Afghan EFL instructors’ perceptions of English textbooks

Orfan, Sayeed Naqibullah; Noori, Abdul Qawi; Akramy, Sayeed Asif

doi:10.1016/j.heliyon.2021.e08340

Cited by 28 publications

(24 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For example, Alhamami and Ahmad (2018) explored Saudi EFL teachers' attitudes toward the commercial textbooks used in English programs. Orfan, Noori, and Akramy (2021) identified Afgani EFL instructors' views on English textbooks used in Afgan. Sadeghi (2020) investigated Iranian teachers' attitudes toward the third-grade secondary school new English textbook.…”

Section: Issues That Motivated the Researchmentioning

confidence: 99%

Efl Teachers' Perceptions About the Eighth and Ninth Grades English Textbooks Used in Palestinian Schools

Hammad

2022

EJES

View full text Add to dashboard Cite

Investigating teachers' perspectives on language materials could help in developing them (Ellis, 1998). Based on Gaza EFL teachers' complaints about the English textbooks of eighth and ninth grades, the present study aimed to explore the teachers' perceptions about such textbooks. The researcher administered a quantitative questionnaire to 63 teachers teaching English to Gaza eighth and ninth graders in 31 schools. She also conducted focus-group interviews with 18 teachers selected from the 63 teachers. The results of the questionnaire indicated that the participants had positive perceptions of the textbooks. However, the interview analysis showed the problematic aspects of such textbooks, such as the irrelevance of some topics to students' interests and needs, irrelevance of some reading topics to students' content background knowledge, irrelevance of speaking exercises and activities to authentic use of English language, and lack of gradation in writing activities included in the eighth grade English textbooks. Finally, the researcher provided relevant implications Article visualizations:<img src="/-counters-/edu_01/0205/a.php" alt="Hit counter" />.

show abstract

Section: Issues That Motivated the Researchmentioning

confidence: 99%

Efl Teachers' Perceptions About the Eighth and Ninth Grades English Textbooks Used in Palestinian Schools

Hammad

2022

EJES

View full text Add to dashboard Cite

show abstract

“…Furthermore, the methodology of the study was not clear enough; how they selected the participants and analyzed the data. Moreover, English teaching and learning is a growing trend in Afghanistan [ 47 ]. Consequently, the need for research-driven policy with respect to L1 use in EFL classes by institutions particularly English programs is urgent.…”

Section: Introductionmentioning

confidence: 99%

Instructors’ perceptions and use of first language in EFL classes in Afghanistan

Orfan

2023

Heliyon

Self Cite

View full text Add to dashboard Cite

“…Therefore, it is important to build awareness for users of textbooks, namely students, teachers, and also people or students. This is because positive perception of textbooks can motivate textbook users to use them more seriously (Antara & Dewantara, 2022;Ayyoub et al, 2021;Orfan et al, 2021). The seriousness of using the puzzle book will have implications for efforts to get a better understanding of the various contents of the textbook.…”

Section: Introductionmentioning

confidence: 99%

Aspect of Reasoning Development on Authentic Assessment Indicators in Electronic School Book in Senior High School

Tarmini

Safi’i

Hikmat

et al. 2022

JERE

View full text Add to dashboard Cite

Reasoning is one of the most fundamental aspects in solving problems. This study aims to analyses the development of reasoning in authentic assessment indicators contained in language electronic school books for high school. The method used in this research is content analysis. The subject of this study are electronic school books for Senior High School class X, XI, and XII, The research procedure carried out refers to the stages of qualitative research, namely data collection, data display, data reduction, and drawing or verifying. The data that has been collected is then analyzed by calculating the number or intensity of the reasoning aspects and the tendency of the spread of various aspects of reasoning which are grouped into five categories. The result of this study found that reasoning contained in Senior High School electronic school book has been developed quite well, but has not developed the aspect of reasoning proportionally. The reasoning aspect that is most often developed in authentic assessment indicators is identifying problems and identifying assumptions. Aspects of reasoning that have not been developed are related to formulating problems in the form of questions, choosing their own problems, give reasons for the solution, give reasons for the strategy used, and evaluate the systematic strategy. The results of this study can be used to measure the quality of developing authentic assessment indicator supplements contained in high school electronic school books.

show abstract

Afghan EFL instructors’ perceptions of English textbooks

Cited by 28 publications

References 37 publications

Efl Teachers' Perceptions About the Eighth and Ninth Grades English Textbooks Used in Palestinian Schools

Efl Teachers' Perceptions About the Eighth and Ninth Grades English Textbooks Used in Palestinian Schools

Instructors’ perceptions and use of first language in EFL classes in Afghanistan

Aspect of Reasoning Development on Authentic Assessment Indicators in Electronic School Book in Senior High School

Contact Info

Product

Resources

About