Abstract
This research investigates the perspectives of university English teachers in Taiwan regarding the selection of English textbooks. With the variety in teaching materials – from published textbooks to self-created resources and online sources – this study examines how these choices impact student learning. A combination of an online questionnaire and semi-structured interviews was employed to gather data from full-time and part-time English teachers across Taiwanese universities. The questionnaire was structured around eight thematic areas: overall construction, students’ needs, teachers’ needs, authenticity, self-instruction, cultural awareness, visual design, and practical concerns. These themes were designed to delve into the criteria teachers use when selecting textbooks. In total, responses from 108 teachers were analysed, providing a broad insight into the prevailing preferences and concerns among educators. Additionally, interviews were conducted with five full-time university English teachers, each with over 10 years of experience in teaching the core English skills of listening, speaking, reading, and writing. These interviews aimed to obtain a deeper understanding of the teachers’ viewpoints and validate the questionnaire findings. The results highlighted that teachers prioritize ‘overall construction’, ‘teachers’ needs’, ‘authenticity’, ‘cultural awareness’, and ‘visual design’ in textbook selection. Interestingly, while ‘practical concerns’ such as cost and accessibility did not score highly on the questionnaire, they were emphasized during interviews, suggesting a nuanced approach to textbook evaluation that balances ideal criteria with practical realities. These findings provide valuable insights that can help textbook publishers align educational resources with teacher preferences and student needs, thereby enhancing motivation and enriching the learning experience.
I Introduction
University English instructors in Taiwan face significant challenges in selecting appropriate textbooks for teaching the four language skills (listening, speaking, reading, and writing) due to evolving educational landscapes and demographic shifts. The declining birthrate in Taiwan has led to decreased student enrollment numbers, with universities experiencing an average enrollment reduction of 20% between 2012 and 2022 (Ministry of Education, Republic of China (Taiwan), 2023; Wang et al., 2024). This demographic change, coupled with the digital transformation in education, has fundamentally altered how teaching materials are selected and utilized in classrooms (Peng, 2023).
The selection of teaching materials is further complicated by the multiple responsibilities university English instructors must manage, including research and administrative duties alongside teaching (Lai, 2019). In response to these time constraints, textbooks that offer comprehensive teaching resources, such as ready-made presentation materials and assessment tools, have become increasingly valuable (Darling-Hammond et al., 2017). These supplementary materials not only support efficient lesson preparation but also help maintain consistent teaching quality across different course sections (Fink, 2013).
The current educational environment demands teaching materials that effectively engage smaller class sizes while accommodating diverse learning preferences. Digital resources have gained prominence in this context, offering advantages such as easy content updates, interactive exercises, and integration with Learning Management Systems (LMS). Research indicates a growing demand for customizable teaching materials that allow instructors to adapt content based on specific course objectives and student needs, particularly in response to evolving academic and professional requirements in English language education (Lai & Ulhas, 2012; O’Bannon et al., 2017).
Despite extensive research on English language teaching in Taiwan’s higher education context, there remains a crucial gap in understanding the textbook selection process and evaluation criteria at the tertiary level. This understanding becomes particularly vital as universities navigate declining enrollment rates while striving to maintain educational quality and meet evolving student needs (Wang et al., 2024). Therefore, this study aims to examine the textbook selection practices in Taiwanese universities through three interconnected aspects: the decision-making process, evaluation criteria, and their alignment with established research.
The findings will not only provide valuable insights for educational administrators, publishers, and instructors but also contribute to the broader academic discourse on textbook evaluation by examining how theoretical frameworks translate into actual selection practices in Taiwan’s university English programs.
II Literature review
1 Textbooks and ELT
Textbooks have a long history in language teaching. Harmer (2015, pp. 71–72) outlines several arguments in favor of their use:
They are carefully prepared and offer a coherent syllabus and satisfactory language control.
They are often attractively presented.
They provide lively and interesting material, topics and texts.
They are very useful for the students to look at again to remind themselves of what they have been studying.
Pedagogic artifice (e.g. some of the less realistic examples that preoccupy some commentators) is ‘perfectly justified . . . as a stage in the process of becoming a competent user of another language’, although ‘it cannot end there’ (Gilmore, 2004, p. 371).
