RRL 1.

E.N. Ovchinnikova believes that a workbook is a medium of acquiring

supplementary competences and skills, based on the units of the textbook
used, designed for a better learning and assimilation of a given subject (our
italics hereinafter) (Ovchinnikova, 2012). E.N. Ovchinnikova posits that a
workbook serves as a medium for acquiring supplementary competencies
and skills, building upon textbook units to enhance learning and assimilation
of a subject. This perspective underscores the workbook’s role in reinforcing
and expanding upon textbook content, facilitating a deeper understanding
and practical application of the material. In the context of language learning,
well-constructed workbooks can motivate students to engage with
challenging aspects, such as grammar, by providing structured exercises that
promote active learning and skill development. By offering targeted practice
opportunities, workbooks enable learners to apply theoretical knowledge in
practical scenarios, thereby enhancing their overall competence in the
subject matter.

Ovchinnikova E.N. (2012). K opredeleniyu terminov «uchebnik» I «uchebnoe

posobie» [On the definition of the terms “textbook” and “workbook”].
Gumanitarny`e nauchny`e issledovaniya [Papers on humanities], 5.
http://human.snauka.ru/2012/05/1189 (access date: January 5th, 2021

RRL 2.

V.I. Smirnov notes that workbook shall be regarded as a source of information

and a study guide, that complements the textbook and serves to expand,
deepen and facilitate students’ progress (Smirnov, 2001, p. 16-26). V.I.
Smirnov, in his 2001 work “An Educational Book within the System of
Didactic Tools,” emphasizes the integral role of workbooks in the educational
process. He asserts that a workbook should be regarded as both a source of
information and a study guide that complements the textbook. This dual
function serves to expand, deepen, and facilitate students’ progress in their
studies. Smirnov’s perspective aligns with the views of E.N. Ovchinnikova,
who describes workbooks as mediums for acquiring supplementary
competencies and skills, building upon textbook units to enhance learning
and assimilation of a subject. Both scholars highlight the importance of
integrating workbooks into the educational framework to provide students
with additional resources that reinforce and extend their understanding the
material. By positioning workbooks as essential components of the didactic
toolkit, Smirnov underscores their value in promoting active engagement,
individualized learning, and the practical application of knowledge. This
approach facilitates a more comprehensive and effective educational
experience, enabling students to achieve a deeper mastery of the subject
matter.

Smirnov, V.I. (2001). Uchebnaya kniga v sisteme didakticheskix sredstv. [An

educational book within the system of didactic tools]. Universitetskaya kniga
[University book], 10, 16-26.

RRL 3.

Fernandez (2010) asserts that the use of instructional materials in teaching

English is one way by which continuous development can be attaincd by the
English teacher. The use of a workbook in English, for example, encourages
students to become independent and self-directed and provides for new
levels of individualization within the English program. Sufficient instructional
material are a great source of authentic language activities. Isabel C.
Fernandez’s 2010 master’s thesis, titled “Intervention Material in English
Grammar for Seniors at Tagudin National High School,” emphasizes the
pivotal role of instructional materials in enhancing English language
education. Fernandez argues that incorporating resources like workbooks
into English instruction fosters continuous professional development for
educators and promotes student autonomy. By utilizing workbooks, students
are encouraged to become independent and self-directed learners, allowing
for greater individualization within the English curriculum. This approach
enables teachers to address diverse learning needs and styles, thereby
improving overall language proficiency. Moreover, the availability of sufficient
instructional materials provides authentic language activities, enriching the
learning experience and facilitating practical application of language skills.
Fernandez’s study underscores the importance of equipping English
programs with adequate instructional resources to support both teacher
development and student achievement. Her work contributes to the broader
discourse on effective language teaching strategies, highlighting the need
for materials that promote learner independence and authentic engagement
with the language.
Fernandez, I. C. (2010). Intervention material in english grammar for seniors
at tagudin national high school. Unpublished MSE Thesis. IlocosSur
Polytechnic State College. Tagudin, Ilocos Sur.

RRL 4.

