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

Santos, Luis Miguel Dos

doi:10.13189/ujer.2020.080910

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…According to a recent report (Joung, 2021), the Korean government and the King Sejong Institute created the BTS Korean language textbook materials to increase language learners' motivations and interests in learning (Dos Santos, 2020aSantos, , 2020b. Watching Korean TV dramas and videos with English subtitles increased the motivations and activated the participants' previous and current language knowledge bases (Ryu, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students

Santos¹

2022

INT J INSTRUCTION

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This study aimed to understand the language learning strategies of L3 Chinese university students who were taking a year-long university exchange programme in one of the South Korean universities and who had learning experiences with both the Chinese and English languages. Based on the constructivist learning theory, this qualitative study sought to identify the elements and factors that could influence their language learning strategies based on previous and current experiences from 72 Chinese-as-the-first language international students with interviews, focus group activities, and remarkable-item sharing. Two questions guided this study: 1) what are the major applications and strategies of language learning used by the L3 language learners of the Korean language, and 2) what elements and factors influence the language learning strategies that are based on the L3 language learners' previous and current experiences? The results indicated that interests in Korean popular culture and entertainment, contemporary teaching and learning materials, and bridge my previous knowledge with new ideas were the main themes. The study's results outline the preferred teaching and learning strategies and reveal how the participants absorb their foreign language knowledge based on their previous experiences, current experiences, and contemporary situations.

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Section: Discussionmentioning

confidence: 99%

The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students

Santos¹

2022

INT J INSTRUCTION

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“…The current research employed a textbook evaluation checklist to evaluate the appropriateness of a textbook material in the field of English as a foreign language. Over the years, the textbook evaluation checklist was employed by a large number of studies in similar fields and directions (Santos & Luis, 2020). The textbook to be evaluated was about speaking materials found in the "Life" textbook Intermediate B1+ Indonesia Edition, published by National Geographic Learning in 2014 and authored by Paul Dummett, John Hughes, and Helen…”

Section: Methodsmentioning

confidence: 99%

An Evaluation of Speaking Materials in “Life” Textbook From the Perspectives of Efl Students and Lecturers

Aurelia,

Pramono

2023

mgs

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Life" B1+ English textbook published by National Geographic Learning has been used for some years as the main learning resource for the English Integrated Course (EIC) at an English Department in Surabaya. One of the language skills taught in EIC is speaking. Therefore, it is important to evaluate the appropriateness of the materials for supporting speaking skills. Moreover, so far, no study has investigated this issue. Thus, this study evaluated speaking materials from the perspectives of students and lecturers. The evaluation was performed on the basis of an evaluation checklist adapted from Bao (2013). It contains seven aspects: linguistic support, content-based learning, affective support, skills support, variety of materials, flexibility of materials, and overall expectations of students and lecturers. The results of the study revealed that the speaking materials in the "Life" textbook are appropriate according to the perspectives of students and lecturers. The students and lecturers agreed that the speaking materials were relevant to students' needs to improve their speaking skills and increase their interest in further English learning. The study concludes that the speaking materials in the "Life" B1+ English textbook are appropriate and recommended for future use.

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“…When a teacher teaches by using no instructional materials, it will give the difficult time for the learners. Even though the materials were designed properly and follows the general syllabus in the present curriculum, there is probably some parts of the materials that may not served the students' background, cultural background or fulfilled their needs during the learning process, this is why the module evaluation as one of the additional things in education needs to be done so the teacher could find the best materials for their students (Dos Santos, 2020). When the students are learning English as the foreign or second language, it also brings the cultural content from the origin language (UK and US countries).…”

Section: Module Evaluationmentioning

confidence: 99%

Evaluation of Cultural Content on English Module of 9th Grade Students Published by Indonesia’s Government during the Covid-19 Pandemic

Damayanti

2024

icote

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The Covid-19 Pandemic affects all sectors in every side of the world. The education side is also becoming one of the most affected areas due to this situation. Indonesia’s government made a regulation for conducting distance learning almost in the past two years. By creating this regulation, they also made a module for the teachers and students with the aim of facilitating the education field so it could achieve the materials planned in the general syllabus of Indonesia’s curriculum even though they have to do distance learning. The cultural content is usually found in the English module or textbooks. Culture as one of the national identities should be taught to the students as young as they are. There are three categories of cultural content as follows: source culture, target culture, and international target culture. The descriptive qualitative method will be used in this study since it is aimed to classify and evaluate the cultural content found in the English module used by the 9th grade students in Indonesia and discuss the most appropriate culture that should be taught to junior high school students when it comes to the education in the digital age. The findings of this study show that most cultural categories occurred is from the target culture that is the US and UK culture followed by the source culture. Then, the most cultural elements found in the English module are in a form of product, person, and practice in a line. There is no perspective element found in this study. Since the aim of learning by using this module is for mastering the target language (English), it is acceptable when the target culture is easier to find compared to the source or international target culture. The need of module evaluation here hopefully can help the teachers to select the appropriate sources for the teaching and learning materials in the English classroom, especially in junior high school.

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

Cited by 5 publications

References 20 publications

The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students

The Learning Strategy of Third Language (L3) University Students for the Korean Language: A Study of Chinese Students

An Evaluation of Speaking Materials in “Life” Textbook From the Perspectives of Efl Students and Lecturers

Evaluation of Cultural Content on English Module of 9th Grade Students Published by Indonesia’s Government during the Covid-19 Pandemic

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