تعداد نشریات | 20 |
تعداد شمارهها | 370 |
تعداد مقالات | 3,042 |
تعداد مشاهده مقاله | 4,097,931 |
تعداد دریافت فایل اصل مقاله | 2,734,845 |
Let’s Judge a Book by its Cover: The Case Study of Active Skills for Reading | ||
Journal of Modern Research in English Language Studies | ||
مقاله 8، دوره 8، شماره 4، دی 2021، صفحه 183-206 اصل مقاله (737.53 K) | ||
نوع مقاله: research paper | ||
شناسه دیجیتال (DOI): 10.30479/jmrels.2021.15774.1919 | ||
نویسندگان | ||
Mahdis Mousavi؛ Mansoor Ganji* ؛ Khaled Kordi Tamandani | ||
English Department, Chabahar Maritime University | ||
تاریخ دریافت: 04 تیر 1400، تاریخ بازنگری: 23 تیر 1400، تاریخ پذیرش: 31 مرداد 1400 | ||
چکیده | ||
Textbook is an essential element of teaching and learning materials. After the teacher, textbooks are the most important factor in learning. Since textbooks act as an important material in teaching and learning, they need to be evaluated regularly. In the light of the foregoing, this study aimed to evaluate “Active Skills for Reading” using a researcher-made checklist and a structured interview. This book was being taught in six classes of Chabahar Maritime University as a general English coursebook. The goal of this study was to determine the suitability of the book as a general English course from the students’ and teachers’ perspectives. To this end, 150 students and 4 teachers were selected, and data were collected during two semesters in 2020. The quantitative data of the checklist were analyzed by calculating descriptive statistics using SPSS version 26, and qualitative data was analyzed through deductive content analysis. It was shown that the teachers and students believed that the appearance of the book is attractive, the content of the book is up-to-date and practical, and the goals are well defined. It was also revealed that although the textbook had some shortcomings such as lack of enough grammar sections in each unit, teachers felt the book was still appropriate for general English courses, especially for developing the reading skills. Generally, it was indicated that the textbook had met students’ needs for a general English course. The study ends with suggestions for general English teachers and materials designers. | ||
کلیدواژهها | ||
Textbook؛ Evaluation؛ General English؛ Iranian EFL Learners؛ Active skills for Reading | ||
عنوان مقاله [English] | ||
قضاوت از روی ظاهر کتاب: مطالعه موردی کتاب مهارتهای پویا در خواندن و درک مطلب | ||
نویسندگان [English] | ||
مهدیس موسوی؛ منصور گنجی؛ خالد کردی تمندانی | ||
دانشجوی ارشد آموزش زبان انگلیسی، دانشگاه دریانوردی چابهار، چابهار، ایران | ||
چکیده [English] | ||
کتاب عنصری اساسی در بین مطالب آموزشی است و نقشی مهم را در فرایند یادگیری ایفا میکند. پس از معلم، کتابهای درسی مهمترین عامل در فرایند یادگیری زبان انگلیسی هستند؛ از این رو، لازم است به طور مرتب مورد ارزیابی قرار بگیرند. هدف پژوهش حاضر، ارزیابی کتاب «مهارتهای پویا در خواندن و درک مطلب» با استفاده از یک فهرست بازبینی محققساخته و یک مصاحبه ساختاریافته است. کتاب مذکور در دانشگاه دریانوردی و علوم دریایی چابهار برای درس زبان انگلیسی عمومی در شش کلاس تدریس میشد. هدف اصلی این پژوهش تعیین نقاط قوت و ضعف کتاب مورد نظر از دیدگاه دانشجویان و اساتید بود. برای این منظور، ۱۵۰ دانشجو و ۴ استاد این کتاب به شیوه در دسترس انتخاب و دادهها طی دو نیمسال تحصیلی در سال 1399جمعآوری شدند. دادههای کمی از طریق فهرست بازبینی، با استفاده از نرمافزار SPSS، و به صورت توصیفی تجزیه و تحلیل شد؛ سپس دادههای کیفی به شیوه تحلیل محتوا مورد تجزیه و تحلیل قرار گرفت. در این پژوهش، نشان داده شد که از نظر اساتید و دانشجویان، ظاهر کتاب جذاب و محتوای آن بهروز و کاربردی است، و نیز اهداف به صورت شفاف تعریف شده است. همچنین، نشان داده شد که اگرچه کتاب مورذ بررسی دچار برخی کاستیها از جمله عدم پوشش کافی دستورزبان در هر درس است، اساتید معتقد بودند که این کتاب برای درس زبان عمومی به ویژه با هدف تقویت مهارتهای خواندن و درک مطلب مناسب است. به طور کلی، بر پایه نتایج پژوهش مشخص شد که کتاب «مهارتهای پویا در خواندن و درک مطلب» نیازهای دانشجوها را برای یک دوره زبان انگلیسی عمومی برآورده کرده است. | ||
کلیدواژهها [English] | ||
کتاب درسی, ارزیابی, زبان عمومی, زبان آموزان ایرانی, مهارتهای پویا در خواندن و درک مطلب | ||
مراجع | ||
Abdel Wahab, M. (2013). Developing an English language textbook evaluative checklist. IOSR Journal of Research and Method in Education, 1(3), 55-70.
