Teachers' Perceptions towards the Use of Maritime English Textbooks in Vocational School

Abstract

Ahmad Dahlan University and a Masters from Sarjanawiyata Tamansiswa University. Her research interests include curriculum design, curriculum development, instructional design, and teacher training.

Afghan EFL instructors’ perceptions of English textbooks

“…They concluded that teachers held positive attitudes towards the textbooks. Other studies (e.g., Khosiyono et al., 2019 ; Okitasari and Palupi 2019 ; Khodabandeh and Mombini, 2018 ; Tawalbeh, 2018 ) came to similar conclusions. They reported that EFL teachers considered textbooks an effective source for learners.…”

“…They stated that the e-textbooks enhanced leaners' vocabulary, pronunciation and communication competence. Khosiyono et al (2019) studied EFL teachers' attitudes towards the use of Martime English textbooks. They concluded that teachers held positive attitudes towards the textbooks.…”

“…Instructors' perceptions of EFL textbooks are of significance; they influence how instructors use the textbooks, which affects learners' attitudes and their learning ( Khosiyono et al., 2019 ; McGrath, 2006 ). Negative perceptions may lead to less or ineffective use of the textbooks, which may have negative impact on the learning outcomes.…”

“…It may, in turn, drive the instructors to effectively use the textbooks in English classes. Perceptions about textbooks can be influenced by various factors, for example, gender, educational level, teaching experiences, and the type of textbooks ( Khosiyono et al., 2019 ; Lee and Bathmaker, 2007 ). Therefore, the study examines the impact of the participants’ gender and the type of textbooks on their responses.…”

Exploring Teachers and Students’ Perspectives Toward Negotiated Syllabus in English Learning for Senior High School

“…The study about teachers' perspective relates to the language teacher cognition research. It is also understood as the investigation of "what language teachers think, know, believe, and the relationships of these mental constructs to what teachers do in the language teaching classroom" ( Khosiyono, Pardjono, & Priyana, 2019 ). Neil England adds this work which is normally informed by broader constructs of teachers' knowledge in general, as opposed to the specialized knowledge of language teachers (England, 2017).…”