Good Teacher’s Books which accompany many coursebooks suggest a variety of procedures to help teachers use the materials effectively and appropriately.
Modern coursebooks can come with a variety of extras, including DVDs and (especially) companion websites which offer more texts and videos, practice exercises and test material. Furthermore, they can keep track of the students’ participation and homework – and process grades, etc. – all of which takes some of the load from the teacher’s shoulders.
Despite the aforementioned advantages, the role of textbooks in the English language teaching (ELT) classroom has come under increasing criticism in recent years. For one, there has been a shift from a traditional approach centered on textbook instruction to a ‘communicate to learn’ approach in ELT (Waters, 2012). The increasing influence of the sociocultural/interactive approach to second language acquisition has seen teaching methods evolve substantially since the 1990s (Richards & Rodgers, 2001), with a reduced emphasis on the importance of form-focused content in the learning process (Waters, 2012). To some extent, textbooks have been adapted to this end, often including more interactive tasks (Tomlinson, 2010) and prioritizing effective communication over grammatical competence (Bax, 2003). However, criticisms of teaching from textbooks as being ill-suited to a communicative language teaching (CLT) approach are still influential and may be interpreted as discouraging the selection of textbooks as a teaching resource altogether (Gilmore, 2004; West, 2016).
Beyond these theoretical objections, there is also a body of research that problematizes the use of textbooks in the classroom. For instance, relying on teaching materials may discourage learner motivation (Ur, 1996), as well as potentially prevent teachers from adequately responding to the needs of learners (Crawford, 2002). Additionally, Harmer (2007, pp. 146–147; 2015, p. 72) criticizes textbooks for potentially being boring, stifling, and sometimes inappropriate for specific classroom contexts, which might compel teachers to develop their own materials to better meet their students’ needs. The potential for social or cultural biases may be relevant when the textbook is not produced for the culture in which it is employed (Ndura, 2004), an issue that may be pertinent in Taiwan where domestically-produced textbooks are increasingly financially unviable (Luo, 2023). For these reasons, teacher-generated and self-access materials may be increasingly in vogue (Cooker, 2008), though research shows a substantial number of teachers in Taiwan still use textbooks in ELT (Reynolds et al., 2002). It may be that this tendency reflects the continuing preference for a grammar–translation method of teaching languages among Taiwanese teachers (Shannon, 2006), although research has proven unclear as to whether junior high school English teachers in Taiwan do indeed favor one method over another (Wang, 2008). This prompts questions about how these materials are decided upon by the English teachers.
2 Materials evaluation
There has been significant research into how teachers evaluate materials for use in the classroom. Material evaluation is a procedure that involves making value judgments about materials used for learning in the classroom (McGrath, 2002). Evaluating materials confers a number of benefits, chiefly towards ensuring that there are sufficient materials for delivering content that is tailored towards students meeting their learning objectives (Litz, 2005). While materials for language learning might include various forms of supplementary resources and media (McDonough & Shaw, 1993), this study focuses on the use of textbooks in the classroom (Garinger, 2002).
Materials evaluation is typically a highly subjective process that often involves little systematic evaluation, either at the individual or committee level (Sheldon, 1988). This is not to say that teachers do not evaluate specific features, such as the author’s theory of learning (Hutchinson, 1987), or their treatment of language items (Cunningsworth, 1995). However, more often than not, teachers will typically conduct pre-use evaluations through browsing as opposed to systematic analysis (Johnson, 1986). In cases where a more structured approach is taken, Harmer’s (2007, 2015) textbook analysis checklist might be adopted, which includes factors such as price and availability, add-ons and extras, layout and design, instructions, methodology, syllabus, language skills, topics, cultural appropriacy, and the teacher’s guide. This checklist can provide a comprehensive framework for assessing the suitability of a textbook in meeting educational goals and contextual relevance. Evaluation may be conducted prior to using a textbook, but may also be conducted while in-use, or even post-use, with new textbooks often being ‘trialed’ as a means of evaluation (Mukundan, 2009).
