Malaysian ESL Teachers’ Feedback on the Lower Primary English Language Textbook: A Case Study
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Keywords

Tearchers' Feedback
English Language textbook
ESL classroom

Abstract

Instructional materials are central in the teaching and learning of English Language as they are used to complement the efficiency of a teacher in delivering lessons. Among the instructional materials, the textbook represents "the visible heart of any ELT program" as it forms the basis for much of the language input learners receive in the classrooms. Meanwhile, teachers' feedback is a valuable resource in evaluating a textbook as they are directly involved in using it in the classroom with students. Thus, this study aimed to investigate teachers' perspectives on the English Language textbook published by a UK firm currently used in the Malaysian ESL Year One and Two classrooms since 2018. The study involved 60 Year 1 and Year 2 English Language teachers from 20 randomly selected public primary schools in Baling, Kedah, a northern state located in Peninsular Malaysia. Data for the study were collected through a questionnaire. The findings revealed a positive level of satisfaction with regard to the curriculum and syllabus construct of the textbook as it provides an appropriate balance of four language skills. The teachers were also satisfied with the visual contents as they are attractive and colorful. As for the teaching and learning content, the feedback was also positive as the materials are fairly recent and support teaching objectives. Despite the positive feedback, teachers felt that the textbook lacked practice exercises and it was rather highly-priced. The teachers also opined that the western cultural elements and context were an issue of contention as a majority felt it was outside the worldview of the rural and sub-urban Year One and Year Two Malaysian pupils. Generally, the teachers expressed satisfaction and this finding implies that the new textbook has the potential to be a good learning resource in Malaysian ESL classrooms.

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