Thai EFL Teachers' Perceptions of English Language Textbooks

Abstract

Textbooks are pivotal for both language teaching and learning in an EFL context. Therefore, this qualitative study investigates the perspectives of Thai EFL primary school teachers regarding the “New Say Hello series 1-3” English language textbooks used in their classrooms. Through semi-structured interviews with six purposively selected teachers, aged thirty to fifty-five, insights into their experiences with the textbooks were gathered. The qualitative data were transcribed and coded into themes. The transcribed data were inter-coded by another well-trained English teacher. These data were also cross-checked by participants to ensure the trustworthiness of the findings. The analysis of the findings revealed that teachers reported positive experiences with the “New Say Hello” series, highlighting its interactive resources, alignment with varied learning styles, and emphasis on communicative language teaching. Integrating Thai and English-speaking cultures into the textbooks was particularly valued for promoting cultural awareness and global citizenship among students. The findings underscored the importance of textbooks in supporting curriculum goals and engaging students in learning English with appealing topics. The “New Say Hello” series effectively enhanced language education quality in Thailand by being age-appropriate, developmentally suitable, and culturally inclusive. The findings also showed that Thai EFL teachers implemented the textbooks by following the guidelines and well-structured progression of English language skills. This research offers insights into curriculum development and teaching practices, suggesting that well-designed textbooks are crucial for improving language education outcomes. It also suggests the necessity for further research into implementing textbooks and their influence on language acquisition educational in Thailand.

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