The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

Abstract

The selection of appropriate and suitable English textbooks is crucial to enhance students' English proficiency. A good English textbook can positively impact students' learning and increase the quality of the English curriculum. Therefore, the CEFR-Aligned English textbook has been chosen in many non-speaking English countries, which is expected to enhance the quality of students' English language. This CEFR-Aligned English textbook is also able to meet the Common European Framework of Reference (CEFR) requirements, which is used widely in teaching English worldwide. However, concerns about how teachers can use this textbook effectively must be prioritised. Thus, this systematic literature review (SLR) was conducted to understand the challenges that teachers face and the strategies they use to overcome these challenges for future improvements. This study is also very important so the CEFR-Aligned English textbook can be used effectively and able to enhance students' English proficiency. It is also hoped to help second language learners and teachers worldwide to be able to use the book meaningfully and efficiently. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) method was used to analyse articles from four databases, namely Scopus, Web of Science (WOS), ERIC, and Science Direct. Only 13 articles published between 2013 and 2023, all written in English, were selected from 286 articles found using the keywords and search string based on the criteria needed. The findings identify two main themes: the challenges and strategies teachers face using the CEFR-Aligned textbook. Additionally, seven different sub-themes were also identified in the articles. This study provides a guideline for future research in using the CEFR-Aligned English textbook effectively among English language teachers.