The The Effectiveness of the 4MS English Textbook in Developing Students’ Reading Comprehension Skills: Algerian Teachers’ Perspectives

الملخص

This study explores English teachers’ perspectives on the effectiveness of the 4MS English textbook in developing students’ reading comprehension skills. A qualitative research approach was employed, and data were collected through semi-structured interviews with 10 English teachers who had experience using the textbook in classroom instruction. The findings indicate that the textbook is generally aligned with curriculum objectives related to reading comprehension and includes a variety of written texts and activities that support the development of basic reading skills. Teachers highlighted the value of comprehension questions, structured reading stages, and organized activities in promoting learners’ understanding. However, participants reported several limitations. The linguistic complexity of some reading texts was found to hinder comprehension and increase students’ dependence on teacher support. In addition, the textbook places greater emphasis on lower-level reading skills, such as identifying main ideas and locating information, while providing limited opportunities for higher-order thinking and critical reading. Teachers also emphasized the importance of relevant content, visual and multimedia support, and the adaptation of textbook materials to learners’ proficiency levels. The study concludes that the effectiveness of the 4MS textbook depends not only on its content but also on teacher mediation and supplementary instructional support. Further improvements are needed to better support reading comprehension in EFL contexts.