Teachers’ and Students’ Perceptions of an English Textbook for Developing Doctoral Students’ Reading and Writing Skills in a Buddhist Context
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Abstract
This research explores the perceptions of teachers and students at a Buddhist university regarding an English textbook designed to develop reading and writing skills for doctoral students. The study involved 7 teachers who teach the English for Doctoral Students: Reading and Writing Skills course and 140 doctoral students from various fields of study enrolled in the English course at a Buddhist university in Thailand. Data were collected through a questionnaire focused on participants’ opinions towards the English textbook used for teaching and learning. The findings indicated that teachers rated the textbook at a very high level in various aspects, including content quality and academic standards, organization and methodology, language and skill development, cultural and contextual relevance, design, layout and engagement (average mean score = 4.75). Students also rated the textbook at a very high level (mean score = 4.55). Both teachers and students found the textbook to be comprehensive and aligned with academic standards. The content was regarded as interesting, meaningful and presented with clear, easy-to-understand explanations. The topics were considered appropriate and relevant to the Buddhist context. While most participants expressed positive attitudes towards the textbook, some suggestions for improvement were provided.
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