Textbook Evaluation: A Reflection on Total English (Intermediate)

Moazam, Ismail; Jodai, Hojat

doi:10.4304/tpls.4.11.2402-2409

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…Ellis et al (1998) differentiated between macro evaluation from the perspective of overall efficiency and effectiveness of program/project/content by seeing the presence and absence of different elements e.g., audio-visual aids and ways to improve it through impressionistic analysis as compared to in depth-analysis of contents or textbooks through micro-evaluation. Tomlinson (2013, p.3) suggested to be creative with textbooks as Moazam andJodai (2014, p. 2405) emphasized the necessary element of textbooks to meet the goals. In Pakistan, Aftab (2012), Naseem, Shah, and Tabassum, (2015), Fatima, Shah and Sultan (2015), Syed, Quraishi & Kazi (2019), Baig et al (2021) Tahir, A., Mahmood, R., & Haque, A.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Malik¹,

Asif²

2022

IJLC

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This research aims to evaluate the phonics content in primary level textbooks by Punjab textbook board and the assessment schemes from the perspectives of their strengths and weak aspects for teaching and assessing phonics as an oral skill. The scope for the technology-enhanced learning and assessing tools is also highlighted as a supporting tool for phonics teaching in government school system for the leaners and teachers simultaneously. Following a qualitative approach, the methodology of document analysis was adopted to carry out the evaluation through researcher made checklists. The English textbooks taught from KG-Grade V were surveyed thoroughly to investigate the phonics related activities given in each unit of book; the formative and summative assessment schemes were also probed into to explore the synchronization between teaching and assessment material. The findings realized a serious discrepancy that phonics content in the textbooks despite being relevant and appropriate could be potentially exploited to be taught through alphabetic method in case of not supported with some audio-visual material. Assessment schemes related to phonics skill of primary grade learners also assessed it mostly through written exercises that can have serious impact on the teaching practices and methodology of teachers as they may tend to make the learners cram the phonics concepts instead of uttering the sounds and develop the sound-letter association. On the basis of these findings, recommendations are made to use technology-enhanced tools for phonics teaching at primary level as supporting materials and assessing it as an oral skill.

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Section: Literature Reviewmentioning

confidence: 99%

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Malik¹,

Asif²

2022

IJLC

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“…Checklist, as one of the most reliable evaluation techniques, has been developed and utilized by different scholars including Sheldon (1988), Cunning Worth (1995, Ur (1996), Littlejohn (1998), Bloom's revised taxonomy (2001, , Razmjoo (2010). Studies conducted in the context of the present study such as Ahmadi Safa et al (2015), Alemi and Bagheri (2013), Askaripur (2014), Razmjoo and Kazempourfard (2012), Moazam and Jodai (2014), Sahragard et al (2009), Soozandehfar and Sahragard (2011), and Zaremoayed (2007 have made use of the abovementioned checklists for evaluating the most popular ELT textbooks including New Interchange, Top Notch, Four Corners, and Total English.…”

Section: A Review Of Textbook Evaluation Studies Conducted In Iranmentioning

confidence: 99%

“…Having reviewed all the checklists, Litz's ( 2005) "Teacher Textbook Evaluation Form" and "Student Textbook Evaluation Form" (TTEF and STEF respectively) were found to be the most suitable for the purpose of the present study. Litz's checklists have been utilized for evaluating Total English in Iran by studies conducted by Alemi and Bagheri (2013) and Moazam and Jodai (2014).…”

Section: A Review Of Textbook Evaluation Studies Conducted In Iranmentioning

confidence: 99%

“…They further criticized the books for lack of activities focusing on practices related to foreign culture such as games, families or schools, as well as introducing the English spoken countries. In another research, Moazam and Jodai (2014) presented the teachers' checklist adopted by to a group of 20 Iranian male and female EFL teachers of varying teaching experience and university degrees. Results of descriptive statistics indicated that in general the TEI could reasonably well to an in-depth evaluation.…”

