Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook

Abstract

Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching-learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3 rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.

Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis

“…Surprisingly, all five of the participants reported similar negative learning experiences, stress, and difficulties at different historically black colleges and universities. In particular, difficulties and stresses with discrimination due to skin color(s), nationality, place of origin, use of language, and status of international student [43,44] from other classmates are the most significant challenges Chinese international university students experience during their education voyage at one of the historically black colleges and universities in the United States [19,20,56,57]. Although studies [7] suggested that international students may face language barriers and problems due to the limited English language proficiency, language issues are not the most significant concerns as all five of these participants received their primary and secondary school education at one of the English language-oriented schools in Hong Kong, China.…”

The Application of a Textbook Evaluation Checklist: A Research Study of English as a Foreign Language Textbook

“…In the case of South Korea, although the government did not officially indicate colleges and universities graduates must have certain levels of the English language proficiency in order to earn their undergraduate degree, many colleges and universities required students to take different types of English language examinations and tests before graduation [5]. However, locating the appropriate textbooks and related materials, such as videos, audio-recording, exercises, and even teachers' teaching materials, is the most important process as both teachers and students rely on the applications and instructions [11][12][13][14][15]. As a result, there are four purposes for this study.…”

“…Although the materials were well-designed and established, some parts of the materials may not meet the needs of the learners, background, and the social-cultural context of the community. Without the measurements and evaluations, teachers may select inappropriate materials to learners [11]. Several scholars indicated that such evaluations and checklists could be categorised as pre-use, in-use, and post-use evaluation forms [25,26].…”

“…Most textbooks and materials may be evaluated with the checklists and evaluation forms, regardless of the subject matters. For example, several previous studies had employed the checklists to understand the appropriateness and effectiveness of foreign language textbooks internationally [11,13,15,27,28]. These studies employed the checklist as the tool to evaluate the appropriateness and applications of the textbooks and related materials from the perspectives of students, teachers, department heads and school leaders with the connection of the industry leaders.…”