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Department of Teacher Education
University Of Karachi
[RESEARCH REPORT]
Role of Textbook in ELT in secondary schools of Karachi
Prepared By:
Bushra Asif
Hadia Iqbal
Maria Jawed Khan
Supervisor :
Saima ZareenAhmed

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ABSTRACT:
The purpose of writing this report is to investigate the effect of textbooks in public sector schools
of Karachi in learning English. Why students of secondary classes are still struggling in English?
Though they have been learning from initial classes, how textbooks can be used as an effective
tool in acquisition of English. In the research quantitative & qualitative approach is applied with
survey method data is collected from randomly sampled teachers and prospective teachers of
public sector. The study suggests that textbooks of public sector schools should be
communicative as well as compatible catering the needs of students and teachers.
Keywords: textbooks, public sector schools, English language, teaching.
INTRODUCTION:
There is no doubt to say that English has become a major tool for international communication
and a dominant language in almost all parts of the world. Nowadays it is believed that English is
a passport of success, it provides a path to the world of opportunities and a gate-keeper for
economic boost as well.in other words we can say English is a de facto of development and
progress. Considering its importancemany countries have started teaching English as a foreign or
second language. As a matter of fact it is a medium for research development and growth of
science and technology.Therefore stakeholders should realize high value of English language
learning for academic success as well as inculcate mastery skills in the students. There are many
components in English language teaching that assists in development of mastery level skills, but
in this research the discussion is about the role of textbooks in English language teaching. The
concept of role of textbooks in English language teaching is not new but still there is a lot of
room to work on.
We cannot ignore the importance of textbook in teaching learning process.it plays an integral
role in any educational system, in all disciplines and in all grades.Textbook is a tool for mentors
in teaching.it assists teaching and learning process that elevates the standard of learning. What is
educationally sound desirable, acceptable is guided by textbooks. Thus, it plays a vital role that
leads an educational process. (AllamaIqbalOpen University Islamabad: 2006). A well-structured
and well-designed textbook means a rich aid for healthy teaching and learning. It is difficult to
image learning English insecondary school classrooms without textbooks,where students are
facing English as their second or sometimes third language.Textbooksare therefore a blessing for
struggling students; they provide authentic material to learners, guide teachers, organizes
learning, and ensures uniformity moreover helps slow learners to improve in other hours.
However,textbook especiallyin ELT classroom can be used as a huge aid to improve English
language proficiency, if it is developed effectively. The purpose of writing this report was to
investigate the effect of textbooks in public sector schools of Karachi in learning English. Why
the students of secondary classes are still struggling in English? Though they have been learning
from initial classes, how textbooks can be used as an effective tool in acquisition of English.This

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research encompassed the question that have been arisen since along period about public sector
textbooks; authenticity of content, validity of exercises, communicative textbooks, practical
examples as well as catering cultural components.
LITERATURE VIEW:
Textbook is a manual that provides a path of learning.it helps not only students but teachers in
English language classrooms.it is the most suitable material moreover it makes ELT faster,
easier, cheaper and better.
textbooks can be defined as the books that keep record of knowledge in an organized form(Hall
and Clliford).Paul Eaugealso states, in any disciplinary study textbook is used as a standard
(teaching of social studies ,2004).ITE report of the textbook committee of the central advisory
board of education further adds in its importance, “a modern educational system without
textbooks is as difficult to imagine as Hamlet without the prince of Denmark.” (Teaching of
social studies, 2004).
Textbooks are termed as humble and most simple device in teaching learning process. Many
scholars of EFL stresses on the importance of textbooks in English learning, because it is a road
that connects English curriculum objectives to the learning outcomes. Textbook is a tool for
mentors in teaching.It assists teaching and learning process that elevates the standard of learning.
What is educationally sound desirable, acceptable is guided by textbooks. Thus, it plays a vital
role that leads an educational process.(AllamaIqbalOpen University Islamabad: 2006). Through
textbooks authenticity, validity and reliability can be maintained and acknowledge by the
teachers.it keeps in track learning moreover organizes learning.
It is believed that successful second language acquisition is attainted in an artificial environment
and in a particular setting, therefore in creating suitable environment for 2L learning textbooks
plays a significant role .As a matter of fact50% learning takes place by seeing ( visualizing) on
the other hand textbooks are one of the most convenient, easiest and cheaper visual aid for
learning. (González) adds further significance of textbooks, course book has three main things, it
saves time and money and it contains visual imaginary that makes students understand concepts
more easily. It supports teachers explanation and sometimes helps in explaining the objects that
are very hard for a teacher to bring in class.
Hutchinson and Torres, (1994) state, textbook has a constructive and positive role in teaching
learning English moreover it provides mandatory input in the classrooms through pictorial
explanations,content, exercises and reading etc.
Besides subject matter knowledge textbooks facilitates learning in developing social values,
attitudes and believes.Textbooks can bring positive cultural change in a nation by discarding
unwanted ones and adding desired national values. (FalkPingel) supports this view by adding
another way to the role of textbooks by not solely symbolizing it for the transmission of