Section: A Review Of Textbook Evaluation Studies Conducted In Iranmentioning

confidence: 99%

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Untitled

2016

MJLTM

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As table 4.2 shows, Spearman's rho Correlation between sense of commitment and self-esteem is 0/09 and the level of significance of the variables is 0/06. Null hypothesis (H0) is rejected when the level of significance is less than 0/05 (sig < 0.05). Since the level of significance is 0/06 and more than 0/05(Sig=.06 > 0.05) with the confidance of %95, the null hypothesis (H0) is accepted that means there is not relationship between sense of commitment and self-esteem. Thus, the first hypothesis is rejected. Discussion of the findingsThe analysis of the data leaded to this conclusion that there is not meaningful relationship between sense of commitment and self-esteem. As stated by Organ (1988 cited in Devin et al, 2012 (Organizational Citizenship Behavior) OCB advances the effective operation of the organization and the self-efficacy and self-esteem of the employees. The impact of OCB on self-esteem may be attributed to the fact that teachers who work better in their job and have cooperative and helping behavior are more likely to believe in themselves and view themselves as being important and worthwhile. Organ views OCB as including of contributions of participant and may be chosen by the participant to join to the organization without thinking of formal award. Uçar and Ötken (2010) stated that the findings relating to organizational commitment reported a significant and positive relationship between self-esteem and commitment and showed that employees with high levels of self-esteem are more committed to their organizations than their low self-esteem colleagues. According to social identity theory, when people think that their organization appreciates and values them, this showed organizational respect for them (Tyler, 1999). This can be interpreted as a form of organizational support. Additionally, having a noticeable social identity involves seeing oneself as part of a larger whole (Rousseau, 1998). They can belong to multiple groups or collectives, including an organization, division and work team. This is likely to increase individuals' organizational commitment because it improves their social identity. Moreover, social identity is reflected in people's self-esteem (Chattopadhyay, 1999). Thus there is a relationship between organizational commitment and self-esteem. İhsan Sarı et al ( 2011) found that self-esteem positively correlated with overall commitment to team. ConclusionThe culture of workplace includes shared values and beliefs, working conditions and predictions about expectations (Schein, 1996 cited in Karslı & iskender, 2009. In education, one of the significant factors influencing the performance of teachers is the motivation levels of them. The task of motivating teachers should be firstly realized by school administrators. Teachers naturally are in the need of being approved and respected by school administrators and other teachers. They attempt to determine their place and roles in the school through comparing themselves with other teachers. If their need to be appreciated is taken into con...

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“…Additionally, textbook review is essential for language teachers to guarantee that the textbook used to deliver current curricular requirements fulfills the students' language input needs, social-cultural background, linguistic needs and interests, learning facilities, and learning source (Lestari & Martiarini, 2021). Another goal is to identify specific strengths and weaknesses in current textbooks in order to optimize their strong aspects while improving their poor portions by adaptation or substitution of content from other books (Moazam & Jodai, 2014). Azizifar and Baghelani (2014) suggested three main elements to consider while evaluating textbooks: the necessity to adapt new textbooks; participants in education programs will find unique strengths and weaknesses in textbooks by examining textbooks; the results of analyzing textbooks may be incredibly helpful for education development and professional advancement.…”

Section: Introductionmentioning

confidence: 99%

English Textbook Evaluation for 8th Grade of Junior High School Based on Thomlinson’s Theory

Handayani,

Amelia

2023

JELL

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This study conducts a comprehensive evaluation of English textbooks designed for 8th-grade students in junior high schools, utilizing Thomlinson's Theory of Differentiation as the theoretical framework. The objective is to assess the alignment of these textbooks with Thomlinson's principles of differentiated instruction, which emphasize tailoring educational materials to cater to the diverse learning needs of students. This study is part of an evaluation study, incorporating qualitative content analysis and quantitative assessment to gauge the textbooks' suitability for enhancing student engagement and learning outcomes. Findings from this evaluation will inform educators and curriculum developers about the extent to which these textbooks effectively address the requirements of 8th-grade English learners, with implications for improving teaching and learning strategies in the junior high school context.

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Textbook Evaluation: A Reflection on Total English (Intermediate)

Cited by 3 publications

References 7 publications

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

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English Textbook Evaluation for 8th Grade of Junior High School Based on Thomlinson’s Theory

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