EFL teachers' perspectives on the English textbooks of the adopted self learning program in Northern Syria

The current study aims to investigate the perspectives of the EFL teachers who teach the adopted Self Learning Program (SLP) English Textbooks in North-west Syria through evaluating the English textbooks to show the effectiveness and suitability of this curriculum in non-formal education settings. In addition, this study considers the crisis context in Syria; it is clear that during conflict status, the normal life is not the same as most of the life sectors get affected as a result of insecurity, recurrent displacement, poor economic condition, psychosocial problems among people, increasing rate of dropping out from schools, disabilities. So, to get an actual evaluation of the English textbooks, EFL teachers were engaged in providing their viewpoints because they recognize the context of teaching and the students' educational levels, which means that they know better which resources are more suitable and effective. The study fundamentally focused more on the SLP curriculum, specifically the English textbooks, to get a more comprehensive overview that can support getting useful conclusions considering that both UNRWA and UNICEF accredit the SLP curriculum as a supportive non-formal curriculum. In the current study, a mixed method was used, in which the findings were obtained from different quantitative and qualitative data collection tools. The questionnaire has 49 items distributed into five structured dimensions covering various angles of EFL textbooks avoiding any overlapping to get clear data which are the following; layout and design, the objectives of the textbook, teaching methods and activities, language skills. There were also three demographic variables that are related to participants were considered in the questionnaire; sex, qualification, and teaching experience of the English language. The second tool focused on the qualitative data that was obtained from interviews through five open-ended questions. The present research got a total of respondents from 106 EFL teachers who are all in Syria; 43 females and 63 males, as well as five separate interviews. The study's findings revealed that based on EFL teachers' perspectives which were obtained from the questionnaires and interviews that over 60% as an average of EFL teachers assured the adapted SLP English textbooks are applicable include a clear sequence of English units that fit children's needs in crisis contexts. Keywords: The Adopted Self Learning Program (SLP), dropped out students, Education in Emergency (EiE), textbooks, evaluation, displacements.