Teaching in the Digital Age: English Instructors’ Experiences with Digital Coursebooks in Higher Education

Year 2025, Volume: 6 Issue: 2, 200 - 222

Hatice Dal , Elif Öztürk

https://doi.org/10.63612/ijesp.1683608

Abstract

In modern English language instruction, the prevalence of digital coursebooks, offering interactive resources for enhanced learning, is on the rise. As digital technology evolves, it is crucial to examine English language instructors' perspectives on their use. This study, employing a qualitative single-case design, involved fifteen English language instructors from a private university. Findings revealed instructors' belief in the value of digital coursebooks, emphasizing user-friendly interfaces and acknowledging technical challenges. They recognized benefits such as engaging students without physical books and enhancing motivation through digital resources. However, concerns were raised about a fully digital teaching environment, indicating a need for teacher training in effectively utilizing digital coursebooks. This study proposes insights for designing and implementing digital coursebooks and instructional strategies.

Keywords

digital coursebooks , English language teaching, , qualitative research , instructor perspectives , educational technology , higher education

References

• Alhujaylan, H. (2019). An Assessment of the effectiveness of CALL in teaching English language writing skills in Saudi Arabia. Arab World English Journal (AWEJ), Special Issue on CALL (5), 18-27. Doi: https://doi.org/10.24093/awej/call5.2
• Alkahtani, S. A. (2011). EFL female faculty members’ beliefs about CALL use and integration in EFL instruction: The case of Saudi higher education. Journal of King Saud University-Languages and Translation, 23(2), 87-98. https://doi.org/10.1016/j.jksult.2011.04.004
• Allen, C. (2015). Marriages of convenience? Teachers and coursebooks in the digital age. ELT Journal, 69, 249–263. doi:10.1093/elt/ccv005
• Аренова, А. Х., Жунусбекова, А., & Асилбаева, Р. Б. (2024). Problems of digital teachers and development of digital competencies in higher education institution. Вестник КазНПУ имени Абая. Серия: Педагогические науки, 2(81), 137-147. Doi: 10.51889/2959-5762.2023.80.4.013
• Basuki, Y. (2020). Digitalizing coursebooks? Why not? A Journal of English Language Teaching, Linguistics, and Literature, 3(2), 1-13. https://doi.org/10.29100/bright.v3i2.1631
• Bogach, N., Boitsova, E., Chernonog, S., Lamtev, A., Lesnichaya, M., Lezhenin, I., ... & Blake, J. (2021). Speech processing for language learning: A practical approach to computer-assisted pronunciation teaching. Electronics, 10(3), 235. https://doi.org/10.3390/electronics10030235
• Çelik, S., & Aytın, K. (2014). Teachers’ views on digital educational tools in English language learning: Benefits and challenges in the Turkish context. The Electronic Journal for English as a Second Language, 18(2), 1–18.
• Cheng, S. (2018). Teachers’ perception on the use of digital tools in English teaching and learning. Faculty of Education and Society: Malmo University.
• Cinkara, E. (2018). Analysis of EFL teachers’ use of digital components: Evidence from self-Report and classroom Observation. Eurasian Journal of Educational Research, 18(74), 41-60.
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
• Dou, J., & Wang, W. (2024, May). Development of digital textbooks based on the MOODLE Platform. In 2024 5th International Conference on Big Data and Informatization Education (ICBDIE 2024) (pp. 110-120). Atlantis Press.
• EL Aggoune, A., & Ghaouar. N. (2019). Barriers to CALL implementation in written expression courses: EFL teachers’ perspectives. Arab World English Journal (AWEJ) Special Issue on CALL (5). 299-306. http://dx.doi.org/10.2139/ssrn.3431785
• Emadi, A., & Hosseini, S. (2024). Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design. TESL-EJ, 28(1), https://doi.org/10.55593/ej.28109a7
• Enayati, F., & Gilakjani, A. P. (2020). The impact of computer assisted language learning (CALL) on improving intermediate EFL learners’ vocabulary learning. International Journal of Language Education, 4(1), 96-112. doi: 10.26858/ijole.v4i2.10560
• Espinoza-Celi, V., & Pintado, C. M. (2020). Using" Twitter" to enhance writing skill with senior high school students: A Case Study. Teaching English with Technology, 20(5), 108-124.
