Yükseköğretim seviyesindeki İngilizce öğretmenlerinin ve öğrencilerinin ideal bir İngilizce ders kitabı hakkındaki görüşleri

Textbooks are at the heart of the language learning and teaching process. Considering the textbooks' importance for learners and teachers who are active users of them, this study aims to explore tertiary-level EFL learners' and teachers' opinions about the qualities of an ideal EFL textbook. To this end, combining qualitative and quantitative methods, a mixed-methods research design was adopted to gain in-depth insights regarding both stakeholders' ideas. A 37-item student and teacher questionnaire was answered by 384 tertiary-level EFL students studying in the preparatory program of a state university in Turkey and 115 EFL teachers teaching general English in the same preparatory program. Following this, semi-structured interviews were conducted with a total of 15 volunteer students from each proficiency level and with 10 volunteer teachers. The study tried to address two research questions. For the first research question, the results were obtained with the descriptive statistics of the quantitative data and the content analysis of the qualitative data. Applying inferential statistics, the differences and similarities between stakeholders' ideas regarding the qualities of an ideal textbook were investigated. The results showed that diversity in activities, interesting topics, extra activities, authentic materials, a colorful layout, a vocabulary list, and more effective online materials were among the prominent qualities that an ideal textbook should have. Some different ideas were observed regarding the necessity of a workbook, a dictionary, and presenting some exam tips. Based on these findings, the current study puts forward some implications for teachers, language institutions, textbook writers, and publishers Keywords: EFL textbooks, Textbook selection and evaluation, EFL learners and teachers, EFL materials