ESP teachers' perception of textbooks: Evaluation and possibilities for innovation

This article examines university teachers' perspectives on English for Specific Purposes (ESP) textbooks, focusing on their perceptions based on structured interviews and evaluation scales. Conducted at the University of Kragujevac, the study involved five ESP instructors teaching ESP courses across various fields, including technical, medical, natural, and social sciences. Key findings reveal a dichotomy between subjective evaluations and objective measures, emphasizing the importance of tailoring textbooks to address specific learning contexts, enhance motivation, and incorporate all language skills. Additionally, the paper explores the potential of integrating emerging technologies, blending print and digital mediums, and adopting innovative ways of testing students as avenues for advancing ESP textbook design. The results underline the necessity for comprehensive evaluation criteria and active teacher involvement in textbook selection and development.