Evaluation of The Algerian English Textbook: Case of Third-Year Primary Schools in Tlemcen

Abstract

Teaching English as a foreign language requires addressing learners' specific needs and challenges. This study examined the third-year primary school English textbook's efficacy for Algerian pupils and the main challenges faced by teachers. Using a mixed-methods approach, including teacher questionnaires and an interview with an educational inspector, the study revealed that the textbook partially met pupils' educational needs but lacked in accommodating diverse learners and promoting interactive learning. Teachers reported challenges such as insufficient training, limited resources, and classroom management difficulties. The study emphasized the need for targeted teacher training and improved materials to enhance English education in Algerian primary schools.