This research will evaluate the comparative efficacy of using the textbook with the teacher's actual practices in improving metacognitive skills in Saudi EFL classrooms. The research aims to determine how textbook activities might aid EFL instructors in cultivating metacognitive skills and to get insights into instructional practices that enhance learners' learning. This research may improve understanding of the correlation between textbook content potential and participants' real practices in the EFL context. The study methodology includes the analysis of the third intermediate grade English textbook, supplemented by classroom observations, open-ended questionnaires, and interviews with six EFL teachers. The result of the textbook analysis indicated that 36.71% of textbook tasks can promote metacognitive skills, while 63.29% cannot promote that. The data revealed that having a textbook designed to enhance metacognitive skills is insufficient for developing learners' learning in Saudi EFL since teachers' behavior may greatly affect the efficacy of promoting these skills. The study's findings indicate that a supporting textbook alone is insufficient for enhancing learners' metacognitive skills in EFL classes, as teachers' behaviors can either promote or hinder this development.

Authors:
Nurah Alfares, Umm AlQura University, Saudi Arabia

About the Presenter(s)
Professor Nurah Alfares is a University Associate Professor/Senior Lecturer at Umm AlQura University in Saudi Arabia

See this presentation on the full schedule – Tuesday Schedule

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