The Role of Textbooks in Teaching and Learning Processes

Torkar, Gregor; Kovač, Miha; Šebart, Mojca Kovač

doi:10.26529/cepsj.1479

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…This notion clearly supports Yanti's work (2018) indicating that Teaching Unplugged would be relevant and work well in the Indonesian education context since teachers can use it to simulate their students' active participation and engagement in class. This also echoes other current research relating to the use of textbooks and online resources that the learners need in today's era as discussed earlier in this article (Ren & Han, 2016;Torkar, et al, 2022).…”

Section: Program Rationale English Education In Indonesiasupporting

confidence: 79%

“…With the availability of a broad range of online materials, students today and in the future can even get exposed to various authentic content about real-life conversations and discourses in the target language through different multimodal channels. In this sense, textbooks need to be modified and designed to be more personally interactive and attractive following the current situation in ELT (Torkar, et al, 2022). This literature relates to a study by Daguiani and Chelli (2020) as discussed in the findings in which teachers should not reduce their use of textbooks when applying the Dogme ELT, but the books are required to be adjusted to their students' learning needs in class.…”

Section: The Relevance Of Teaching Unplugged For Inset In Indonesiamentioning

confidence: 99%

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“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools

Febrianto,

Pavita,

Normawati

2024

ELTF

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Inspired by the approach of “Teaching Unplugged: Dogme in English Language Teaching” developed by Luke Meddings and Scott Thornbury, this theoretical research introduces and offers a conceptual design of teacher training intended to be relevant to novice Indonesian EFL teachers, especially those working at schools located in the most remote and disadvantaged areas of Indonesia. The training is designed based on the theoretical framework of the approach and critical reviews of several related empirical studies. This article, therefore, focuses on exploring the applications of the approach by examining some other research including the most recent ones about the approach, and investigating its relevance to the context of English education at the most disadvantaged schools in Indonesia. The practical stages and syllabus are also presented in the article so that both teachers as participants and teacher educators can easily follow and understand how the materials can be implemented in their teaching contexts. Considering the theoretical-based materials and well-planned activities that the training offers, novice EFL teachers, after completing the program, are expected to be able to improve their both language and pedagogical skills that are needed in their school contexts and in line with the recent curriculum, the Merdeka curriculum.

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Section: Program Rationale English Education In Indonesiasupporting

confidence: 79%

Section: The Relevance Of Teaching Unplugged For Inset In Indonesiamentioning

confidence: 99%

“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools

Febrianto,

Pavita,

Normawati

2024

ELTF

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“…The key issues discussed are the evolution of information and communication technology and that with the usage of digital devices, where does the textbook study exist? It is suppressing the usage of textbook in academic environment, and the teachers are also victim of this [34]. Not only this but with the changing time, the content of digital sources also has changed making the whole concept of textbook as absurd.…”

Section: The Role Of Textbooks In Teaching and Learningmentioning

confidence: 99%

Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq

Tahr,

Mohammadzadesh,

Singh

2023

Preprint

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This study mostly analyzes the pragmatic viewpoints of speech acts and language functions through Halliday’s (1975) language functions and Searle’s (1976) speech acts were adapted to analyze the functional aspects of the conversations and it was also intended to explore the teachers’ perception toward teaching and learning English as a Foreign Language (EFL) learners’ textbooks and the teacher’s components of communicative knowledge regarding the functions of language in daily activity. The participants of this paper consisted of thirteen Sunrise 10, 11, 12 grades of Kurdish teachers at high school English in Iraqi Kurdistan. Through semi-structured interview, it was found that the conversations in the mentioned textbooks are insufficient from the pragmatic point of view. Some recommendation for the textbook designers, teachers, material developer were raised to make up the shortcomings of the textbooks. The findings reveal that the conversation texts in Sunrise textbooks are not meeting the systematic standard of pragmatic competence the English language learners and the book designer must be recommended to be aware of those shortcomings of the textbook series if they are required to develop their speaking skills in both student and activity series. The implications of this paper can be helpful in comparing the results of this study with other similar studies to check if there is a universal pattern in performing the speech acts and language functions and the interest to Kimberley Education for Life learners in increasing their knowledge of pragmatics in general and the role of language functions and speech acts investigated in this study.

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Using Web Analytics Methods to Design Open Web-Based University Courses: Case Study on Creative Work with Information Course

Černý

2023

Communications in Computer and Information Science

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The Role of Textbooks in Teaching and Learning Processes

Cited by 3 publications

References 1 publication

“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools

“Teaching Unplugged”: An Approach For Designing An EFL Teacher Education at Disadvantaged Schools

Speech Acts and Language Function’s Representation in EFL High School English Textbooks Leading Towards Educational Sustainability of Northern Iraq

Using Web Analytics Methods to Design Open Web-Based University Courses: Case Study on Creative Work with Information Course

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