Using Educational Activities in English Textbooks during Instruction: English Teachers’ Perspectives in the Southern Mazar District

This study aimed to identify the degree of use of educational activities included in English language textbooks during classroom instruction from the perspective of English language teachers in the Southern Mazar District. The study sample consisted of 211 male and female English teachers working in schools in the Southern Mazar District in Al-Karak Governorate, Jordan. A descriptive-analytical approach was employed, and a structured questionnaire was developed to collect data on teachers’ actual use of the textbook activities. The results indicated that the overall degree of use of educational activities included in English language textbooks during teaching was at a medium level from the teachers’ point of view. The findings also revealed no statistically significant differences at the level (α = 0.05) in the degree of use of these activities attributable to the gender of the teacher. The study recommends providing targeted professional development programs to enhance teachers’ skills in implementing textbook-based activities, revising English language textbooks to include more varied and interactive activities, and conducting further research on factors (such as class size, teaching experience, and school resources) that may influence teachers’ use of educational activities in English language teaching. These implications support evidence-based improvements in language pedagogy and textbook design within the field of educational studies.