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knowledge also in building political and social foundation.Global understanding, norms of living
and values of society thus all are catered by textbooks.
Textbooks play a crucial role in generating educational interaction of learners with the
environment that assists in concept formation. Same is with contextualized textbooks which
scaffolds schemata and connects prior knowledge to the advance one as well as leaners
understand the concepts in depth. Buztkamm(2007) supports this view by adding, mother tongue
provides basis for foreign language learning as it act as an essential part of language acquisition
support system.
QUESTION:
The purpose of this report has to determine the role of English language textbooks in public
sector schools of Karachi.
Whether in public schools constructive roles are played by textbooks in English language
learning?
METHODOLOGY:
To conduct this research mixed method was used during the study. Quantitative & qualitative
approach were applied with survey method. Questionnaire was used as tool to collect
data.Questionnaire comprising combination of both open and close ended questions.Data
administered through questionnaires have sample including 3 teachers and 7 student teachers.The
content analyses of the materials were conducted through the task description of the materials
using tables and graphs.
FINDINGS:
The data were obtained in by giving the printed questionnaire to the respondents, 70% of them
are student teachers and 30% are English teachers. We choose more students teacher than
teachers as our sample because student teachers are those who first learn about qualities of a
good textbook and then they teach with the help of it, so they can give us data on the bases of
their learning and experience both. After collecting the data the researchers calculated the final
score percentage of each question. The findings of the study show in the table (table of result)
given below:

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TABLE OF RESULT
S
No.
Questions Strongly
Agree
Agree Strongly
Disagree
Disagree Neutral
1. The book is in relation to curriculum and its
objectives.
40% 10% 30% 20%
2. There is a good distribution (simple to complex)
of vocabulary load across chapters and the
whole book.
10% 30% 10% 50%
3. The load (number of new words in each lesson)
is appropriate to the level.
70% 10% 10% 10%
4. It promotes ethical values. 70% 10% 20%
5. It reflects the ideology of state. 70% 10% 20%
6. It increases the interests of the learners towards
English learning.
20% 20% 40% 20%
7. The book has appropriate listening
tasks/activities.
10% 60% 20% 10%
8. The book has appropriate speaking task. 20% 40% 30% 10%
9. Activities are included in the book
meaningfully.
10% 30% 40% 20%
10. It is compatible to background knowledge and
level of students.
10% 10% 30% 50%
11. Activities of book reflect communicative
approach.
20% 20% 50% 10%
12. It promotes cultural harmony. 40% 10% 50%
13. It uses the words and example that reflects local
context.
10% 30% 10% 40% 10%
14. Grammar topics are well defined. 30% 40% 20% 10%

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15. Exercises are self-explanatory and have clear
instructions.
30% 30% 40%
16. Does the book integrate all four language skills? 50% 40% 10%
17. Does the book integrate real life examples? 40% 10% 20% 30%
18. Does the textbook address needs of current
society?
70% people said no and the other 30% said yes.
19. Write some suggestions to improve English
language textbooks.
The suggestion that had given by the teachers
and prospective teachers regarding improvement
of textbooks are given below:
 Exercise should be skill based.
 Include activities which are low cost and
effective.
 Include chapters which help to enhance
listening and speaking skills.
 Make it attractive for learners.
 Include comprehensive content.
 Textbooks must be self explanatory.
 Must be according to the mental level of
students
 Include chapters which address the needs
of current society.

