The Significance of Course Books in ELT Classrooms: A Critical Perspective from the Libyan Context
DOI:
https://doi.org/10.65417/ljere.v2i1.66Keywords:
course books, ELT, material adaptation, Libyan contextAbstract
This study examines the significance of using course books in English Language Teaching (ELT) classrooms, with specific reference to the Libyan context. It aims to investigate the extent to which course books reinforce effective language learning, classify their advantages and limitations, and recommend criteria for their adaptation. Adopting a qualitative descriptive approach, the study draws on critical analysis of applicable literature and reflective classroom observations. The findings imply that while course books remain a central instructional resource in ELT, their effectiveness largely depends on teachers’ capability to adapt and supplement them according to learners’ needs and contextual factors. The study concludes that course books continue to play an essential role in ELT, provided they are used flexibly and critically.
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