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Abstract
This study explores ways in which textbook development can play a crucial role in bridging the gap between theory and practice in English language teaching (ELT), specifically focusing on English as a Second Language (ESL) materials. Textbooks play a pivotal role in ELT instruction; however, their impact in practice often fails to meet their theoretical intentions. This research investigates how ELT textbook development, when guided by the principles of second language acquisition (SLA), can more effectively address the diverse needs of learners while meeting the contextual demands of various educational environments. Following a qualitative approach involving ESL teachers, this study examines the existence and/or lack of alignment between national language education goals, such as fluency, and the structure and content of available ELT textbooks. It also aims to highlight areas where this alignment can be further improved. Findings of the study point to a clear need for culturally relevant, flexible, and inclusive ELT textbooks that not only foster communicative skills, but also cater to diverse learner preferences, and also facilitate the creative practices of teachers. This study has suggested some principles for developing ELT textbooks. Recommendations for continued research into textbook evaluation and development are also made to support ESL instructors further in diverse settings.
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