Abstract
The present paper aims to investigate EFL instructors’ perceptions of Cambridge English Unlimited (CEU) textbooks taught at Taif University English Language Center (TUELC) in the Academic year 2017-2018. To achieve this purpose, the researcher attempted to answer three questions. The first investigates instructors’ perceptions of the textbooks. The second question aims to find out the features that add to the strengths of the textbooks. The third question is an attempt to reveal the shortcomings of the textbooks from the instructors' perspectives and their suggestions to overcome these drawbacks. A questionnaire of 4- Likert scale was used to gather data from ninety two instructors to answer the first two questions, and content analysis was used to answer the third question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation and percentages. The results showed that instructors have a very positive attitude towards the textbooks in terms of the criteria and features investigated in the first two sections of the study tool. These answer the first two questions. However, they had certain concerns and suggestions in aspects other than those included in the study tool. These have been summarized according to their frequency of occurrence in the instructors' responses. Based on the results, the researcher drew a number of conclusions and recommendations.
Highlights
Introduction and Theoretical Background1.1 Importance of TextbooksTextbooks play a significant role in language learning; they are used as an important tool for academic studies (Wang, 2010; Gholami, Nikon & Soultanpour, 2012). Sheldon (1988) believes that textbooks can serve different purposes for teachers
The present paper aims to investigate EFL instructors‟ perceptions of Cambridge English Unlimited (CEU) textbooks taught at Taif University English Language Center (TUELC) in the Academic year 2017-2018
It is clear from the table above that the majority of instructors agree on each of the criterion stated to evaluate their perceptions of CEU textbooks
Summary
Introduction and Theoretical Background1.1 Importance of TextbooksTextbooks play a significant role in language learning; they are used as an important tool for academic studies (Wang, 2010; Gholami, Nikon & Soultanpour, 2012). Sheldon (1988) believes that textbooks can serve different purposes for teachers. Sheldon (1988) believes that textbooks can serve different purposes for teachers They are a core resource, a source of supplemented materials, an inspiration for classroom activities and tasks, and the route map of any ELT program in that they provide the objectives of language learning. They function as a lesson plan and working agenda for teachers and learners and they offer considerable advantages, for both the learners and the teachers. Guilloteaux (2013) believes that textbooks continue to be a central feature of language classrooms worldwide Their quality can affect the learning experiences of many students. They should facilitate students‟ language learning (Cook 1998; Tomlinson 2008, 2011; Waters 2009)
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