firstname.lastname@example.org, Muğla Sıtkı Koçman Üniversitesi
email@example.com, Menteşe Sosyal Bilimler Lisesi
Textbooks have extensively been used in most of the ELT classrooms as the main teaching tool. This study attempts to reveal the perceptions of teachers and students towards the textbook they use. The study was conducted in Muğla, Turkey in the winter term of 2016-2017 Educational Year. 12 English teachers, 9 females and 3 males, and 25 students, 17 females and 8 males, were included as the participants. A mixed design was adopted and a questionnaire and semi-structured interviews were benefited to gain insight into the issue. The quantitative data were collected from the teachers by means of a questionnaire which included 34 statements. The qualitative data were gathered from the teachers and students through semi-structured interviews. The most striking finding is that the 10th grade English textbook provided by the Ministry did not cater for the teachers’ and the learners’ needs but the overall results showed that the teachers only agreed on the point that the instructions in the textbook were clear. Although the majority of the students stated that the book was boring and above their level, their opinions differed greatly and they did not seem to agree on common grounds. Mostly, students complained about the long reading passages of the book, the number of the unknown words and they described it as boring because it included and repeated the same mechanical activities. However, there were some students who expressed that they were able to understand the meaning of the written texts by means of the illustrations.
Perceptions, textbook, assessment, evaluation, material