Identifying the Challenges Encountered by Teachers While Using Intermediate English Textbooks - Sindh Board

Abstract

The present study investigates the challenges encountered by teachers in utilizing English language textbooks of the intermediate level, specifically within the context of the Sindh Board education system. English language textbooks play a pivotal role in language instruction, offering structured content, exercises, and pedagogical support to enhance students' language proficiency. Despite their significance, there exists a dearth of research exploring the problems experienced by teachers while employing these textbooks in the classroom. The research design follows a mixed-methods approach, combining qualitative and quantitative data collection techniques. The qualitative phase encompasses semi-structured interviews with a purposive sample of intermediate-level English language teachers from various schools and colleges under the Sindh Board. These interviews will delve into the teachers' perspectives, experiences, and insights regarding the challenges faced during textbook utilization. On the other hand, the quantitative phase employs surveys distributed among a representative sample of teachers to gather statistical data on the most prevalent difficulties encountered. The study aims to identify and analyze the various issues that hinder effective textbook implementation in the Sindh Board's English language classrooms. These issues may encompass concerns related to content appropriateness, linguistic complexity, cultural relevance, alignment with curriculum objectives, and overall teacher preparedness. Additionally, factors influencing teachers' attitudes towards textbooks, such as training and support, will be explored. The findings of this research will contribute to the existing literature on language education and curriculum development, particularly in the context of the Sindh Board's English language program. The results will aid educational policymakers and curriculum designers in recognizing the areas that require improvement and in formulating more effective strategies to enhance teacher proficiency and student learning outcomes. Ultimately, this study explores the suggestion which may improve the use of textbooks and it aspires to promote the optimal use of English language textbooks, fostering a more conducive learning environment for intermediate-level students in the Sindh Board education system.