Sixth grade English as a foreign language textbook selection processes and criteria case of schools in Si Sa Ket province

In most schools, textbooks are largely the most important materials for in-class learning. Good textbooks should facilitate teachers to teach in a way expected by the Ministry of Education, and they should support students to learn and achieve the desired learning achievement. The present study explores sixth-grade EFL textbook selection processes and criteria at nine primary schools in Si Sa Ket Province. An EFL teacher from each school was interviewed about the textbook selection processes and criteria for selecting a textbook. The data analysis method includes qualitative data coding. Interview data were code with themes related to the study’s two main focuses: the textbook selection processes and criteria. It was found that there are four selection processes based on the different peoples involved: selection by BFL teachers, by school administrators, by EFL teachers and school administrators, and by school peoples and external stakeholders. It was also found that the core curriculum, O-Net, and student abilities were criteria for selecting a textbook. Issues derived from the findings were discussed, including the role of EFL teachers in textbook selection and the relationship between textbook selection criteria and CEFR and CLT, which are current trends in English teaching.