Promoting Learner Autonomy in the First-Year Middle School EFL Textbook “My Book of English”

Abstract

The present study investigates the effectiveness of the Algerian first-year middle school English textbook, "My Book of English," in promoting learner autonomy. The purpose of this research is to shed light on the vital role of fostering autonomy in second language acquisition through pedagogical materials that encourage learners to discover knowledge independently. Consequently, systematic textbook evaluation is crucial to ensure these materials adequately support autonomous learning practices. Based on teachers' perceptions, this research examines the extent to which "My Book of English" successfully develops self-directed learning habits. Specifically, the study addresses the following three research questions: 1) Is the Algerian first-year middle school textbook, "My Book of English," effective in boosting learner autonomy? 2) To what extent do the teaching materials within this textbook incorporate opportunities for autonomous learning? 3) What are teachers' perceptions regarding the role of textbooks in fostering students' independent learning?. To answer these questions, a mixed-methods questionnaire designed via Google Form was distributed to seventeen (17) middle school English teachers within the Wilaya of Mila using emails and various professional social media platforms. The findings reveal that although the textbook incorporates certain project-based and critical thinking activities, it ultimately falls short of effectively promoting comprehensive learner autonomy in the classroom context