The literature on materials evaluation includes both normative and descriptive components, with various researchers suggesting that teachers should evaluate materials based on specific criteria (Ansary & Babaii, 2002; Harmer, 2007, 2015) or through particular methods of evaluation (Bruder, 1978; Harmer, 2007). Harmer (2007) emphasizes that selecting the right textbook involves a structured method that aligns with teacher preferences and student needs. This process begins with teachers analysing areas of interest and weighing the merits of different textbooks. Subsequently, piloting these textbooks in real classroom settings is essential to evaluate their strengths and weaknesses. Consulting colleagues for their insights and involving students by soliciting their opinions on shortlisted textbooks also play crucial roles in this comprehensive approach, ultimately facilitating an informed decision that enhances both teaching effectiveness and student learning.
Recent research has expanded our understanding of how teachers develop their evaluative criteria. Rather than applying comprehensive frameworks, teachers often evaluate textbooks based on selective elements that align with their specific pedagogical needs (Calafato, 2018). These elements might include literary content, grammatical presentation, or thematic relevance. Studies have shown that teachers’ assessment of readability levels and cultural content significantly influences their selection process (Calafato & Gudim, 2022). Furthermore, Hsiang et al. (2023) demonstrated that teachers’ beliefs and prior experiences play a crucial role in shaping their textbook selection criteria, with many developing personalized evaluation frameworks that reflect their teaching context and student needs. In East Asian contexts specifically, cultural appropriateness and local educational policies often shape evaluation criteria (Meurant, 2010). Some teachers employ systematic approaches based on second language acquisition (SLA) principles (Guilloteaux, 2013), while others adapt their evaluation criteria based on specific teaching objectives, whether focusing on literature integration, grammar instruction, or theme-based learning (Hsiang et al., 2021).
However, the methods by which teachers develop their evaluative criteria remain underexplored. This gap in research leads into the discussion of teacher cognition, which examines the connections between teacher beliefs and their teaching practices, as noted by Borg (2003). With application to materials evaluation, factors as varied as pre-service values, teacher training, and teaching experience can impact beliefs about appropriate materials for learning (Beach, 1994; Bovellan, 2014). Additionally, other factors can impact the translation of beliefs into practice, including institutional culture, resource limitations, and practical concerns (Jones & Fong, 2007; Kissau et al., 2012).
Published research does not provide a direct correlation between teacher beliefs about learning and how they will go about evaluating materials for teaching. This makes understanding the research context all the more important with regards to ascertaining how teachers arrive at their criteria and methods for material evaluation.
3 Research context
In examining theoretical frameworks for textbook evaluation, Guilloteaux (2013) proposes a systematic approach based on five key SLA principles: input enhancement, input elaboration, push for output, interaction, and chunking. This framework evaluates how textbooks make target language features salient to learners, provide comprehensible input through techniques like glossing and scaffolding, create opportunities for language production and meaningful communication, and present formulaic sequences. The framework’s significance lies in its methodical approach to linking theoretical SLA principles with practical classroom application, offering concrete criteria for evaluating language learning materials.
Previous research into materials evaluation in Taiwan has predominantly focused on the primary and secondary education levels (Chiu, 2006; M. Huang, 2011; Ma, 2003). Within the theoretical frameworks for textbook evaluation, Guilloteaux’s (2013) framework, which offers a systematic approach based on five key SLA principles, provides valuable insights into SLA-based textbook evaluation. However, the present study adopts S. Huang’s (2011) framework as its theoretical foundation, primarily because it specifically addresses the Taiwanese tertiary context.
A study conducted by S. Huang (2011) utilized a mixed-methods approach to investigate the criteria used by tertiary-level teachers when evaluating textbooks. This exploratory study involved interviews with teachers at six Taiwanese tertiary institutions (25 teachers in Phase 1 and 19 in Phase 2), supplemented by an online questionnaire that received 138 responses, to assess the importance of various textbook evaluation criteria. The analysis identified approximately 70 criteria, with categories such as ‘authenticity’, ‘self-instruction’, and ‘cultural issues’ being particularly prominent. The study also indicated that practical concerns frequently influenced the selection of these criteria. Nevertheless, it revealed that the evaluations were neither formal nor systematic, leading to questions about the actual impact of these criteria on practical evaluation processes. Additionally, the study noted deficiencies in exploring the reasons behind the adoption of certain criteria by teachers, suggesting a need for further research into these aspects (S. Huang, 2011, p. 210).
