An analysis of ELF in the listening, video and speaking sections of English coursebooks used at the preparatory program of a private university in Antalya

Coursebooks used in English language teaching have significant roles for language learners and one of the ways of determining whether the current status of language in language teaching is taken into account in the globalized world is through coursebook analysis. The content in the coursebooks in language teaching can be based on L1 users or all English users and in this respect, attention is directed to a new concept, ELF. Based on this term, ELF, the purpose of this study is to explore how listening, speaking and video sections of two Intermediate level coursebooks used at the preparatory program of a private university in Antalya are approached in respect of ELF principles while teaching English. This descriptive research on a quantitative content analysis was conducted to demonstrate how ELF was presented in the listening files, video and speaking sections of the coursebooks. The analysis of these two coursebooks was carried out regarding Rose and Galloway's (2019) framework of coursebook analyses and while evaluating the coursebooks from an ELF perspective, audios were listened, videos were watched and types of topics as cross-cultural, global and multi-cultural in speaking activities were determined to analyze whether awareness was directed to these topics. It was checked whether communicative competence and communicative strategies were addressed/enhanced through speaking activities in the coursebooks. The findings demonstrated that in one of the coursebooks ELF interaction was higher than the other regarding listening recordings and there was only one video representing an ELF interaction in both of the coursebooks. RP (Standard British English) was the core point in the listening files and videos. Cross-cultural and global topics were chiefly included in speaking tasks of the coursebooks; however, there was a lack of multi-cultural topic. There were mainly turn-taking and only two clarification communicative strategies in speaking activities, but guided speaking tasks were in contradiction with ELF features. The findings imply that coursebook writers need to adopt a pluralistic approach in the coursebooks and teachers are required to gain awareness about ELF as an alternative model instead of conventional ELT teaching.