Teaching in the Digital Age: English Instructors’ Experiences with Digital Coursebooks in Higher Education

Date

2025-11-01

Author

Dal, Hatice
Öztürk, Elif

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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As the integration of digital tools in education accelerates, digital coursebooks have emerged as prominent resources in English language instruction. This study investigates the perspectives of in-service English instructors on the implementation of digital coursebooks within a tertiary-level Academic English program. Adopting a qualitative design, semi-structured interviews were conducted with 15 instructors at a private university. Thematic analysis of the data revealed seven key themes: general perceptions of digital coursebooks, factors influencing their effectiveness, benefits, challenges, motivational impact on learners, attitudes toward digitized teaching, and suggestions for improvement. Findings suggest that digital coursebooks are widely perceived as pedagogically necessary in the 21st-century classroom. Instructors highlighted advantages such as multimedia integration, accessibility, and engagement, while also identifying significant barriers, including technical issues, insufficient infrastructure, and reduced student note-taking habits. The study contributes context-specific insights into how digital coursebooks are used in practice, underscoring the need for intentional design, ongoing teacher training, and infrastructure investment. These findings have implications for educators, curriculum designers, and digital publishers seeking to align technological innovation with classroom realities.

Subject Keywords

Digital coursebooks, English language teaching, qualitative research, instructor perspectives, educational technology, higher education

URI

https://hdl.handle.net/11511/116992

Collections

Department of Educational Sciences, Article