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Malaysia’s Common European Framework of Reference (CEFR)-aligned curriculum has introduced imported textbooks, thereby signalling the end of locally-developed textbooks. This research aimed to investigate the use of the imported textbook by English language teachers in rural primary schools’ English lessons. Adopting a qualitative approach through a Single Case Study design, this study revolved around four English teachers from Pahang’s plantation settlement schools. Data were collected through classroom observations, interview and document analysis. Thematic analysis, aided by NVivo, guided the data analysis process. The article reports a part of the whole study and it focused on one primary research question, which was examining the use of imported textbooks in the actual classroom setting. The main findings indicate that the participants used the provided textbook and its accompanying materials, and supplementing the imported textbook with other tangible and intangible resources. These findings shed light on the practical implementation of imported textbooks by rural primary school teachers and provide insights into their teaching practices. Furthermore, this study paves the way for future research in this area. Ultimately, it is hoped that these findings will inform stakeholders and contribute to the achievement of the educational goals of the nation.
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