Abstract

This study endeavors to explore the experiences of 12 English language teachers in designing and writing their English language teaching (ELT) textbooks in a Thai university. Through an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD), results from interpretative phenomenological analysis (IPA) revealed that although these teachers faced a number of pedagogical issues and challenges, they still held a positive perception toward writing their ELT textbooks. They believed that writing teaching materials for their classes not only helps them address their learners’ language needs but also enhances their experiences as teachers. Thus, drawing on Tomlinson’s notion on the significance of personalizing and localizing ELT textbooks to maximize students’ learning, this article argues that writing a textbook for classroom use is teachers’ pedagogical reflective practice that allows them to provide their students with suitable activities and lessons for effective language teaching and learning. Implications of the findings are discussed, and recommendations are offered.