Evaluating textbook selection criteria among university English teachers in Taiwan: A mixed-methods study

This research investigates the perspectives of university English teachers in Taiwan regarding the selection of English textbooks. With the variety in teaching materials – from published textbooks to self-created resources and online sources – this study examines how these choices impact student learning. A combination of an online questionnaire and semi-structured interviews was employed to gather data from full-time and part-time English teachers across Taiwanese universities. The questionnaire was structured around eight thematic areas: overall construction, students’ needs, teachers’ needs, authenticity, self-instruction, cultural awareness, visual design, and practical concerns. These themes were designed to delve into the criteria teachers use when selecting textbooks. In total, responses from 108 teachers were analysed, providing a broad insight into the prevailing preferences and concerns among educators. Additionally, interviews were conducted with five full-time university English teachers, each with over 10 years of experience in teaching the core English skills of listening, speaking, reading, and writing. These interviews aimed to obtain a deeper understanding of the teachers’ viewpoints and validate the questionnaire findings. The results highlighted that teachers prioritize ‘overall construction’, ‘teachers’ needs’, ‘authenticity’, ‘cultural awareness’, and ‘visual design’ in textbook selection. Interestingly, while ‘practical concerns’ such as cost and accessibility did not score highly on the questionnaire, they were emphasized during interviews, suggesting a nuanced approach to textbook evaluation that balances ideal criteria with practical realities. These findings provide valuable insights that can help textbook publishers align educational resources with teacher preferences and student needs, thereby enhancing motivation and enriching the learning experience.