Developing an English Language Teaching Textbook in a Thai University: Classroom Language Teachers as Writers

Ulla, Mark B.; Perales, William F.

doi:10.1007/s42321-021-00078-2

Cited by 24 publications

(30 citation statements)

References 18 publications

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“…Specifically, the locally produced EFL Teacher's Book by an ELT program in China is closely related to the local teachers' working life (Garton and Graves, 2021b) due to its writer's full consideration of the local EFL teachers' situation. It, therefore, may be congruent with the local EFL teachers' working context, the tradition and innovation of their teaching practice, the local curriculum, and their leaner's learning culture and other characteristics (Garton and Graves, 2021b;Lopez-Barrios and Debat, 2021;Ulla and Perales, 2021). It would also be more pedagogically adaptive to the local educational environment and teaching practices (Lopez-Barrios and Debat, 2021) by adding refreshing content to the local EFL teachers' conventional practice and providing new teaching methods to meet their needs for updating teaching practice and further professional development.…”

Section: Discussionmentioning

confidence: 98%

“…The research on ELT materials development has gained momentum only recently ( Abbasian and Hosseinifar, 2015 ). Yet, most of the literature focuses on exploring systematical principles for ELT materials development ( Tomlinson, 2008 , 2014 ; Tomlinson and Masuhara, 2018 ), evaluation, adaptation, and design ( McGrath, 2002 ) from a theoretical perspective, except for a few empirical investigations ( Ulla, 2019 ; Ulla and Perales, 2021 ). Among the scant research, attention has been mostly paid to textbooks ( Lee, 2015 ; Syrbe and Rose, 2016 ; Huang, 2019 ; Lee and Li, 2019 ; Rahim and Daghigh, 2019 ; Atkinson, 2020 ), but little on the process of writing Teacher’s Book.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The program in the present research produced localized ELT textbooks by local writers but resorted to consultation offered by native speaker experts. The local textbooks are sometimes developed by the local classroom teachers for their own classroom use ( Ulla and Perales, 2021 ), but in the research, they are developed by an officially organized team of local writers for particular EFL classrooms in a region or city.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Localized and local ELT textbooks have been reported to have an advantage over global ones in different ways: complying with the local curriculum ( Lopez-Barrios and Debat, 2021 ), offering learners and teachers familiar content, especially the cultural part ( Rahim and Daghigh, 2019 ; Toledo-Sandoval, 2020 ), highly related to their real-life world ( Garton and Graves, 2021b ), more pedagogically adaptive to the local educational environment and practices ( Lopez-Barrios and Debat, 2021 ; Ulla and Perales, 2021 ), etc. Thanks to the advantages, local textbooks are drawing increasing attention from researchers, but most of their research focuses on content analysis of the product, with little attention spared for the process, and even less for that of TB development.…”

Section: Literature Reviewmentioning

confidence: 99%

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“I just want them to learn.” The intended role of Teacher’s Book shaped by its writer’s understanding of the local EFL teachers

Zhang

Sang

2022

Front. Psychol.

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These past few years, programs of local English as a foreign language (EFL) textbook development were launched to adapt to the newly issued English Curriculum Standards in China. They not only develop Student’s Books but also write Teacher’s Books as an integral part of their work. How to write a Teacher’s Book that exactly meets the non-native speaker (NNS) language teachers’ needs was a long-time concern, but few studies have been conducted to address the concern empirically. The present research with a single case design closely examined how a local Teacher’s Book writer’s understanding of the local EFL teachers shaped the role of the Teacher’s Book by looking into the process of an English language teaching (ELT) materials development program in China. It sought to find answers to what the Teacher’s Book writer knew about the local EFL teachers, and how this understanding influenced his conceptualization of Teacher’s Book development. The findings show that the writer’s understanding of local teachers’ conventional teaching practice, and their content knowledge (CK) and pedagogical content knowledge (PCK) play a decisive role in shaping the Teacher’s Book into materials that provide educational affordances to overcome the local EFL teachers’ weaknesses and inject innovation into their conventional practice. These findings have implications for both the international and local ELT materials development programs to compile Teacher’s Book for better local use.

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Section: Discussionmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

“I just want them to learn.” The intended role of Teacher’s Book shaped by its writer’s understanding of the local EFL teachers

Zhang

Sang

2022

Front. Psychol.

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“…Despite criticisms, Thai teachers perceive commercial EFL textbooks as the source of reliable 'model language' (Ulla, 2019), ready-made instructional plans (Ulla & Perales, 2021;Zacharias, 2005), and entertaining texts (Zacharias, 2005). Moreover, the teachers show little resistance to cultural assumptions and decontextualised grammar perpetuated in EFL textbooks and teaching (Forman, 2014).…”

Section: Introductionmentioning

confidence: 99%

Using linguistic-informed analysis to assess model texts for EFL reading and writing

Mamac

Bangga

2022

Indonesian J. Appl. Linguist.

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English as Foreign Language (EFL) textbooks contain texts with topics integrated from content areas, such as science. In Thai basic education, learning in content areas is typically done in Thai. Therefore, EFL reading texts provide learners with primary exposure to building content knowledge in English. This raises an issue about how the language of these EFL texts is organised, and if they can help the learners’ transition to university where they are required to read content area texts in English. The paper provides an in-depth demonstration of how linguistic analysis can inform the choice of model texts for teaching EFL reading. It deploys a qualitative linguistic analysis method drawing on Systemic Functional Linguistics. The data are the scientific descriptive report texts in EFL textbooks used in a Southern Thailand secondary school. They are compiled in a small corpus, and one text is selected purposively to demonstrate how linguistic analysis can be used to assess the text. The text is analysed using a ‘top-down’ approach, from genre stratum down to the lexicogrammar, with the purpose of examining the text’s ideational, interpersonal, and textual resources to build up scientific knowledge. The findings show that the text does not conform to scientific descriptive reports’ discursive and linguistic features due to its extra stages, incomplete scientific taxonomies, relatively low technicality, low social distance and authority, and incoherent thematic flow. Hence, the quality of the text as a model becomes problematic. Learners learning from these teaching materials may experience challenges when they read authentic science texts at the university level. The paper offers a viable alternative methodological resource for educators to use a systematic, critical and linguistically-grounded evaluation in EFL reading classes.

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A qualitative approach on the instructional materials used in teaching and learning of English Language in Tanzania's secondary schools

Abdala

2024

Heliyon

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Developing an English Language Teaching Textbook in a Thai University: Classroom Language Teachers as Writers

Cited by 24 publications

References 18 publications

“I just want them to learn.” The intended role of Teacher’s Book shaped by its writer’s understanding of the local EFL teachers

“I just want them to learn.” The intended role of Teacher’s Book shaped by its writer’s understanding of the local EFL teachers

Using linguistic-informed analysis to assess model texts for EFL reading and writing

A qualitative approach on the instructional materials used in teaching and learning of English Language in Tanzania's secondary schools

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