New Perspectives in Utilizing Non-Textbook Resources in EFL Classrooms and Perceptions

Usually, most textbooks are formally prescribed with fixed and time-bound content. There is hardly any choice for course teachers/instructors to deviate from the prearranged content of such textbooks. This study assumes that formal, skills knowledge-based, may cause boredom in EFL classrooms repeated tasks/exercises and, even sometimes, their not be interesting all students. On contrary, use non-textbook resources can have multiple contributions, instance, by enhancing students’ competency proficiency language reinforcing knowledge. Thus based on assumptions, this investigates university teachers’ perceptions incorporating recourses as supplementary materials teaching non-native undergraduate speakers, selected context. To achieve these goals, quantitative uses an online questionnaire a data collection tool. The seeks responses/perceptions subject under investigation. findings study, given perceptions, reveal various useful roles contributions resources. cite, trigger participation, increases motivation learning possibilities, enhances understanding performance, breaks monotony boredom, contextualizes teaching-learning situations, provides students space extra practice.