Examination of middle school English textbooks based on the components of the education curriculum

This research aims to describe the structure of middle school English textbooks in terms of the components of the educational program. Within the scope of the study, how well the textbooks comply with the components of the educational program—objectives, content, learning-teaching process, and assessment—was examined. This study, conducted using qualitative research methods, involved semi-structured interviews with 21 English teachers. The teachers' opinions, experiences, and suggestions about the alignment of the textbooks with the educational program components were collected. These findings offer different perspectives on the compatibility of middle school English textbooks with the English Teaching Program published in 2018. Based on the teachers' views, it was concluded that middle school English textbooks are relatively aligned with the objectives and content of the English Teaching Program but lack in aspects of the learning-teaching process and assessment. The findings of this study highlight the teachers' tendency to create an interactive and communication-focused classroom environment, which is among the primary goals of the educational program. The results suggest that textbooks would better serve their purpose if they were prepared more in alignment with the educational program.