The research landscape concerning materials evaluation in ELT at the tertiary level in Taiwan remains scant, with notable exceptions such as the study by S. Huang (2011). The findings from Huang’s research underscore the necessity of delving deeper into the various factors that influence how teachers make decisions about textbook evaluations and carry out these evaluations themselves. This gap in the literature, along with the recommendation for a more detailed investigation – particularly given the current challenges of technological integration and declining enrollment rates in Taiwan’s higher education sector as discussed in the introduction section – partly motivates the present study. To address this identified need, the study includes three research questions:
Research question 1: At the tertiary level in Taiwan, who is responsible for the selection of English textbooks (the four language skills)?
Research question 2: When evaluating English textbooks (the four language skills) for use at university, what criteria do teachers prioritize?
Research question 3: Do these criteria align with recommendations from previous studies?
III Methodology
1 Research design
After reviewing several recommendations from the literature on textbook evaluation frameworks (such as Guilloteaux’s SLA principles and Huang’s evaluation criteria) and considering numerous limitations of the study (including the need to examine both quantitative and qualitative aspects of textbook selection, and the complexity of gathering data from various tertiary institutions across Taiwan), I decided to adopt a mixed-methods research design that includes both a questionnaire and semi-structured interviews. The questionnaire was administered first. I opted for a quantitative analysis of the returned questionnaires to ensure a systematic and objective methodology. After analysing the results with SPSS (Statistical Package for the Social Sciences) 25 for Windows, I conducted semi-structured interviews to explore deeper areas that the results of the questionnaire could not address.
2 Questionnaire
The procedures for collecting quantitative data were as follows: I initially designed a questionnaire consisting of three parts. Subsequently, I distributed this questionnaire online to all English teachers at universities across Taiwan. The questionnaire comprised three sections:
background information, including age, gender, qualifications, years of teaching, institution type, teaching status, textbook decider, and courses taught;
teachers’ criteria for choosing textbooks, which involved eight categories encompassing 71 Likert-type items; and
an open-ended question (see Appendix A).
For the second section, respondents were required to rate the items on a scale from 1 to 5 to indicate their level of agreement (1 = unimportant at all; 2 = slightly important; 3 = moderately important; 4 = important; 5 = very important).
Influenced by S. Huang’s (2011) research, I opted to utilize her questionnaire as a template and adapted it to better suit the needs of this study. S. Huang (2011) provided a comprehensive questionnaire employing a checklist method. I modified her original questionnaire to tailor it more precisely to the objectives of this research. The revised questions in my questionnaire, derived from S. Huang’s (2011) study, were categorized into eight scales, incorporating 71 Likert-type items, as detailed in Table 1 (see also Appendix A).
Criteria of eight assessment scales.
The participants selected for this quantitative study were English teachers engaged in teaching English courses (listening, speaking, reading, and writing) at universities in Taiwan, including both full-time and part-time faculty. The questionnaire was administered using Google Forms. I distributed the online questionnaire individually to English teachers via their email addresses, which were obtained from the websites of comprehensive and technological universities as well as from general and language centers. The distribution period for the questionnaire spanned two months.
3 Interviews
The process of collecting quantitative data comprised four steps. Initially, I crafted interview questions based on the results from the quantitative data. Subsequently, I invited five full-time English teachers to participate in the interviews. After conducting the interviews, I transcribed and analysed the data. The interview questions were primarily derived from the outcomes of the questionnaire. The main focus included five questions related to textbook selection. Additionally, I formulated three specific questions for teachers who used their own materials. Thus, the interview phase was segmented into two distinct sections: one featuring five questions for teachers using textbooks (see Table 2) and another with three questions for teachers creating their own materials (see Table 3). This bifurcation allowed for a comparative analysis of the motivations behind textbook selection and the preference for self-created materials.
Interview questions (1): Interview questions for teachers who used textbooks.
Interview questions (2): Interview questions for teachers who used their own materials.
