ISSN: 2360-7831

 International Journal of English Literature and Culture
 

International Journal of English Literature and Culture

Vol. 8(6), pp. 172-193. October, 2020

 ISSN: 2360-7831

DOI: 10.14662/IJELC2020.150

Full Length Research

By using descriptive research design with quantitative and qualitative data gathering methods, the present study attempted to asses EFL teachers’ perceptions and practices of textbook adaptations in three selected preparatory schools in East Gojjam Zone, Amhara Region. To gather quantitative data, questionnaires and classroom observations were used. Questionnaires were administered to 38 EFL teachers and 185 students who were selected with comprehensive and systematic random sampling methods respectively. Observations were administered to six randomly selected EFL teachers. Each teacher was observed three times and a total of eighteen classroom observations were made on six classes while EFL teachers were teaching English language. Moreover, Data which were collected through these instruments were analyzed quantitatively with descriptive statistics (frequency, percentage, mean and grand mean) and with inferential statistics (Pearson correlation). The qualitative data was collected with interviews and field notes and which were administered to six EFL teachers that were randomly selected. The interview and field notes data were analyzed thematically in relation to research questions. The findings of the study revealed that most of the respondents perceived textbook adaptation positively. In spite of their good perceptions, their practices of textbook adaptation were infrequent. Among the techniques of textbook adaptations, only addition for grammar and omission for skill based parts of the textbook were frequently used by EFL teachers. The relationship between teachers’ perception and their actual practices were positively correlated but the degree of their correlation was weak. The major challenges that affect the effective implementation of textbook adaptation were lack of knowledge and skills, inadequacy of materials that enable teachers to adapt textbooks, lack of time for preparation and the assessment methods of the national exams that restrain teachers’ practices of textbook adaptations.

Keywords: EFL Teachers’ Perceptions, Textbooks, classroom

Cite This Article As: Yitayih, T., Simachew, G (2020). EFL Teachers’ Perceptions and Their Practices of Textbook Adaptation in Three Selected Preparatory Schools of East Gojjam Zone. Inter. J. Eng. Lit. Cult. 8(6):172-193