VietTESOL International Convention 2025

As EFL curricula evolve with the adoption of new textbooks, understanding how teachers navigate these changes is critical to ensuring effective implementation and instructional success. However, there remains a research gap in the area of EFL teachers’ preparedness and the need for professional development to use newly introduced textbooks successfully, especially in high school settings. This study aims to explore the extent to which teacher preparedness, professional development, and institutional support influence the integration of the Global Success textbooks into high school EFL curricula. For this study, a mixed-methods design is utilized, integrating quantitative survey data with qualitative insights derived from semi-structured interviews. Findings show that while teachers report confidence in their content knowledge and teaching strategies, they struggle with differentiating textbook materials to meet students’ diverse needs and regulating classroom dynamics. Qualitative results underscore the demand for ongoing, practical professional development and sufficient institutional support to overcome these challenges. These findings have contributed to a greater understanding of the important need for adapting curriculum, teacher training, resources, and institutional support to fit teachers’ practical realities and have important implications for curriculum developers, teacher educators, and policymakers aiming at enhancing textbook integration and teaching quality in EFL contexts.