Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers

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Published: Mar 19, 2019
DOI: https://doi.org/10.19183/how.26.1.445
Keywords:
coursebook dependency, dogme ELT, dogme teaching

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Ozlem Ozen Tosun
Gaziantep University (Turkey)
http://orcid.org/0000-0002-9074-0066
Emrah Cinkara
Gaziantep University (Turkey)
http://orcid.org/0000-0003-4327-7061

Abstract

Coursebooks are among the most significant components of EFL classes. The primary purpose of this study is to investigate the validity and reliability of a ‘Coursebook Dependency Questionnaire’ developed in the current study. It further aims to study how dependent English language teachers are on coursebooks and whether there are any relationships between teachers’ coursebook dependency levels and their genders, experiences, and academic backgrounds. Data collected from 324 language teachers working in secondary and tertiary-level EFL programs revealed that the scale is a valid and reliable instrument with five sub-scales to measure the dependency construct; the majority of the participants were medium dependent while high and low dependent teachers comprised less than half of the participants in total.

Article Details

How to Cite
Ozen Tosun, O., & Cinkara, E. (2019). Coursebook Dependency in Secondary and Tertiary-Level EFL Teachers. HOW, 26(1), 81–105. https://doi.org/10.19183/how.26.1.445
Issue
Vol. 26 No. 1: (January/June 2019)
Section
Research Reports

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Author Biographies

Ozlem Ozen Tosun, Gaziantep University (Turkey)

She has been working as an EFL instructor and conducts academic studies in EFL teacher development.

Emrah Cinkara, Gaziantep University (Turkey)

He is an Assistant Professor at the English Language Teaching Department of Gaziantep University (Turkey), and his research interests focus on but not limited to teacher education, professional development, and psycholinguistics features of learners.

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