Abstract

Textbooks are crucial in language teaching and learning within an EFL context. Therefore, this study examined language components within English textbooks used for primary language education in Thailand. It also explored Thai primary school English teachers’ perspectives of the “New Say Hello Series 1–3” English language textbooks utilized in their teaching. Through semi-structured interviews, insights into their experiences with the textbooks were gathered from six purposively selected Thai EFL teachers aged thirty to fifty-five. The qualitative data were transcribed and coded into themes. The transcribed data were inter-coded by another well-trained English teacher. Participants also cross-checked these data to ensure the trustworthiness of the findings. The analysis findings underscored the language components of textbooks in supporting curriculum goals and engaging students in learning English with appealing topics. The “New Say Hello” series effectively enhanced language education quality in Thailand by being age-appropriate, developmentally suitable, and culturally inclusive. The findings also showed that Thai EFL teachers reported positive experiences with the “New Say Hello” series, highlighting its interactive resources, alignment with varied learning styles, and emphasis on communicative language teaching by following the guidelines and well-structured progression of English language skills. Integrating Thai and various cultures into the textbooks was particularly valued for promoting cultural awareness and global citizenship among students. This research offered insights into curriculum development and teaching practices, suggesting that well-designed textbooks were crucial for improving language education outcomes. It also suggested further research into implementing textbooks and their influence on language acquisition in Thailand.

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