A Procedure for Assessing Textbook Support for Reasoned Thinking

Newton, David E.; Newton, Len

doi:10.3860/taper.v18i1.1039

Cited by 9 publications

(5 citation statements)

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“…They further stated that textbooks could organize the program effectively and that they could save a great deal of time for the EFL instructors since they spend less time to prepare teaching materials. Newton and Newton (2009) believe that the quality of English textbooks can have a great impact on students' learning experiences, and therefore, they should facilitate students’ English learning rather than hindering it ( Tomlinson, 2011 ; Chien and Young, 2007 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Afghan EFL instructors’ perceptions of English textbooks

Orfan

Noori

Akramy

2021

Heliyon

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Section: Literature Reviewmentioning

confidence: 99%

Afghan EFL instructors’ perceptions of English textbooks

Orfan

Noori

Akramy

2021

Heliyon

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“…Accordingly, their quality can affect the learning experiences of many students. A quality textbook should be a model of good teaching (Newton & Newton 2009). They should also facilitate students" language learning (Cook 1998;Tomlinson 2008Tomlinson , 2011Waters 2009).…”

Section: Importance Of Textbooksmentioning

confidence: 99%

“…Other studies were concerned with selection criteria (Kim and Lee, 2009;Newton and Newton, 2009;Mahmood et al, 2010;Guilloteaux, 2013;Wong, 2013). Kim and Lee (2009) developed selection criteria with high validity and reliability for middle school English textbooks and related materials based on teachers' needs.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

Instructors’ Perceptions of English for Academic Purposes Textbooks at University Level

Tawalbeh¹

2018

HES

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The present paper aims to investigate EFL instructors’ perceptions of Cambridge English Unlimited (CEU) textbooks taught at Taif University English Language Center (TUELC) in the Academic year 2017-2018. To achieve this purpose, the researcher attempted to answer three questions. The first investigates instructors’ perceptions of the textbooks. The second question aims to find out the features that add to the strengths of the textbooks. The third question is an attempt to reveal the shortcomings of the textbooks from the instructors' perspectives and their suggestions to overcome these drawbacks. A questionnaire of 4- Likert scale was used to gather data from ninety two instructors to answer the first two questions, and content analysis was used to answer the third question. The collected data were analyzed in the form of descriptive statistics, using means, standard deviation and percentages. The results showed that instructors have a very positive attitude towards the textbooks in terms of the criteria and features investigated in the first two sections of the study tool. These answer the first two questions. However, they had certain concerns and suggestions in aspects other than those included in the study tool. These have been summarized according to their frequency of occurrence in the instructors' responses. Based on the results, the researcher drew a number of conclusions and recommendations.

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“…The critical role of textbooks in English programs has been identified by an increasing number of academics (e.g., McDonough and Shaw, 1993 ; Cunningsworth, 1995 ; Tomlinson, 2001 ; Richards, 2006 ; Newton and Newton, 2009 ; Guilloteaux, 2013 ; Tsagari and Sifakis, 2014 ). Thus, studies into English language textbooks in other parts of the world have been published since the 1960s.…”

Section: Literature Reviewmentioning

confidence: 99%

A Corpus Linguistics Approach to the Representation of Western Religious Beliefs in Ten Series of Chinese University English Language Teaching Textbooks

Liu

Zhang

2022

Front. Psychol.

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The early Sino-Western contact was through the way in which religion and language interact to produce language contact. However, research on this contact is relatively limited to date, particularly in the realm of English language materials. In fact, there is a paucity of research on Western religions in English Language Teaching (ELT) textbooks. By applying corpus linguistics as a tool and the Critical Discourse Analysis as the theoretical framework, this manuscript critically investigates the significant semantic domains in ten English language textbook series that are officially approved and are widely used in Chinese universities. The findings suggest that various Western religious beliefs, which are the highly unusual topics in previous Chinese ELT textbooks, are represented in the textbook corpus. The results also show that when presenting the views and attitudes toward Western religious beliefs, these textbooks have adopted an eclectic approach to the material selection. Surprisingly, positive semantic prosody surrounding the concept of religion is evident and no consistent negative authorial stance toward religion is captured. Atheism has been assumed to be in the center of Chinese intellectual traditions and the essence of the Constitution of the Chinese Communist Party. Interestingly, the findings from this study provide a new understanding of Chinese foreign language textbooks in the new era, and its addition to the literature on the study of ELT textbooks, as well as its development worldwide.

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A Procedure for Assessing Textbook Support for Reasoned Thinking

Cited by 9 publications

References 0 publications

Afghan EFL instructors’ perceptions of English textbooks

Afghan EFL instructors’ perceptions of English textbooks

Instructors’ Perceptions of English for Academic Purposes Textbooks at University Level

A Corpus Linguistics Approach to the Representation of Western Religious Beliefs in Ten Series of Chinese University English Language Teaching Textbooks

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