscoring the need for further enhancement. This study highlighted the importance of continuous evaluation and adaptation of educational resources to address the evolving needs of EFL learners. The findings may inform educators and curriculum developers of refining instructional practices, advocating for broader participation in future research to explore real classroom applications and enhance the overall effectiveness of English language teaching resources.
Textbooks play a crucial role in shaping the instructional framework of English as a Foreign Language (EFL) classrooms, significantly influencing pedagogical approaches and learning outcomes. This study aimed to assess the effectiveness of the Prospect series by exploring the perceptions of both students and teachers regarding its impact on language acquisition. To that end, an explanatory sequential mixed-methods approach was employed, beginning with a quantitative phase involving structured questionnaires administered to 100 students (55 males, 45 females) and 80 English teachers (50 males, 30 females) in Khorasan Razavi province. Descriptive statistics and the Mann-Whitney U test were utilized for data analysis, followed by qualitative semi-structured interviews to gain deeper insights. The findings revealed generally positive perceptions from both students and teachers concerning the Prospect series, particularly their alignment with Communicative Language Teaching (CLT) principles and engagement strategies. Nonetheless, areas of concern were identified, especially regarding the diversity and depth of writing tasks and supplementary materials, underscoring the need for further enhancement. This study highlighted the importance of continuous evaluation and adaptation of educational resources to address the evolving needs of EFL learners. The findings may inform educators and curriculum developers of refining instructional practices, advocating for broader participation in future research to explore real classroom applications and enhance the overall effectiveness of English language teaching resources.
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