• Fauzi, I., Ruhiat, Y., & Hakim, L. (2021). Developing digital English materials based on contextual teaching learning for economics students. Loquen: English Studies Journal, 14(1), 1-7. https://doi.org/10.32678/loquen.v14i1.4619
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, p. 429). New York: McGraw-hill.
• Fung, K.S.C. (2017). Macmillan education everywhere software programme (MEE) www.macmillaneducationeverywhere.com. RELC Journal, 48(1), 161–163. https://doi.org/10.1177/0033688217690062
• Fylan, F. (2005). Semi-structured interviewing. In J. Miles & P. Gilbert (Eds.), A handbook of research methods for clinical and health psychology, 65-78. Oxford University Press.
• Gaballo, V. (2019, November). Digital language teaching and learning: A case study. In Conference Proceedings. Innovation in Language Learning 2019. 444-450
• Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Education, Communication, and Technology Journal, 29(2), 75-91.
• Hadianti, S., & Rohmah, D. W. M. (2021). English teachers’ perception on using digital tools in the classroom exposure. Jurnal Pendidikan Bahasa Inggris, 10 (2), 234–241. ISSN: 2252-7818
• Hakim, B. M. (2015). Implementing a computer assisted language learning training program for English teachers. Arab World English Journal (AWEJ), 6(1), 100-112. http://dx.doi.org/10.2139/ssrn.2834434
• Hani, N. A. B. (2014). Benefits and barriers of computer-assisted language learning and teaching in the Arab world: Jordan as a model. Theory and Practice in Language Studies, 4(8), 1609. doi: 10.4304/tpls.4.8.1609-1615
• Herman, M., Regina, R., & Yuliana, Y. G. S. (2024). Students' needs and preferences for digital EFL learning materials. Jurnal Riset dan Inovasi Pembelajaran, 4(2), 1414-1425. doi: 10.51574/jrip.v4i2.1780
• Hubbard, P., & Colpaert, J. (2019). Toward transdisciplinary in computer assisted language learning. CALICO Journal, 36(2), 81-99. doi:10.1558/ cj.37499
• Huertas-Abril, C. A. (2021). El desarrollo de la expresión oral con herramientas digitales del siglo XXI en el aula de inglés como lengua extranjera: Nuevas competencias y destrezas orales en Educación Primaria. Aula Abierta, 50(2), 625-634. doi: 10.17811/rifie.50.2.2021.625-634
• Huo, X. (2019). Problems in computer assisted language learning: How to enhance interactivity? International Journal for Infonomics (IJI), 12(3), 1906-1910.
• Huong, L. P. H., & Hung, B. P. (2021). Mediation of digital tools in English learning LEARN Journal: Language Education and Acquisition Research Network, 14(2), 512-528.
• Jabali, M., & Walker, C. (2021). An exploratory cross-sectional study: FlipQuiz as a digital tool for learning English vocabulary in language classroom. International Journal of Technology in Education (IJTE), 4(3), 516-526. doi: 10.46328/ijte.149
• Jamal A. (2022). Investigating the preferences of digital tools in language teaching and learning context among EFL and ESL instructors. Journal of Pharmaceutical Negative Results, 13(7), 5273-5284. doi:10.47750/pnr.2022.13.S07.651
• Kencana, N. et al. (2022). Developing digitized ESP teaching materials: Accommodating the needs of geography major students. Journal of Positive School Psychology, 6(4), 8910-8921.
• Khan, M. S., Ali. F., Mustafa, G., & Farooqi, S. (2018). Effectiveness of an educational software system (Desire2Learn) in teaching English grammar. Arab World English Journal (AWEJ) Special Issue on CALL (4) doi:10.24093/awej/call4.11
• Khomyshak, O. (2022). Using digital learning tools in the English language teaching in primary school. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, 123-131. doi: 10.31652/2412-1142-2022-63-123-131
• Liu, X. (2015). The Effectiveness of using CALL environment on reading skills of English learners. International Conference on Management Science, Education Technology, Arts, Social Science and Economics, 1011-1015.
• Lo, N. P. K. (2023). Digital learning and the ESL online classroom in higher education: teachers’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1-22. doi: 10.1186/s40862-023-00198-1
• Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. AISHE-J: The All-Ireland Journal of Teaching and Learning in Higher Education 9(3): 3351–33514.
