STUDENTS’ ATTITUDES TOWARDS EFL TEXTBOOKS: A CASE STUDY AT SAIGON UNIVERSITY

Abstract

In pedagogical processes, an area of concern arises when one considers English as a Foreign Language (EFL) learners, whose comportment with assigned reading tasks often deviates from the expectations set by educators. Moreover, within the ambit of General English (GE) instruction, there exists a conspicuous dearth of scholarly inquiry directed toward the evaluation of the efficacy of textbooks. This scholarly inquiry was conducted under the aegis of Saigon University (SGU). The investigation unearths a prevailing proclivity among EFL students to employ textbooks predominantly as reference materials, instrumental in elucidating the requisite definitions for their coursework and examination preparation. The precise rationale underpinning this dominant inclination remains elusive. Qualitative data posits that textbooks are perceived as burdensome, challenging to access, and unstimulating, prompting students to relegate reading materials to the periphery of their learning pursuits. Conversely, quantitative findings paint a more nuanced picture of students' attitudes toward textbooks, characterized by uncertainty regarding whether alterations to textbook design and content would engender a heightened inclination toward reading. As a result, this scholarly discourse undertakes an exploration of the implications arising from these discernments for pedagogical practices and proffers preliminary recommendations aimed at fostering a culture of consistent and engaged reading among students.