The aim of this study is to investigate teachers’ opinions and experiences using analogue coursebooks in lower secondary school English teaching. The study was conducted using written interviews, interviewing 7 currently active teachers teaching English in the Swedish school system, with the participants’ answers being the material. Thematic Analysis was a method used to structure the results, and Sociocultural Theory was the theoretical perspective. The themes that were identified were: analogue coursebooks; digital coursebooks; more or less suitable activities for coursebook usage; the future of coursebook usage; and desirable qualities of a coursebook.

The results of the study reveal that the participants have a positive outlook on using analogue coursebooks in the English classroom as a way of maintaining a certain level of difficulty and quality in the teaching, whilst also having something to fall back on as a source with varied content that can be used. There were no noticeable differences in the teachers’ opinion of what they could be used for but the extent to which they used them varied depending on their experience in the profession. Finally, the cost of coursebooks was mentioned as a key aspect in the process of selecting coursebooks, together with user-friendliness and flexibility.