I invited five full-time English teachers from a northern university in Taiwan, all of whom had over 10 years of experience in teaching the four English skills: listening, speaking, reading, and writing. Each interview, conducted one-on-one, lasted for 30 minutes in a quiet space. Prior to the interviews, I obtained consent from the interviewees to record the sessions using a mobile phone voice recorder. This approach not only facilitated precise organization and clear articulation of the teachers’ ideas but also ensured the preservation of the interviewees’ original intentions.
4 Analysis
For the quantitative analysis, I used SPSS25 for Windows to process the data collected from the online questionnaire. This included descriptive analysis (frequencies, percentages, mean scores and standard deviations) and the internal consistency of the questionnaire items to ensure reliability, using Cronbach’s alpha as a measure of this consistency.
For the qualitative component, I first transcribed the interview data verbatim. Subsequently, I employed content analysis, systematically categorizing the data into distinct themes based on their similarities. This methodological approach allowed for a detailed examination of the thematic structures within the interviews. Upon completing both analyses, I compared the findings from the quantitative and qualitative data. This comparison was instrumental in synthesizing the insights garnered from the numerical data and the thematic patterns identified in the interviews. The results of this comprehensive analysis were then compiled and discussed in the next section.
5 Limitations
Several limitations should be acknowledged in this study. First, while the research included both quantitative and qualitative data, the interview sample size was relatively small, with only five participants from a university in northern Taiwan, which may not fully represent the diverse perspectives across different regions and institutional contexts. Second, the research primarily examined traditional textbook formats and may not fully capture the rapidly evolving landscape of digital learning resources and hybrid teaching materials. Moreover, the study’s timing during a period of significant demographic and technological change in Taiwan’s higher education sector may have influenced participants’ responses in ways that could shift as these transitions stabilize. Finally, while the research identified important selection criteria, it did not extensively explore how these criteria might vary across different English language skills or proficiency levels, suggesting an area for future investigation.
IV Results
1 Questionnaire results
a Background information
A total of 108 questionnaires were collected. Half of the questionnaire respondents were over 51 years old (50%), and the majority of respondents were female English teachers (72.2%). Table 4 reveals that more than one-third of the respondents’ qualifications were in English language teaching (ELT), teaching English as a foreign language (TEFL), or teaching English to speakers of other languages (TESOL) (40.7%). This was followed by qualifications in literature and related subjects (23.1%) and education (19.4%). Regarding years of teaching experience, 38 teachers reported having more than 25 years of teaching experience, accounting for 35.2% of the sample.
Qualifications (n = 108).
Notes. ELT = English language teaching; TEFL = teaching English as a foreign language; TESOL = teaching English to speakers of other languages.
As shown in Table 5, a substantial majority of the English teachers (67.6%) selected their textbooks independently. These findings address research question 1, ‘Who is responsible for the selection of English textbooks (the four langugae skills)?’ Given that the majority of respondents chose their own teaching materials, it is important to further explore their thoughts on how they select their preferred textbooks.
Textbook decision-maker (n = 108).
b Evaluating selection criteria: Teacher preferences in textbook assessment
According to the results presented in Table 6, it is evident that the Cronbach’s Alpha values for internal reliability across different scales exceed 0.8 (with the exception of visual design). This indicates strong internal reliability within each scale. Descriptive statistics shown in Table 7 reveal that the most important criteria for textbook selection, based on their high mean scores, are overall construction (mean = 4.03), teachers’ needs (mean = 4.01), authenticity (mean = 4.41), cultural awareness (mean = 4.40), and visual design (mean = 4.22). These findings suggest that these scales are critically considered by most teachers when selecting textbooks.
Internal reliability for different scales.
Mean scores for different scales (n = 108).
2 Interview results
Table 8 presents basic background information on five teachers who were interviewed, detailing their years of teaching, the courses they teach, the teaching programs they are involved in, and their students’ majors. All five teachers, who agreed to participate in our interviews, use textbooks; however, Teacher E specifically opts for textbooks in certain subjects. (To protect the rights and interests of our participants, the pseudonyms Teacher A, Teacher B, Teacher C, Teacher D, and Teacher E are used.)
Background information about five interviewed teachers.
