Afghan EFL instructors’ perceptions of English textbooks

The study examined EFL instructors' perceptions of English textbooks. It also investigated whether the instructors' gender and the type of textbooks they used had a significant impact on their responses. A survey questionnaire with 30 closed-ended items was utilized to collect the data fro...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Sayeed Naqibullah Orfan, Abdul Qawi Noori, Sayeed Asif Akramy
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Textbook Internationally-published Locally-published Instructional materials EFL Science (General) Q1-390 Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/bf45e8dc876546f692b359af6abee716
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:bf45e8dc876546f692b359af6abee716
record_format	dspace
spelling	oai:doaj.org-article:bf45e8dc876546f692b359af6abee7162021-12-02T05:02:44ZAfghan EFL instructors’ perceptions of English textbooks2405-844010.1016/j.heliyon.2021.e08340https://doaj.org/article/bf45e8dc876546f692b359af6abee7162021-11-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2405844021024439https://doaj.org/toc/2405-8440The study examined EFL instructors' perceptions of English textbooks. It also investigated whether the instructors' gender and the type of textbooks they used had a significant impact on their responses. A survey questionnaire with 30 closed-ended items was utilized to collect the data from 60 randomly selected EFL instructors who were teaching English in higher education institutions and English language centers. SPSS version 26.0 was used to analyze the data. The findings showed that the instructors had positive perceptions about English textbooks. They also believed that four skills of English were equally represented in the textbooks, and they contained adequate listening, speaking, reading and writing activities. In addition, the textbooks were enriched with the cultural issues of the target language and that they were appropriate for the Afghan context. The results also showed that textbooks served various roles in EFL classrooms, for instance, as a source of assessment and assignment. There were not statistically significant differences between female and male instructors' responses. However, the type of textbooks they used significantly impacted their perceptions of English textbooks. EFL Programs are recommended to encourage and support their instructors to use other English learning resources to optimize their students’ learning.Sayeed Naqibullah OrfanAbdul Qawi NooriSayeed Asif AkramyElsevierarticleTextbookInternationally-publishedLocally-publishedInstructional materialsEFLScience (General)Q1-390Social sciences (General)H1-99ENHeliyon, Vol 7, Iss 11, Pp e08340- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Textbook Internationally-published Locally-published Instructional materials EFL Science (General) Q1-390 Social sciences (General) H1-99
spellingShingle	Textbook Internationally-published Locally-published Instructional materials EFL Science (General) Q1-390 Social sciences (General) H1-99 Sayeed Naqibullah Orfan Abdul Qawi Noori Sayeed Asif Akramy Afghan EFL instructors’ perceptions of English textbooks
description	The study examined EFL instructors' perceptions of English textbooks. It also investigated whether the instructors' gender and the type of textbooks they used had a significant impact on their responses. A survey questionnaire with 30 closed-ended items was utilized to collect the data from 60 randomly selected EFL instructors who were teaching English in higher education institutions and English language centers. SPSS version 26.0 was used to analyze the data. The findings showed that the instructors had positive perceptions about English textbooks. They also believed that four skills of English were equally represented in the textbooks, and they contained adequate listening, speaking, reading and writing activities. In addition, the textbooks were enriched with the cultural issues of the target language and that they were appropriate for the Afghan context. The results also showed that textbooks served various roles in EFL classrooms, for instance, as a source of assessment and assignment. There were not statistically significant differences between female and male instructors' responses. However, the type of textbooks they used significantly impacted their perceptions of English textbooks. EFL Programs are recommended to encourage and support their instructors to use other English learning resources to optimize their students’ learning.
format	article
author	Sayeed Naqibullah Orfan Abdul Qawi Noori Sayeed Asif Akramy
author_facet	Sayeed Naqibullah Orfan Abdul Qawi Noori Sayeed Asif Akramy
author_sort	Sayeed Naqibullah Orfan
title	Afghan EFL instructors’ perceptions of English textbooks
title_short	Afghan EFL instructors’ perceptions of English textbooks
title_full	Afghan EFL instructors’ perceptions of English textbooks
title_fullStr	Afghan EFL instructors’ perceptions of English textbooks
title_full_unstemmed	Afghan EFL instructors’ perceptions of English textbooks
title_sort	afghan efl instructors’ perceptions of english textbooks
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/bf45e8dc876546f692b359af6abee716
work_keys_str_mv	AT sayeednaqibullahorfan afghaneflinstructorsperceptionsofenglishtextbooks AT abdulqawinoori afghaneflinstructorsperceptionsofenglishtextbooks AT sayeedasifakramy afghaneflinstructorsperceptionsofenglishtextbooks
_version_	1718400734994628608

Afghan EFL instructors’ perceptions of English textbooks

Ejemplares similares