EFL Teachers Difficulties in Handling Second Generation Textbook

Abstract

Change is an integral part of human development with many domains. Undoubtedly, education has always been at its core. In this respect, Algeria in this case has gone through three considerable changes at the primary, middle, and secondary levels. Which was grounded in the Competency-Based Approach with a new education program in 2016 known as the Second Generation program. The present work aims to investigate the difficulties that face EFL teachers with second generation textbooks. It is an attempt to explore the problem that hinders the teacher from teaching second generation books like the difficulty of vocabulary and to conduct the study participants who taught 2nd year middle school at Achaacha middle schools in Mostaganem. Therefore, to achieve this goal quantitative and qualitative data were selected from both teachers’ questionnaire and inspectors’ interview. The research findings revealed that the used textbook does not live up to the needs of learners and expectations of teachers. It has been found that the second-generation textbook fails to encourage teacher’s autonomy, and make learners in the centre of learning/teaching process. It is recommended for 2nd year middle school teachers to diversify some strategies and technique while teaching, to enhance English teaching/learning process within the second-generation textbooks.