Regarding the decision-making process for textbook selection, the initial question posed was: ‘Q1: Who selects the textbook?’ All five teachers reported selecting textbooks independently (n = 5). However, for the sake of fairness, those instructing General Education Courses collectively decide on textbook choices (n = 1).
a Textbook selection criteria: Priorities in decision-making
The analysis revealed four key themes in textbook selection criteria: teachers’ needs, practical concerns, visual design, and cultural diversity (see Appendix B). Teachers’ needs emerged as the primary consideration, with all five participants emphasizing the importance of exercises, supplementary materials, and skills training resources. Practical concerns ranked second in importance, with four teachers highlighting textbook affordability as a crucial factor for both educators and students.
Furthermore, two other selection criteria were highlighted by three teachers each: visual design (n = 3) and cultural diversity (n = 3) (see Appendix B). For instance, Teacher C remarked, ‘I would probably not consider some textbooks whose layouts are uncomfortable,’ underscoring the importance of a textbook’s layout and design. A well-designed layout facilitates student comprehension of key points and aids teachers in systematizing content. Teacher D mentioned, ‘Textbooks that address current issues, such as environmental conservation and gender issues, are prioritized.’ From a student’s perspective, engaging content and multicultural topics enhance the enjoyment and relevance of learning English.
Referring back to the results of the questionnaire (see Table 7), it is evident that teachers’ needs (mean = 4.01), visual design (mean = 4.22), and cultural awareness (mean = 4.40) were significant concerns for many teachers, as highlighted in both the questionnaire and interviews. The concern for ‘Teachers’ needs’ in selecting the right teaching materials is compounded by the additional responsibilities that university English instructors in Taiwan typically face. As mentioned in the Introduction, apart from teaching, these instructors are also tasked with research and service, leaving them with limited time for lesson preparation. In this context, textbooks that come with a comprehensive package of teaching resources – such as PowerPoint slides, assignments, and exam questions for midterms and finals – become particularly valuable. These resources significantly alleviate the instructors’ burden, enabling them to prepare for teaching more efficiently and ensuring teaching quality. Consequently, publishers that offer a rich array of teachers’ needs in textbook selection, instructors can effectively manage their workload in teaching, research, and service, thus enhancing their overall productivity and maintaining high educational standards (for a discussion of add-ons and extras, teachers’ guides and teacher support, see Harmer, 2007, 2015).
b Integration of supplementary teaching materials
The study found that all five interviewed teachers incorporated additional materials beyond textbooks into their curriculum. Online resources, including articles, news, and YouTube videos, were universally adopted (n = 5), highlighting the integral role of internet-based content in contemporary education for delivering diverse and comprehensive material. Additionally, three teachers developed their own handouts (n = 3), while one instructor incorporated supplementary literary works (n = 1) to enhance the learning experience.
c Textbook preferences and areas for improvement
The research into textbook preferences revealed insights from four of the five interviewed teachers, with Teacher E not providing input. Their evaluations centered on three key themes regarding textbook selection criteria: the availability of abundant exercises (n = 2), comprehensive supplementary information (n = 1), and concerns about limited diversity in content (n = 1). Detailed teacher testimonials supporting these findings are documented in Appendix C.
The testimonials in Appendix C reveal two significant insights regarding textbook selection preferences. Teachers consistently value textbooks that incorporate extensive exercises, particularly those connected to real-world scenarios. This preference demonstrates the importance of practicality and usability in educational materials, ensuring student engagement through relevant content. Furthermore, the emphasis on supplementary practice exercises indicates an underlying requirement for materials that accommodate diverse teaching approaches while effectively strengthening language acquisition (see the discussion in Section II; for example, see Bax, 2003; Richards & Rodgers, 2001; Tomlinson, 2010; Waters, 2012).
d Post-implementation evaluation criteria for textbooks
The investigation into post-implementation textbook effectiveness assessment revealed four principal evaluation criteria employed by the interviewed teachers. Correctness and quality emerged as the primary criterion, cited by four teachers, while consistency and suitability, along with teaching evaluation and student feedback, were each mentioned by three teachers. Student test performance was also identified as a metric, though noted by only one teacher (see Appendix D). These findings demonstrate a comprehensive approach to textbook evaluation that considers both content quality and learning outcomes. Additionally, two teachers mentioned that students’ test scores also serve as a reference for evaluating textbooks (n = 2).
