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Academic literature on the topic 'ELT Textbook'
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Journal articles on the topic "ELT Textbook"
1
Negin Samoudi and Mohammad Mohammadi. "ELT textbook evaluation." Journal of English Language and Pedagogy 4, no. 1 (2021): 1–8. http://dx.doi.org/10.36597/jelp.v4i1.9666.
Full textAbstract:
It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.
2
Negin Samoudi and Mohammad Mohammadi. "ELT textbook evaluation." Journal of English Language and Pedagogy 4, no. 1 (2021): 1–8. http://dx.doi.org/10.36597/jelp.v4i1.9666.
Full textAbstract:
It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.
3
Gholami, Reza, Nooreen Noordin, and Shameem Rafik-Galea. "A Thorough Scrutiny of ELT Textbook Evaluations: A Review Inquiry." International Journal of Education and Literacy Studies 5, no. 3 (2017): 82. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.82.
Full textAbstract:
It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs. An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves. Notwithstanding their interminable benefits, it is admitted that still the compiled textbooks, especially the ones prescribed in Educational systems have to be evaluated and assessed to confirm whether they fulfil the objectives they are meant for or not, as it is said no perfect textbook exists. Having dealt with evaluation in general, this research meticulously elaborates on textbook evaluation more specifically concluding that there is a dearth of inquiry on textbook selection and evaluation. Afterwards, this research introduces the most common approaches for evaluating ELT textbooks and materials. The paper culminates with concluding remarks and implications, hoping to shed light on how textbook evaluation is practiced worldwide.
4
Waqar, Sajid, and Mamuna Ghani. "Gender Exclusion in Textbooks: A Comparative Study of Female Representation in Provincial ELT Textbooks of Pakistan." International Journal of English Linguistics 9, no. 5 (2019): 377. http://dx.doi.org/10.5539/ijel.v9n5p377.
Full textAbstract:
The focus of this study was female gender representation in secondary level ELT textbooks published by four different textbook boards of Pakistan, namely Baluchistan Textbook Board, Sindh Textbook Board, Khyber Pakhtunkhwah Textbook Board and Punjab Textbook Board. It targeted a comprehensive comparison between the female gender images as represented in four sets of textbooks and gender conceptions of their respective female readers. To achieve the objectives, the study was divided into two parts: In part 1, the textbooks by four state-run textbook boards were analyzed and in part 2, their respective female readers’ gender conceptions were collected and analyzed. The study employed multi-dimensional analytical tools like manifest, latent analysis and Fairclough (2001) CDA model for interpretation and explanation of textbook discourse. The study revealed a low representation share of female gender in four sets of textbooks. It brought out that female readership had stereotype conceptions regarding the attributes, professions and activities as appropriate for the female gender. It was also found that Sindh and Punjab Textbook Boards had improved female gender representation than other provincial textbook boards. The quantitative findings of part 2 proposed that textbooks could play a vital part in modeling gender conceptions of readership as Sindh and Punjab Textbook Boards’ female readership showed better gender conceptions. The study recommended a gender-based test of the textbooks at national level prior to publication to ensure gender equality as directed in National Curriculum.
5
Pramono, Satrio Aji, and Eri Kurniawan. "A MICRO ANALYSIS STUDY OF PRAGMATIC CONTENT IN INDONESIAN ELT TEXTBOOKS." Jurnal Pendidikan Bahasa 9, no. 1 (2020): 92. http://dx.doi.org/10.31571/bahasa.v9i1.1673.
Full textAbstract:
This study aims to explore the frequency of pragmatic content occurrence represented as speech acts of thanking and apologizing in two Indonesian ELT textbooks: a prescribed textbook published by Ministry of National Education and a commercial textbook. Pragmatic content of two ELT Textbooks entitled When English Rings the Bell and English on Sky were analyzed using Martinez’s Framework on Speech act of thanking and apologizing. The result indicated that a number of speech acts of thanking and apologizing have sufficiently provided by both prescribed and commercial textbook. However, while there are various strategies which can be used to perform speech acts of thanking and apologizing, both textbooks failed to take into account the inclusion of those strategies. It is therefore advisable for language teachers to employ other authentic language sources to enhance learners’ pragmatic competence.
6
Bouzid, Hassan Ait. "AN EVALUATION OF SELECTED MOROCCAN ELT TEXTBOOKS: A STANDARDS-BASED APPROACH PERSPECTIVE." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 229. http://dx.doi.org/10.17509/ijal.v7i1.6879.
Full textAbstract:
Standards-Based Approach to textbook evaluation has been blooming in recent decades. Nevertheless, this practice has received very little attention in Morocco. The present study aims to bridge a gap in the literature of the Moroccan context by investigating the extent to which three locally designed ELT textbooks conform to the theoretical principles of the Standards-Based Approach which defines the teaching of English as a foreign language in the country (Ministry of National Education, 2007). Its objective is to examine whether and how these textbooks present contents that enable learners to meet the content standards included in the goal areas of Communications, Cultures, Connections and Comparisons. The study is informed by the theoretical framework of the Standards-Based Approach. It adopts a mixed-methods design that uses content analysis as a mixed data analysis method combining both quantitative and qualitative techniques. The findings reveal a number of shortcomings relevant to the representation of the content standards as several standards are not sufficiently addressed in the activities included in these textbooks. Eventually, some suggestions are addressed to policy makers, textbook designers and teachers to overcome the identified problems in current and future textbooks. The study is expected to sensitize ELT practitioners about the viability of using textbook evaluation in boosting both the quality of ELT textbooks and the quality of the teaching learning outcomes.
