Exploring the use of imported English language textbook by teachers in rural Malaysian primary schools: a case study

Abstract

Malaysia’s CEFR-aligned curriculum has introduced imported textbooks thus marking the end of locally-developed textbooks and this leads to a situation where teachers have to oblige in using them for their English lessons. This study explored the use of imported textbook by English language teachers in rural primary schools. Through a qualitative lens, several themes have emerged. This study employed a Single Case Study design and involved four English teachers in Pahang’s Felda settlements. The participants worked in two different schools and were the only optionists there. With three primary research questions that centred on the use of their imported textbook, the strategies they employed in adapting the imported textbook and the challenges they faced. Data were collected through rounds of interviews, lesson observations, and analysis of their documents. Data analysis was through thematic analysis with the assistance of NVivo. The main overall findings of this study reveal that this study’s participants have used the provided textbook by Ministry of Education with its accompanying materials and have supplemented the imported textbook with the use of both tangible and intangible outsourced materials. In detail, the teaching of English through the use of imported textbook requires teachers to take measures such as planned actions consisting of addition and deletion and inadvertent actions that primarily based on providing explanations to pupils. The whole dynamics of their use and measures taken are all corresponded to a set of internal and external challenges that range from suitability of the imported textbook to the amount of material support provided. These findings reveal significant understandings regarding the reality of how rural primary school teachers implement the imported textbook to further inner working of their steps taken within their teaching context. This study also has paved ways for more related research in the future. It was concluded that it would be great to finally know the actual status of its implementation, how the imported textbook was adapted in English lessons and the list of challenges that these teachers encountered in their imported textbook use. It is hoped that these findings could serve as input to the stakeholders that are in this together to ensure the educational aspiration of this nation is achieved.