New Perspectives in Utilizing Non-Textbook Resources in EFL Classrooms and Perceptions

Usually, most textbooks are formally prescribed with fixed and time-bound content. There is hardly any choice for course teachers/instructors to deviate from the prearranged course content of such textbooks. This study assumes that such formal, skills and knowledge-based, textbooks may cause boredom in EFL classrooms with repeated tasks/exercises and, even sometimes, their course content may not be interesting to all students. On the contrary, the use of non-textbook resources in EFL classrooms can have multiple contributions, for instance, by enhancing students’ competency and proficiency in language skills and by reinforcing their knowledge. Thus based on such assumptions, this study investigates university teachers’ perceptions on incorporating non-textbook recourses as supplementary materials in teaching EFL to non-native undergraduate speakers, in the selected context. To achieve these goals, this quantitative study uses an online questionnaire as a data collection tool. The questionnaire seeks university teachers’ responses/perceptions on the subject under investigation. The findings of this study, given the university teachers’ perceptions, reveal various useful roles and contributions of non-textbook resources. To cite, for instance, the use of non-textbook resources can trigger students’ participation, increases motivation and learning possibilities, enhances their understanding and performance, breaks monotony and boredom, contextualizes teaching-learning situations, and provides students with space for extra language skills practice.