7
Nhem, Davut. "Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness." ELT Forum: Journal of English Language Teaching 9, no. 1 (2020): 65–74. http://dx.doi.org/10.15294/elt.v9i1.38409.
Full textAbstract:
Currently, it is recognized that language and culture go hand in hand, which means that when we teach a language, we also teach the culture of that language or other languages that appear in the textbooks being used. This wide recognition of the vital role of culture in the second language teaching has presented challenges for EFL teachers in various contexts. This article reports a qualitative study on three Cambodian teachers of English at one school in Phnom Penh. The study aims to investigate EFL teachers’ views and practices of textbook adaptation, as well as how they adapt textbooks to help students develop intercultural awareness in the ELT. To achieve these objectives, the qualitative data obtained from individual interviews, classroom observations, and teaching materials were engaged to shed light on the backdrop of the textbook adaptation and cultural integration in the ELT classroom. The findings in this study reveal an inconsistency between teachers’ views and practices about the textbook adaptation and the teachers’ limited capacity of interculturality-stimulated scholarship that is inherently tied to the development of cultural activities in the ELT classroom. This study suggests teacher training on the textbook adaptation and teaching culture should be provided to the teachers in the context and beyond.
8
Nur, Sahril, Mustakim Mustakim, Muh Safar Nur, Asia Masita Haidir, and Asbar Asbar. "English Language Teaching Textbook in Makassar University." Edumaspul: Jurnal Pendidikan 6, no. 1 (2022): 1069–78. http://dx.doi.org/10.33487/edumaspul.v6i1.2984.
Full textAbstract:
The aims of this study is to investigate the experiences of 12 Makassar University lecturers lecturers in planning and writing their English language teaching (ELT) textbooks. The results of interpretative phenomenological analysis (IPA) revealed that, despite a number of pedagogical issues and challenges, these lecturers had a positive attitude toward writing their ELT textbooks, as revealed by an in-depth semi-structured individual interview (IDI) and a focus group discussion (FGD). They believed that creating teaching resources for their classes would not only help them meet their students' linguistic demands, but would also improve their lecturing experience. This article argues that writing a textbook for classroom use is a form of pedagogical reflective practice for lecturers that allows them to provide their students with appropriate activities and lessons for effective language teaching and learning, drawing on Tomlinson's notion of the importance of personalizing and localizing ELT textbooks to maximize students' learning. The findings' ramifications are addressed, and recommendations are made.
9
Ait-Bouzid, Hassan, Erguig Reddad, and Yeou Mohamed. "An Evaluation of Grammar Lessons in Selected Moroccan ELT Textbooks." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 3, no. 2 (2019): 249. http://dx.doi.org/10.21093/ijeltal.v3i2.197.
Full textAbstract:
This paper is built on the assumption that there are no perfect language teaching textbooks; therefore, it hopes to draw the attention of Moroccan ELT practitioners to the viability of using textbook evaluation to improve the quality of these teaching-learning materials. It aims to investigate ways in which grammar lessons are presented in three Moroccan second year Baccalaureate ELT textbooks currently used in public high schools. It examines the extent to which these lessons help both teachers and students meet the teaching-learning objectives. The study adopts a mixed methods approach and uses content analysis that combines both quantitative and qualitative data analysis techniques. Findings reveal that, although the three textbooks present their grammatical content in different ways, they succeeded in providing challenging grammar contents that suit the needs and interests of the learners. On the other hand, they demonstrate that these textbooks contain problems related to relevance of visual aids, gradation of grammar lessons and authenticity of grammatical examples. Finally, the study concludes with a number of implications that inform future EFL textbook design in Morocco.
10
Dewangga, Is, and Imam Ghozali. "English as a foreign language textbooks evaluation for tenth-grade students." Journal of English Language and Pedagogy 3, no. 1 (2020): 1–12. http://dx.doi.org/10.36597/jelp.v3i1.4863.
Full textAbstract:
This study aims (1) to evaluate the English textbooks used for the tenth grade whether the three textbooks have fulfilled the criteria of good textbook and (2) to reveal the strengths and weaknesses of the textbooks. This study was conducted using evaluation research. The theory of evaluation used in this study was the criteria of good textbook proposed by Mukundan, Nimechisalem, and Hajimohammadi (2011) framework. The data were collected through document analysis and interview and analyzed using Miles, Huberman and Saldana’s flow model (2014) of qualitative data research. This study found that Bahasa Inggris X and Pathway to English 1met fourteen criteria of good textbooks proposed by Mukundan, et.al. While, Talk Active X, was met eleventh out of fourteen criteria of good textbooks. Then, the researcher found that the strengths and the weaknesses of the three textbooks. The strengths of Bahasa Inggris X textbooks are (1) provided a teacher’s book, (2) it based on latest 2013 curriculum. The strengths of Pathway to English textbook are (1) provided various methodologies in ELT, and (2) provided audio materials for listening skill. Finally, the strengths of Talk Active X textbook are (1) provided simple task to the complex task, (2) the pictures used in the textbook well matched to the students. Meanwhile, the researcher also found the weaknesses of the three textbooks. Bahasa Inggris X, the weaknesses are 1) did not cover a variety of teaching method, (2) did not provide audio material for listening skill. Furthermore, the weaknesses for Pathway to English are (1) did not provide a teacher’s book; (2) did not match to the syllabus. Finally, Talk Active X textbook, the weaknesses are (1) did not embrace methodologies in ELT; (2) did not support an audio material; (3) did not provide a teacher’s book.