Abstract
This study aims to examine the oral communicative activities found in the Saudi EFL third year secondary textbooks and to determine the role they play in influencing the learners' oral communication in English. A questionnaire of 52 items based on four domains is utilized to explore the perception of Saudi EFL teachers regarding the oral communicative activities found in the textbooks. The preliminary survey, conducted on a group of Saudi teachers who are using the target textbooks, showed that the textbooks do not have highly communicative activities for fluency development. The participants' rating of the activities, found in the textbooks, was very low. The activities seem to be highly structured and lack free communicative activities. The study shows that the textbooks require much modification. Other types of oral communicative activities should be included to fulfill the goals of developing the Saudi learners' oral fluency in English.
Highlights
Many researchers emphasize the role that textbooks play in the EFL classroom
Table (2) shows how the means of all items are less than 2 on a scale of 5 grades. This shows how all participants' responses fall between strongly disagree or disagree on the three domains. This reflects how the activities found in the Saudi third year secondary EFL textbooks have low level of oral communicativeness and lack effectiveness in developing oral communicative skills
For domain (C) in the questionnaire, (Effectiveness of the activities found in the 3rd year secondary EFL textbooks in developing oral communicative skills), table (4) represents the means of responses for all items
Summary
Many researchers emphasize the role that textbooks play in the EFL classroom. Ansary et al (2002) argue that EFL textbooks are always used as the only source of teaching materials in the classroom. D Types of Oral Communicative activities in the Saudi 3rd year secondary EFL textbooks. This shows how all participants' responses fall between strongly disagree or disagree on the three domains This reflects how the activities found in the Saudi third year secondary EFL textbooks have low level of oral communicativeness and lack effectiveness in developing oral communicative skills. For domain (C) in the questionnaire, (Effectiveness of the activities found in the 3rd year secondary EFL textbooks in developing oral communicative skills), table (4) represents the means of responses for all items. The means for responses to the 27 items of domain (D) in the questionnaire, (Types of oral communicative activities in the 3rd year secondary EFL Saudi textbooks), are shown in table 5 and figure 4. The following types of oral Communicative activities are included in the textbooks: Mean
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