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LINE CHART
One can see clearly in the chart that the higher parentage of same responses of a question is 70%
not more than that and the lower is 10%. The chart also shows that most of the respondents were
avoid to use the strongly agree option. It shows that for question 1 the maximum respondents
who select same option are 40% and minimum are 10%. For question 2 the maximum
respondents who selected same option are 50% and minimum are 10%. For question 3 the
maximum respondents who selected same option are 70% and minimum are 10%. For question 4
the maximum respondents who selected same option are 70% and minimum are 10%. For
question 5 the maximum respondents who selected same option are 70% and minimum are 10%.
For question 6 the maximum respondents who selected same option are 40% and minimum are
20%. For question 7 the maximum respondents who selected same option are 60%and minimum
are10%. For question 8 the maximum respondents who selected same option are 40% and
minimum are 10%. For question 9 the maximum respondents who selected same option are 40%
and minimum are 10%. For question 10 the maximum respondents who selected same option are
50% and minimum are 10%. For question 11 the maximum respondents who selected same
option are 50% and minimum are 10%. For question 12 the maximum respondents who selected
same option are 50% and minimum are 10%. For question 13 the maximum respondents who
selected same option are 40% and minimum are 10%. For question 14 the maximum respondents
who selected same option are 40% and minimum are 10%. For question 15 the maximum
respondents who selected same option are 40% and minimum are 30%.For question 16 the
0
10
20
30
40
50
60
70
80
Strongly
Agree
Agree
Strongly
disagree
Disagree
Neutral

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maximum respondents who selected same option are 50% and minimum are 10%. For question
17 the maximum respondents who selected same option are 40% and minimum are 10%.
DISCUSSION:
Comparing the literature of textbooks and analyzing the data of research it has been concluded
that textbooks of public sector schools of Karachi needs improvement they are not fulfilling the
demands and catering students’ needs.However, English has been teaching in public schools
from grade 1 but still there is no proficient in English language. Along with others, oneof the
reasons behind the problem is inadequately structured textbooks. Textbooks are the ones that
help not only students but direct teachers as well as it is a medium to achieve goals of national
curriculum. Textbook is a path, by walking on it the information and details about vocabulary
can be easily received, but due to inappropriate and unprofessional use of textbook, it creates
hurdles in teaching and learning process (Swan, M. 1992). In the light of data collected from
survey it has been concluded that there is enough space present to improve textbooks in order to
achieve national curriculum objectives of English, for instance textbooks doesn’t cater listening
and speaking skills though they are mentioned in curriculum. Karachi board textbooks shows
wide variation regarding content and difficulty, till tenth grade difficulty level is very low,
exercises activities and content are made without considering level of students due to which
students don’t take interest in learning, most of the things are already known by the students,
contents are over lapping with other subject topics, there is no visible difference seen in the
textbooks of English language.Grammar topics are not defined in textbooks till secondary
grades as well as there is no logical behind the exercises.
The research has concluded the following weakness of public sector textbooks
 Out dated and un-contextualized content,
 low vocabulary, easy concepts with respect to psychological development,
 no innovation
 no integration of listening and speaking skills
 ineffective presentation
RECOMMENDATIONS:
There are no textbook that’s what we called perfect but there are best books certainly available
for us and for our students (McGrath 2002:41).proving McGrath’s words this research has
gathered data from textbooks of public schools that need improvement to make it best
textbook.The research has come up with some positive recommendations. First, the need of
adequate structured textbooks that not only help in improvement of English language but also
cater current needs of society for making individuals responsible citizens. Likewise, Literature is
a powerful medium to reinforce values and attitudes, through contextualized content learners can
absorb concepts of English language easily and relate with real life as well as those concepts
also helps in personal development of individual. Updated content motivate students towards

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learning in addition it caters psychological and learning needs of students and fulfills demands of
present era. Integration of four skills helps making textbooks communicative and achieving real
essence of language learning
Gathering data from variety of sources the research has come up with following
recommendations:
 Along with reading and writing there must be some innovative exercises for listening
and speaking skills
 Content should be contextualized
 grammar topics should be clear and self-explanatory
 there must be variety of topics
 content should be up to date
 colour & quality of paper should be improved
CONCLUSION:
The allegation of students’failure in English language doesn’tsolelylie on the shoulders of poor
teaching style in fact, it is due to unstructured textbooks too.If some trained teachers want to
introduce effective teaching methods and techniques they all stuck when it comes to content,
topics and exercises because assessments are made from those textbooks and at any cost teachers
and students are supposed to follow it. This research paper has tried to point out the flaws of
public sector textbooks of Karachi and presented some recommendations based upon the
literature that has been reviewed and data that has been collected in order to make textbooks
adequate for the use of students in learning English language effectively.
REFERENCES:
McGrath, Ian (2002): Materials evaluation and design for language teaching. Edinburgh:
Edinburgh university press.
Dahmardeh, M (2013) .Communicative textbooks: English language textbooks in Iranian
secondary school
IsilCakit (2006) New Bridge to success 3” from the perspectives of students and teachers
AllamaIqbal Open University, 2006 Teaching of social studies
BINOD K.SAHU (2004) Teaching of social studies
Falk Pingel (2010) UNESCO guidebook on textbook research and textbook revision