An ELT Textbook Analysis Through a Pedagogical Lens: A Case Study in Turkiye

Abstract

As in many countries, English textbooks are key elements in language teaching in Turkish schools. Because Türkiye does not have an English-speaking environment, English can only be learned in the classroom using English Language Teaching (ELT) textbooks and their accompanying materials. Therefore, a systematic and rigorous approach is needed when analyzing ELT textbooks in order to help students learn the language effectively. This study critically analyzes a local ELT textbook, widely utilized in Turkish schools, to identify its effectiveness and assess its alignment with pedagogical principles and national curriculum standards. Using a descriptive qualitative research design, a representative chapter of the textbook was analyzed for task design, cognitive engagement, interaction types, and content variety. The findings reveal a structured approach to language instruction, emphasizing written tasks and non-fictional content, but with significant limitations in fostering oral communication, learner autonomy, and high-level critical thinking skills. Recommendations for improvement include integrating useful content and increasing collaborative tasks to improve language learning. This study provides insights for enhancing ELT materials in Türkiye.