EFL Teachers’ Perspectives Towards the Use of Textbooks in Classroom

Abstract

This paper addresses the research of exploring EFL teachers’ perspectives towards using textbooks, their strategies, and challenges in using the textbook in the classroom. The participants of the study were a diverse group of teachers at the language department at the University of Guanajuato, in Guanajuato, Mexico, encompassing various levels of teaching experience and proficiency levels. This was a case study utilizing the qualitative method as the approach, semi-structured, was conducted. The results showed that the perceptions were neutral towards using this material; the participants recognized the benefits and the disadvantages of using instructional material. There were two main difficulties expressed by the teachers: meaningful learning and cultural awareness. Overall, this research contributes to a deeper understanding of the complexities involved in textbook use in EFL classrooms. Finally, these research findings are expected to help other EFL teachers make well-informed choices about textbook selection, adaptation, and enrichment to improve teaching and learning outcomes.