Instructional materials in the form of textbooks, supplementary reading

materials, intervention materials, and others are theteacher’s effective tools
in stimulating the desire of every student to learn and a strong drive for
language mastery (Cortez (2016). Ryan A. Cortez’s 2016 master’s thesis,
titled “Supplementary Intervention Material in Developing Grammatical
Competence of Grade 7 Students,” focuses on enhancing the grammatical
skills of Grade 7 learners through targeted instructional materials. Conducted
at Bacnotan National High School, the study involved 49 Grade 7 students
and employed a combination of checklists and descriptive statistics to assess
the effectiveness of the intervention. The findings revealed that the students
initially exhibited a “fairly competent” level of grammatical proficiency. To
address this, Cortez developed and validated supplementary intervention
materials aimed at improving their grammatical competence. The study
underscores the importance of providing adequate instructional resources,
such as textbooks, supplementary reading materials, and intervention tools,
to stimulate students’ desire to learn and drive for language mastery.
Cortez’s research contributes to the field of language education by
highlighting the effectiveness of well-designed supplementary materials in
addressing specific learning gaps. By focusing on grammatical competence,
the study provides valuable insights for educators seeking to enhance
language instruction and improve student outcomes in English grammar.

Cortez, R. (2016). Supplementary intervention material in developing

grammatical competence of grade 7 students. Retrieved
fromhttps://www.slideshare.net/mobile/RYANCORTEZ3/Enisa, M. E. D. E., &
DİLİLİTAŞ,

RRL 5.

Coursebooks can support both students’ learning and teachers’ teaching,

and are generally used as a primary medium of learning and teaching in
English language classes (Nourmohammd-Nouri et al.; 2015, Zohrabi, 2011),
and also in English as a foreign language (EFL) class. Nourmohammadi-
Nouri, Ghemi, and Sedigh’s 2015 study, titled “English Result: The
Qualitative and Quantitative Analysis of Course Books as Perceived by
Iranian EFL Learners and Teachers,” examines the effectiveness of the
“English Result” coursebook in Iranian English as a Foreign Language (EFL)
settings. Published in *Procedia – Social and Behavioral Sciences*, the
research employs both qualitative and quantitative methods to assess the
perceptions of learners and teachers regarding the coursebook’s utility in
enhancing language proficiency. The study's findings Indicate that both
students and educators view “English Result” positively, acknowledging its
role in supporting learning and teaching processes. The coursebook is
recognized for providing structured content that facilitates language
acquisition and serves as a primary medium of instruction in English
language classes. However, the research also highlights areas for
improvement, suggesting that while the coursebook is beneficial, it should be
supplemented with additional materials and teaching strategies to address
specific learner needs and cultural contexts. This research underscores the
importance of selecting and utilizing coursebooks that align with the
educational objectives and cultural nuances of the target learning
environment. It also emphasizes the need for ongoing evaluation and
adaptation of instructional materials to ensure they meet the evolving needs
of both learners and teachers in EFL contexts.

Nourmohammd-Nouri, N., Ghemi, F., & Sedigh R. (2015). “English Result” the
qualitative and quantitative analysis of course books as perceived by
Iranian EFL learners and teachers. Procedia – Social and Behavioral
Sciences, 192, 601-614. https://doi.org/10.1016/j.sbspro.2015.06.106

RRL 6

Izzet (2020) claimed that coursebooks are basic materials used in

educational environments, and language teachers moderately depend on
using coursebooks regardless of gender, the type of school, the level of
education android years of Izzet (2020) conducted a study to explore the role
of coursebooks in educational settings, emphasizing that coursebooks are
essential tools in the classroom, particularly in language teaching. According
to Izzet, teachers moderately rely on coursebooks in their teaching practice,
regardless of several variables such as gender, the type of school (public or
private), educational level (primary, secondary, tertiary), and years of
teaching experience. Izzet’s study aligns with the widely recognized role of
coursebooks in formal education. They offer structure, ensure consistency in
content delivery, and provide teachers with ready-to-use resources.
However, the fact that teachers adapt these materials to their unique
classroom contexts points to the need for flexibility in teaching. Even though
teachers moderately rely on coursebooks, their teaching approaches are not
rigid but are influenced by their professional judgment, student needs, and
the dynamic nature of the classroom environment. Izzet’s research suggests
that the importance of coursebooks transcends personal and institutional
characteristics. Teachers universally recognize the value of coursebooks but
retain flexibility in their application.

Izzet, S. (2020) The investigation into the dependency of level of Turkish

language teachers on coursebooks. European Journal of Education Studies,
7(5), 163-174. https://doi.org/10.5281/zenodo.3842656