• Mahmoudi, E., Samad, A. A., & Razak, N. Z. (2012). Attitude and students’ performance in computer assisted English language learning for learning vocabulary. Procedia-Social and Behavioral Sciences, 66(7), 489-498. doi:10.1016/j.sbspro.2012.11.293
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A Guide to design and implementation (4th Ed.). Jossey-Bass.
• Millar, M., & Schrier, T. (2015). Digital or printed textbooks: which do students prefer and why? Journal of Teaching in Travel & Tourism, 15(2), 166-185. doi: 10.1080/15313220.2015.1026474
• Moundy, K., Chafiq, N., & Talbi, M. (2021). Comparative analysis of student engagement in digital textbook use during quarantine. Education Sciences, 11(7), doi: 10.3390/educsci11070352
• Możejko, Z.P., Krajka, J. (2011). A framework for evaluating digital coursebooks. Academic Exchange Quarterly, 15(1), 167-173.
• Mucundanyi, G., & Woodley, X. (2021). Exploring free digital tools in education. International Journal of Education and Development using Information and Communication Technology, 17(2), 96-103.
• Muharom, F., & Nugroho, A. (2022). Self-directed use of digital devices for out-of-class English learning. International Journal of Education in Mathematics, Science and Technology, 10(1), 257-271. doi: 10.46328/ijemst.2245
• Mulyati, M., Mashabi, N. A., Putri, A. E., Pramesti, A. C., & Suryani, S. (2024, February). The Effectiveness of Using Interactive Multimedia (Smart Apps Creator, Articulate Storyline, and E-Module) and Conventional in Bartending Courses. In 5th Vocational Education International Conference (VEIC-5 2023) (pp. 742-748). Atlantis Press.
• Murray, M. C., & Pérez, J. (2011). E-textbooks are coming: Are we ready. Issues in Informing Science and Information Technology, 8(6), 49-60.
• Nachoua, H. (2012). Computer-assisted language learning for improving students’ listening skills. Procedia - Social and Behavioral Sciences, 69(6), 1150–1159. doi:10.1016/j.sbspro.2012.12.045
• Nawaila, M. B., Kanbul, S., & Alhamroni, R. (2020). Technology and English language teaching and learning: a content analysis. Journal of Learning and Teaching in Digital Age, 5(1), 16-23.
• Noviyanti, S. D., Yuliasri, I., & Yuliati, Y. (2024, November). Bridging Technology and Language Learning: ICT Literacy in Indonesian EFL Coursebooks. In UNNES-TEFLIN National Conference (Vol. 6, pp. 500-514).
• Ohu, T. (2013). The use of information and communication technologies in teaching English as a second language in Estonian schools. University of Tartu, (Unpublished MA thesis). University of Tartu, Estonia.
• Park, C. N., & Son, J. B. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80–101. doi:10.5172/ijpl.5.2.80
• Pupavac, M. (2022). E-books in foreign language teaching. In Sinteza 2022-International Scientific Conference on Information Technology and Data Related Research (pp. 309-315). Singidunum University.
• Rathert, S., & Cabaroğlu, N. (2024). Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization. Language Teaching Research, 28(5), 1816-1841. doi: 10.1177/13621688211036239
• Rizky, E., & Anggraini, H.W. (2022). Students’ perceptions of the use of digital and printed textbooks. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 10(1), 1-8. doi:10.36706/jele.v10i1.19415
• Tabiri, F., & Afful, J. B. A. (2024). Undergraduate students’ preferences for literacy practices in higher education: Towards transformative pedagogy. Africa Education Review, 1-28. https://doi.org/10.1080/18146627.2024.2396597
• Torut, B. (2000). Computer-assisted language learning: An overview. Silpakorn University International Journal, 1(1), 131-153.
• Turayeva, X. T., & Kholmurodova, M. A. (2022). Advantages and disadvantages of digital technologies in language teaching. Eurasian Journal of Learning and Academic Teaching, 5, 16-18.
• Uali, A. A. (2025). Printed or digital: Freshman EFL students’ perceptions of the coursebooks type. Вестник науки, 1(3 (84)), 261-273.
• Vymetalkova, D., & Milkova, E. (2019). Experimental verification of effectiveness of English language teaching using MyEnglishLab. Sustainability, 11(5), 1357. doi: 10.3390/su11051357
• Wang, Z. (2021). On computer assisted language learning (CALL) and change of teachers’ role. IOP Conference Series: Earth and Environmental Science, 632(5), 052049. https://doi.org/10.1088/1755-1315/632/5/052049
• Yin, R. K. (2017). Case study research and applications: Design and methods. Sage publications.