ELT Textbook Evaluation in Iran, New Insights

Textbooks hold a paramount status as an indispensible ingredient of language teaching profession; therefore, appraising and evaluating them seems to be imperative to assure their efficiency and consistency with the objectives defined and expected of the course. The current study was an attempt to evaluate suitability of the English textbook developed by Iranian Education Ministry for pre-university course. To this end, a modified version of World Language Standard Book Evaluation Form developed by Indiana Department of Education (2007) was utilized. The questionnaire was passed out among 30 male and female English teachers in pre-university centers. The form extracted teachers' outlooks on seven major criteria including gender representation, communication, culture, connections, comparisons, communities, and general elements pertaining to areas like skills, language components, attraction of the activities, and the like. The findings showed the moderate level of complacency with the textbook with reference to teachers' perspectives. Neverthless, the salient drawback with the book was its inadequacy in culture presentation. Further, t.test computed for male and female EFL teachers' attitudes indicated that gender played no significant role in this regard. The study ends with some suggestion to improve on the textbook. 

ELT Textbook Evaluation in Iran, New Insights

Textbooks hold a paramount status as an indispensible ingredient of language teaching profession; therefore, appraising and evaluating them seems to be imperative to assure their efficiency and consistency with the objectives defined and expected of the course. The current study was an attempt to evaluate suitability of the English textbook developed by Iranian Education Ministry for pre-university course. To this end, a modified version of World Language Standard Book Evaluation Form developed by Indiana Department of Education (2007) was utilized. The questionnaire was passed out among 30 male and female English teachers in pre-university centers. The form extracted teachers' outlooks on seven major criteria including gender representation, communication, culture, connections, comparisons, communities, and general elements pertaining to areas like skills, language components, attraction of the activities, and the like. The findings showed the moderate level of complacency with the textbook with reference to teachers' perspectives. Neverthless, the salient drawback with the book was its inadequacy in culture presentation. Further, t.test computed for male and female EFL teachers' attitudes indicated that gender played no significant role in this regard. The study ends with some suggestion to improve on the textbook. 

EFL Textbook Evaluation: the Analysis of Tasks Presented in English Textbook

The use of English textbook does not only become a guide to the teachers when delivering the materials, but also presents necessary input through various explanations and activities. On the side of the learners, it also influences their attitudes and performance to the materials. This phenomenon challenges the writer to conduct research-based article concerning textbook evaluation to analyze the tasks and the distribution (simple to complex) of tasks presented in English textbook used in senior high school. The findings show that the English textbook entitled Bahasa Inggris SMA/MA/SMK/MAK Kelas X Semester 1 has interesting tasks which meet the objectives in curriculum 2013 and a good distribution of tasks across chapters and the whole book

Managing innovation in English language education, state of the art review.

Innovation in English language education (ELE) has become a major ‘growth area’ in recent years. At the same time, an ELE innovation management literature has also developed, based on insights from innovation theory and their application, both from outside and within ELE, and concerned with attempting to critically evaluate and inform ELE innovation practice. Thus, using a well-established three-part framework for distinguishing the main stages involved in innovation project management, this review describes and discusses the main features of this body of work. After defining terms and clarifying its scope, it considers what is said about the innovation ‘initiation’ phase, in terms of innovation causes, characteristics and contexts. It then examines conceptualisations of the innovation ‘implementation’ stage, by distinguishing main overall approaches, frameworks for identifying and configuring roles, underlying psychological processes, and the use of evaluation techniques. Lastly, the literature relating to innovation ‘institutionalisation’ stage is analysed. The article concludes by identifying overall trends and areas for further development. In particular, it is argued that ELE innovation work needs to become more informed by many of the concepts and procedures which the ELE innovation management literature contains

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Pedagogy, curriculum, teaching practices and teacher education in developing countries

This rigorous literature review focused on pedagogy, curriculum, teaching practices and teacher education in developing countries. It aimed to: 1. review existing evidence on the review topic to inform programme design and policy making undertaken by the DFID, other agencies and researchers 2. identify critical evidence gaps to guide the development of future research programme

Finnish pupils’ success in mathematics: factors that contribute to Finnish pupils’ success in mathematics

This report focuses on the factors that contribute positively to Finnish pupils’ success in mathematics and considers the implications for policy and practice in England. Includes examples of items from the PISA and TIMSS test

Authentic ELT Material Adaptation: Drawbacks, Prevalence and Solutions: The case of Wolkite University community school, Wolkite, Ethiopia.

This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation of authentic material adaptation and how to use various adaptive techniques. Teachers lack of motive and interest to design and select language materials that fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Thus, the study recommended that adapted materials should be carefully evaluated and selected before being used for a language classroo

Using Portfolios to Develop L2 Cultural Knowledge and Awareness of Students in Intermediate Spanish

In spite of many efforts and contributions from previous researchers, the need for a systematic and consistent approach to teaching culture is still unmet. This pilot study shows that the portfolio is a meaningful way to integrate language and culture in a structure that provides opportunities for students to learn about foreign culture while using other skills-reading, listening, writing and speaking. In addition, resources from the Internet, such as Gopher, World Wide Web, and Listservs have great potential for cultural learning out-side the classroom. Foreign language teachers should be encouraged to explore and experiment with portfolios in other content areas of language learning, since producing a portfolio involves higher-order cognition as well as all four communicative language skills

Analyzing ethnic and cultural materials : insights into ELT materials

Ethnic and cultural materials and English Language Teaching (ELT) materials are related especially in terms of the emphasis on cultural knowledge and skills as well as the language and critical thinking skills. This study intends to research on ethnic and cultural materials within the perspectives of English language materials design. Specifically, the objectives of the study are to investigate the relevance and implications of such materials to ELT materials. The materials were selected from the content of Ethnic Relations course as it contained rich ethnic and cultural elements. When examining such materials from the perspectives of English language materials design, three aspects are considered: learner factors, text factors and task factors. The instrument used for the study was a checklist derived from works by Contazzi and Jin (2001), Nunan (2001), Tomlinson (2001) and Banks (1990). Basically, the checklist consists of 25 items and it was divided into three parts, learner factors, text factors, and task factors. The materials were analyzed using the checklist according to the specified criteria and the data obtained were represented in the form of description, examples and evidence. In addition, lecturers’ perceptions on the materials were attained using a set of interview questions. The findings indicate that a) ethnic and cultural materials have positive impacts on students’ interest and motivation, b) such materials include useful cultural elements and are comprehensible to students, and c) the tasks given are relevant and meaningful. The study also proves that lecturers dealing with ethnic and cultural contents are aware of the benefits of using such materials for teaching language and culture as it can foster critical thinking and develop communicative competence. Thus, the use of ethnic and cultural materials has a direct and significant implication to English language teaching and learning if the same criteria were to be applied when selecting and using ELT materials