e Customized teaching materials: Teacher E’s approach
Among the five interviewed teachers, Teacher E distinguished himself by creating custom materials for most courses while selectively using textbooks for specific topics. This unique approach warranted a follow-up interview focusing on three key questions about his preference for self-created materials over standard textbooks. The most significant findings from this investigation center on his selective approach to textbook usage and his rationale for developing custom materials. His decision-making process is particularly noteworthy, as exemplified by his key observation: ‘Textbooks are more standardized, and each unit is similar, which can be restrictive.’ This perspective is further reinforced by his practical assessment: The advantage of preparing textbooks myself is the flexibility to tailor the content to my needs and follow my schedule without skipping any chapters. However, a significant disadvantage is that I may not have enough time to prepare the content and exercises for the class.
Teacher E’s approach to English writing instruction particularly demonstrates the limitations of standard textbooks and the benefits of customized materials. His solution of synthesizing content from multiple sources to create comprehensive writing materials addresses a fundamental challenge in textbook adequacy. This methodology aligns with Harmer’s (2015, p. 76) framework for material design, which emphasizes clear objectives, time efficiency (TITO-time in time out), usability, and reusability as crucial factors in developing effective teaching materials. The case demonstrates how teacher-created materials can overcome the inherent limitations of standardized textbooks while addressing specific course requirements and student needs more effectively.
f Evolution of textbook preferences and digital integration in Taiwan
At the end of the interviews, teachers were asked to share suggestions and opinions about current textbooks, with two participants offering distinct perspectives. Teacher A highlighted a critical observation about textbook development and quality standards: In the past, many English textbooks in Taiwan were compiled by foreign publishers and designed from a foreign perspective, typically containing more open-ended questions. Although many foreign teachers in Taiwan have contributed to textbook writing, the quality does not match that of textbooks compiled by foreign publishers.
Complementing this perspective, Teacher B emphasized the growing shift towards digital learning resources: The school can provide teachers with more diversified teaching tools, such as online teaching and meeting platforms. The E-generation prefers not to use textbooks, which is likely to become a trend in the future. For example, many schools have already begun to issue notifications online.
These observations underscore the evolving landscape of educational resources in Taiwan, particularly the transition towards digital integration and the persistent quality considerations in textbook development. The emphasis on technological advancement and changing student preferences aligns with current educational trends, where textbooks incorporating digital resources and Learning Management Systems (LMS) capabilities are increasingly preferred (for discussion, see Section I; see also Harmer, 2015; Mukundan, 2009).
V Discussion
The results of this study provide significant insights into how university English teachers in Taiwan approach textbook selection, revealing both expected patterns and noteworthy contradictions between quantitative and qualitative findings. The data analysis highlights five critical areas that shape teachers’ selection criteria: pedagogical effectiveness, cultural considerations, practical constraints, quality assessment, and evolving educational needs.
The quantitative data revealed strong preferences for overall construction (mean = 4.03), teachers’ needs (mean = 4.01), authenticity (mean = 4.41), cultural awareness (mean = 4.40), and visual design (mean = 4.22). This emphasis on cultural awareness particularly stands out, aligning with Harmer’s (2007, 2015) assertion that textbooks must be culturally appropriate and sensitive. The teachers’ focus on cultural elements reflects a growing recognition that language education must prepare students for global engagement, supporting the United Nations Sustainable Development Goals, specifically Goal 10’s aim of reducing inequalities.
A notable finding emerged in the apparent discrepancy between quantitative and qualitative data regarding practical concerns. While the questionnaire results showed relatively low prioritization of practical concerns (mean = 3.52), the interview data revealed that four out of five teachers considered textbook affordability a crucial factor. This contradiction suggests that teachers may unconsciously weigh practical considerations more heavily in actual decision-making than they acknowledge in abstract evaluations. The emphasis on affordability aligns with Harmer’s (2007, 2015) observations about the importance of considering practical constraints in textbook selection.
