Identifying the Challenges Encountered by Teachers While Using Intermediate English Textbooks - Sindh Board
DOI:
https://doi.org/10.58341/srj.v2i4.33Abstract
The present study investigates the challenges encountered by teachers in utilizing English language textbooks of the intermediate level, specifically within the context of the Sindh Board education system. English language textbooks play a pivotal role in language instruction, offering structured content, exercises, and pedagogical support to enhance students' language proficiency. Despite their significance, there exists a dearth of research exploring the problems experienced by teachers while employing these textbooks in the classroom. The research design follows a mixed-methods approach, combining qualitative and quantitative data collection techniques. The qualitative phase encompasses semi-structured interviews with a purposive sample of intermediate-level English language teachers from various schools and colleges under the Sindh Board. These interviews will delve into the teachers' perspectives, experiences, and insights regarding the challenges faced during textbook utilization. On the other hand, the quantitative phase employs surveys distributed among a representative sample of teachers to gather statistical data on the most prevalent difficulties encountered. The study aims to identify and analyze the various issues that hinder effective textbook implementation in the Sindh Board's English language classrooms. These issues may encompass concerns related to content appropriateness, linguistic complexity, cultural relevance, alignment with curriculum objectives, and overall teacher preparedness. Additionally, factors influencing teachers' attitudes towards textbooks, such as training and support, will be explored. The findings of this research will contribute to the existing literature on language education and curriculum development, particularly in the context of the Sindh Board's English language program. The results will aid educational policymakers and curriculum designers in recognizing the areas that require improvement and in formulating more effective strategies to enhance teacher proficiency and student learning outcomes. Ultimately, this study explores the suggestion which may improve the use of textbooks and it aspires to promote the optimal use of English language textbooks, fostering a more conducive learning environment for intermediate-level students in the Sindh Board education system.
Keywords:
Challenges, Textbook, Curriculum development, Learning outcomes, Pedagogy
References
Ali, S., & Ahmed, N. (2018). Representations of Cultural Diversity in Pakistani English Language Textbooks. Asian EFL Journal, 20(2), 1-18.
Aslam, M. A., Baloch, I. S., & Brohi, M. N. (2019). A Critical Analysis of English Language Textbooks of Intermediate Level Taught in Sindh, Pakistan. English Language Teaching, 12(3), 1-10.
Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.
Chen, C. W. (2020). The Effects of Multimedia Materials on Teaching English for Specific Purposes. English Teaching & Learning, 44(2), 135-167.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research. Sage Publications.
Crittenden, A. (2017). Let's Get Real: A Critical Look at the Role of Textbooks in the EFL Classroom. The Language Teacher, 41(4), 15-18.
Cunningsworth, A. (1995). Choosing Your Coursebook. Heinemann.
Fetters, M. D., Curry, L. A., & Creswell, J. W. (2013). Achieving Integration in Mixed Methods Designs—Principles and Practices. Health Services Research, 48(6pt2), 2134-2156.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
Ghazali, K., & Mustapha, R. (2019). Challenges and strategies in using English textbooks: Teachers’ insights. English Language Teaching, 12(2), 31-41.
Harwood, N. (2021). English Language Teaching Textbooks: Content, Consumption, Production. In The Routledge Handbook of English Language Teaching (pp. 369-383). Routledge.
Hussain, I., & Anwar, S. (2017). Investigating the Impact of Teacher's Proficiency on Language Learning. International Journal of Academic Research in Business and Social Sciences, 7(8), 1-12.
Johnson, R. B., & Onwuegbuzie, A. J. (2020). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 49(2), 97-101.
Kaur, S., & Rana, M. A. (2020). Challenges Faced by Teachers in Teaching English at Intermediate Level. The Journal of Social Sciences Research, 11(1), 235-245.
Kumar, V., & Mahboob, A. (2019). Representations of Social Groups in English Language Textbooks in Pakistan. The Asian Journal of Applied Linguistics, 6(1), 19-37.
Kusuma, D. W. (2018). Teacher Preparation for English Language Teaching: Perceptions and Challenges. TEFLIN Journal, 29(2), 191-208.
McGrath, I. (2006). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
McGrath, I. (2020). Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory. Bloomsbury Publishing.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press.
Sheldon, L. E. (2021). The Role of the Textbook in Language Teaching. In The Routledge Handbook of English Language Teaching (pp. 354-368). Routledge.
Sindh Textbook Board. (n.d.). English language textbooks for Intermediate level. Retrieved from http://sindh.gov.pk/dpt/Education/TextBook/e_books.htm
Tomlinson, B. (2003). Developing Materials for Language Teaching. Continuum.
Downloads
Published
How to Cite
License
Copyright (c) 2023 Siazga Research Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
