Utilizing reflective practice as a tool to explore coursebook beliefs and exploitation: A case study

In this qualitative study, two non-native teachers of English as a foreign language working in a preparatory programme at a Turkish state university engaged in a reflective practice to explore their coursebook beliefs and exploitation. A global English language teaching coursebook was used, and lessons that were identical in content (six lessons per teacher) were observed. Addressing recent criticism towards common modes of reflective practice, the teachers explored their practices using a variety of reflective tools encompassing metaphor elicitation tasks, video-supported observation (stimulated recall), reflective conversations, examination of transcripts containing classroom discourse and journal writing through which they responded to the events in the classes observed and the individual and collaborative reflection with their peer and the researcher. Additionally, semi-structured interviews were conducted with the participants at study beginning and end. To identify adaptations realised in the lessons, a framework with pre-established coding categories informed by the relevant literature was developed. The data coming from the reflective tools and semi-structured interviews were initially analysed with open coding techniques, then the initial codes were assembled into coding categories and later allocate to themes. The study revealed that the two teachers had positive beliefs about coursebooks, and they followed the coursebook by making only minor adaptations. Through the reflective practice the teachers found out that the coursebook exerted greater control over them than they had assumed at study beginning. By and large, the stated beliefs about coursebooks and coursebook exploitation resonated with realised practices. As an important outcome, the teachers' coursebook exploitations were not often grounded in pedagogical content knowledge. Instead, cursory lesson planning along with institutional constraints and routinised coursebook exploitation forced the teachers to stick to the coursebook. Throughout the reflective practice, the teachers noticed a variety of issues concerning their teaching, and arrived at solutions to address critical aspects. However, the two teachers did not greatly modify their instructional practice; accordingly coursebook overreliance was not diminished. The teachers found the reflective practice beneficial for their professional development, but they reported discomfort, in particular related to the video-supported lesson observation. The study emphasises the need to organise coursebook-based instead of coursebook-led language learning programmes because employing coursebooks as the de facto curriculum, as in this context, may deskill teachers as they are invited to follow the procedures in current ELT coursebooks unreflectively. Coursebook overreliance also seems to be promoted through coursebooks providing highly-structured procedures to follow. Moreover, the need to implement professional development opportunities in which teachers can explore their instructional practice is demanded. However, facilitators may need to provide guidance for teachers and cater for instances in which teachers do not feel comfortable while employing certain reflective tools. Keywords: Global coursebook, coursebook exploitation, adaptation, reflective practice, English language teachers, English as a foreign language