Investigating EFL Teachers’ Coursebook Dependency: A Convergent Mixed-methods Study

Abstract

Despite the digital tools and wide range of supplementary materials, coursebooks are still the most commonly used materials in English language teaching. English language teachers’ attitudes towards coursebooks is important as there is a connection between teachers’ attitudes, beliefs and practices. In this regard, this study aims to examine English as a foreign language (EFL) teachers’ coursebook dependency and how their dependence varies according to their years of experience, the type of school they work at, program and degree of graduation. Data were collected out of 99 EFL teachers working at primary, secondary and high schools. The study follows a convergent mixed methods design that includes both quantitative and qualitative data sources. Quantitative data were collected through the “Coursebook Dependency Scale” and analyzed on the SPSS 26.0 program. Qualitative data, on the other hand, were gathered through a questionnaire developed by the researcher that invites the respondents to provide metaphors for coursebooks and analyzed with content analysis. Findings revealed that majority of the teachers are moderately dependent on coursebooks and that their years of experience, school level and academic background do not have a statistically significant effect on their level of coursebook dependency. However, there appears to be a significant difference in the sub-dimension ‘practicality-based dependence’ in favor of those with an experience of 15 to 20 years.

Keywords

• English language teaching
• EFL teachers
• coursebooks
• coursebook dependency

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