Textbook Selection and Evaluation in EFL Context

Rahimpour, Massoud; Hashemi, Raheleh

doi:10.5430/wje.v1n2p62

Cited by 27 publications

(25 citation statements)

References 5 publications

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“…In addition, these textbooks are not well-compiled either qualitatively or quantitatively (Ahmadi & Bajelani, 2012) and do not consider the students" real needs and the constraints of the social life in which they should act in near future (Shamsaee & Shams, 2010). Finally, due to the diversity of the available materials as well as lack of any predefined and uniform criteria; research on the evaluation of the textbooks that are already in use or that would be used in future is very limited (Rahimpour & Hashemi, 2011). The presence of such deficiencies in syllabus design and material development for the mentioned course, calls for an exhaustive research in this regard.…”

Section: Review Of Literaturementioning

confidence: 99%

Students’ Voice: A Needs Analysis of University General English Course in Iran

Moiinvaziri

2014

GEMA Online

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Needs analysis is an important step in terms of developing curriculum and syllabus for different courses. It is necessary to become familiar with students" objectives, attitudes, learning habits and expectations of the course in order to have an appropriate and suitable syllabus and course design. This study was an attempt to investigate the perceived English language needs of students in university General English course in Iran. This is an obligatory three-credit course offered for all non-English majors, for which no specialized syllabus is proposed by the Ministry of Education and as a result different teachers would select different syllabuses, methods and textbooks based on their own beliefs and experiences while hardly considering students" real needs and wants. In order to detect students" views toward what they need to learn, their preferred learning style, and their attitudes, motivation and interest toward learning English, a revised version of questionnaire developed by Sihong (2007) was utilized. The results revealed that the students considered vocabulary as the most important component of the language which needed the most practice, whereas they found grammar as the component that they most resented and had the least expertise in. In addition, they perceived reading as the most important skill, while they considered listening and speaking as their most problematic skills. The students also showed positive attitudes and high motivation toward learning English. It is hoped that findings from this study can assist Iranian teachers and curriculum and syllabus designers to consider the importance of the students" real needs and try to develop and design materials which can fulfill the present gap.

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Section: Review Of Literaturementioning

confidence: 99%

Students’ Voice: A Needs Analysis of University General English Course in Iran

Moiinvaziri

2014

GEMA Online

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“…In this light, two main trends of textbook analysis attempt to account for the pedagogical value of a textbook. These include the focus on creating criteria to select appropriate textbooks, which could be considered prospective (Meurant, 2010;Rahimpour & Hashemi, 2011). The other option is the analysis and evaluation of the textbooks used in schools and universities, usually labeled as retrospective (Aghazadeh, 2015;Alemi & Sadehvandi, 2012;Kirkgöz, 2009;Sidek, 2012).…”

Section: Methodsmentioning

confidence: 99%

Types of listening comprehension developed in the Chilean EFL textbook Global English

Cárcamo

2018

Colomb. appl. linguist. j

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This article reports the results and reflections of an analysis of the EFL textbook provided by the Ministry of Education of Chile to all 11th graders in public and subsidized schools. The objective of this article is to identify the type(s) of comprehension developed in the listening comprehension section. The results show that the there is no clear progress across the units and that the vast majority of the tasks aim at comprehension at the surface level. This significantly reduces the opportunities to develop critical thinking and to foster the perception of listening as an active skill.

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“…Secondly, into-nation is rarely treated systematically in teaching materials (ibid., p. 3), which is why EFL teachers follow the activities from the textbooks used in the curriculum. Rahimpour and Hashemi's (2011) results of the study on the representation of pronunciation in textbooks indicate that pronunciation, and thereby intonation, is generally underrepresented, both in terms of quantity and quality.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Empirical Analysis of Intonation Activities in EFL Student’s Books

Nikolić

2018

Int. J. Appl. Linguist. Engl. Lit.

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Intonation instruction has repeatedly proved a challenge for EFL teachers, who avoid getting involved in intonation teaching more than their EFL textbooks demand from them. Since a great number of teachers rely on EFL textbooks when implementing intonation practice, the intonation activities in EFL materials are often central to their classroom. Even though the research on intonation instruction has been well-documented, few papers have explored intonation activities in EFL materials. The present study thus provides an empirical analysis of intonation activities in five EFL student’s books series by exploring the overall coverage of intonation activities across the series and the quality of these activities. The results reveal that intonation activities are underrepresented in the EFL student’s books, and that discourse intonation deserves more attention in the activities. Considerations for EFL teachers and publishers are also discussed.

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Textbook Selection and Evaluation in EFL Context

Cited by 27 publications

References 5 publications

Students’ Voice: A Needs Analysis of University General English Course in Iran

Students’ Voice: A Needs Analysis of University General English Course in Iran

Types of listening comprehension developed in the Chilean EFL textbook Global English

Empirical Analysis of Intonation Activities in EFL Student’s Books

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