EFL Teachers’ Perspectives on the English Textbooks of the Adopted Self-Learning Program in Northern Syria

Abstract

This study investigates the perspectives of the English language teachers who teach the adopted Self-Learning Program English Textbooks in North-west Syria by evaluating the English textbooks. It analyses the effectiveness and suitability of this curriculum in non-formal education settings considering the crisis context in Syria. So, to get an actual evaluation of the English textbooks, teachers proved their viewpoints on the context of teaching and the students’ educational levels during war conditions. In this mixed method research, the first tool was a questionnaire with 49 items distributed into five structured dimensions: layout and design, the objectives of the textbook, teaching methods and activities, and language skills. The second tool focused on the qualitative data obtained from interviews with five open-ended questions. A total of respondents from 106 English language teachers in the northern Syria crisis region, 43 females and 63 males, and five separate interviews. Over 60% of teachers believe that the adapted Self-Learning Program English textbooks are appropriate to the context and include a precise sequence of English units that fit children’s needs in northern Syrian crisis contexts.