Abstract
The paper investigates the role of English language teaching materials in the creation of a classroom atmosphere conducive to foreign language education. In this study, teachers and students were given a questionnaire and later interviewed to elicit their ideas about the materials. The data was analyzed and the responses of teachers and students were compared by using one-way ANOVA, post-hoc Scheffe test, and t-test statistics. The results indicated that, except for the regular state high school teachers and students, both teachers and students had serious problems with the ELT materials prepared by international publishers.
Highlights
Affective factors determine the learner involvement in the teaching/learning process, and the rate and level of L2 proficiency (Brown, 2007; Ellis, 2008, 2015; Krashen, 2009, 2015)
The purpose of this study is to find answers to the following research questions: 1) How do EFL teachers consider the role of English language teaching (ELT) materials in terms of influencing language education affectively?
The study revealed that both the teachers and students have serious problems with the ELT materials prepared by international publishers
Summary
Affective factors determine the learner involvement in the teaching/learning process, and the rate and level of L2 proficiency (Brown, 2007; Ellis, 2008, 2015; Krashen, 2009, 2015). A detailed analysis of the learners’ needs and selecting ELT materials foster both cognitive and affective involvement of learners (Kaewpet, 2009) Another issue that needs to be taken into consideration is the relationship between ELT materials and English teachers’ attitudes and classroom performance (Allen, 2015; McGrath, 2006). English teachers have their own personal beliefs about what kinds of ELT materials are fruitful to carry out language teaching/learning activities (Garton & Raves, 2014). The degree to which ELT materials fit teachers’ frames of reference, determines the degree to which English teachers develop positive attitudes towards those materials and use them fruitfully in their classrooms (Grossman & Thompson, 2008; Tomlinson 2003, 2013)
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