The data also revealed an interesting pattern regarding the balance between teachers’ and students’ needs. The quantitative results showed teachers prioritizing their own needs (mean = 4.01) over students’ needs (mean = 3.86). However, the qualitative data provided a more nuanced perspective, showing that teachers actively consider student circumstances, particularly regarding textbook costs and accessibility. This finding suggests that teachers maintain a more balanced approach to textbook selection than the quantitative data alone might indicate.
A particularly significant finding relates to post-use evaluation criteria, an area that Mukundan (2009) identifies as crucial but often overlooked. The interviews revealed that teachers place substantial emphasis on accuracy and consistency in textbooks, aspects not typically highlighted in existing evaluation frameworks. Contrary to Harmer’s (2007, 2015) assumption that published textbooks would be error-free and systematically structured, teachers reported encountering both mistakes and inconsistent progression in published materials. This finding suggests a need to revise current textbook evaluation frameworks to include more robust post-use assessment criteria.
The study’s results also point to the evolving nature of textbook requirements in contemporary education, where digital integration and cultural awareness are becoming increasingly central to effective language instruction. This evolution suggests that future textbook development should focus on creating more flexible, culturally inclusive materials that can adapt to diverse teaching contexts while remaining affordable and accessible to students.
VI Conclusions
This study offers valuable insights into the textbook selection practices of university English teachers in Taiwan, revealing a complex interplay between pedagogical priorities and practical considerations. Through rigorous analysis of questionnaire responses and in-depth interviews, the research demonstrates that teachers prioritize multiple criteria including overall construction, teachers’ needs, authenticity, cultural awareness, visual design, and practical concerns when selecting textbooks. These findings illuminate the multifaceted decision-making process that teachers navigate while choosing educational materials that serve diverse teaching contexts.
The research reveals a notable tension between pedagogical ideals and practical realities. While the quantitative data suggests that teachers place relatively low emphasis on practical concerns such as cost (mean = 3.52), the qualitative interviews paint a different picture, with four out of five teachers citing affordability as a crucial consideration. This discrepancy points to a deeper understanding of how teachers balance their aspirations for high-quality educational resources against the pragmatic constraints of their teaching environment. The study also highlights a growing preference for digitally integrated textbooks, indicating a significant shift in teaching paradigms that reflects broader technological transformations in education.
The study also brings to light an important dynamic between self-created materials and published textbooks. While some teachers appreciate the flexibility and specificity of self-created materials, others value the structure and reliability of published resources. This dual preference highlights the need for a balanced approach in textbook design: one that offers flexibility and customization without sacrificing the structured learning that textbooks traditionally provide.
Based on these findings, several key recommendations emerge for stakeholders in educational publishing. Publishers should focus on developing textbooks that maintain high educational standards while offering flexibility for content adaptation, ensuring that materials can be customized to meet specific course objectives and student needs. The integration of digital tools and resources should be enhanced to complement physical textbooks, addressing the evolving preferences of both teachers and students in the digital age. Additionally, publishers need to implement competitive pricing strategies that balance quality with accessibility, ensuring that educational materials remain both effective and affordable.
For teachers, the findings underscore the importance of continuous professional development to effectively utilize both traditional and digital educational resources. Engaging in ongoing dialogue with publishers about educational and practical needs can help ensure that textbooks remain relevant and effective teaching tools. Future research should expand its scope to encompass a broader range of educational contexts and more diverse teacher demographics, enhancing the generalizability of findings across different institutional settings. Additionally, incorporating student feedback in the textbook selection process could provide valuable insights into how teaching materials can better serve learning objectives.
This research contributes significantly to our understanding of textbook selection criteria in higher education, particularly within the context of Taiwan’s university English programs. By illuminating the complex relationships between pedagogical effectiveness, cultural considerations, and practical constraints, this study provides a foundation for improving the alignment between textbook design and educational needs. As the educational landscape continues to evolve, these insights can guide the development of more adaptive and effective teaching resources that enhance both teaching and learning outcomes in university English education.
Footnotes
Appendix A: Questionnaire
Data availability statement
All data generated or analysed during this study are included in this published article [and its supplementary information files].
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
Ethical approval and informed consent statements
Informed consent was obtained verbally before participation. The consent was audio-recorded in the presence of an independent witness.