Adioska, M. (2019). An analysis of curriculum 2013 English textbook at seventh grade students of junior high school. Advances in Social Science, Education and Humanities Research, 411, 351–355.
Ahmadi Safa, M., & Karampour, F. (2020). A checklist-based study of English textbook “Prospect 3” from teachers’ and students’ perspectives. Iranian Journal of Applied Language Studies, 12(1), 1-34.
Ahour, T., & Omrani. P. (2020). Evaluation of English textbook “Prospect 2” based on students’ needs and teachers’ perceptions. Journal of Foreign Language Research, 9(3), 659-689.
Ahour, T., Towhidiyan, B., & Saeidi, M. (2014). The evaluation of “English textbook 2” taught in Iranian high schools from teachers’ perspectives. English Language Teaching, 7(3), 50-158.
Alemi, M. & Mesbah, Z., (2013). Textbook evaluation based on the ACTFL standards: The case study of Top Notch series. The Iranian EFL Journal, 9, 162-71.
Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36(1), 5-17.
Amerian, M., & Pouromid, S. (2018). Language teachers’ beliefs on materials use and their locus of control: Case Studies from Iran and Japan. Indonesian Journal of Applied Linguistics, 7(3), 583-593.
Amirian, Z., & Tavakoli, M. (2009). Reassessing ESP courses offered to engineering studies in Iran. English for Specific Purposes World, 8(23), 1-13.
Ansary, H., & Babaii, E. (2002). Universal characteristics of EFL/ESL textbooks: A step towards systematic textbook evaluation. The Internet TESL Journal, 8(2), 1-9.
Awasthi, J. R. (2006). Textbook and its evaluation. Journal of Nepal English Language Teachers' Association, 11(1-2), 1-10.
Ayu, M., & Indrawati, R. (2018). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21-25.
Azizifar, A., & Baghelani, E. (2014). Textbook evaluation from EFL teachers’ perspectives: The case of “Top-Notch” series. International SAMANM Journal of Business and Social Sciences, 2(1), 22-41.
Baleghizadeh, S., & Rahimi, A. (2011). Evaluation of an ESP textbook for the students of sociology. Language Teaching and Research, 2(5), 1009-1014.
Besharati, M. H., & Mazdayasna, G. (2017). Investigating Iranian EFL students’ attitudes concerning the newly developed ESP materials. Modern Journal of Language Teaching Methods, 7(5), 45-58.
Chegeni, N., Kamali, B., Noroozi, A., & Chegeni, N. (2016). General English textbook evaluation: A closer look at “Four Corners”. Theory and Practice in Language Studies, 6(12), 2325-2330.
Dabbagh, A., & Safaei, A. (2019). Comparative textbook evaluation: representation of learning objectives in locally and internationally published ELT textbooks. Issues in Language Teaching, 8(1), 249-277.
Derakhshan, A. (2021). Should textbook images be merely decorative?: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Language Teaching Research. February 2021. doi:10.1177/1362168821992264
Dos Santos, L. M. (2020). Textbook evaluation of a general English textbook for senior foreign language learners: Application of a textbook evaluation checklist. Journal of Education and e-Learning Research, 7(1), 22-27.
Dos Santos, L. M., (2019a). Evaluation checklist for English language teaching and learning for health science professionals. World Transactions on Engineering and Technology Education, 17(4), 431-436.
Dos Santos, L. M., (2019b). Textbook evaluation in the field engineering and applied sciences: A development and application for the use of university-level textbook. Journal of Engineering and Applied Sciences, 14(13), 4603–4606.
Dudley-Evans, T., & St John, M. G. (2005). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge University Press.
Ghalandari, S., & Talebinejad, M. R. (2012). Medical ESP textbook evaluation in Shiraz medical college. Education Research Journal, 2(1), 20-29.
Gholami, J. Samudi, N. Mohammadnia, Zh. (2017). Critical analysis of four ESP textbooks of ‘SAMT’ in soft and hard Sciences through McDonough and Shaw’s materials evaluation model. Journal of Interdisciplinary Studies in the Humanities, 9(1), 99–127.
Gholami, R., Noordin, N., & Rafik-Galea, S. (2017). A thorough scrutiny of ELT textbook evaluations: A review inquiry. International Journal of Education and Literacy Studies, 5(3), 82-91.
Ghorbani, M. R. (2011). Quantification and graphic representation of EFL textbook evaluation results. Theory and Practice in Language Studies, 1(5), 511-520.
Gower, R., Walters, S., & Phillips, D. (1983). Teaching practice handbook. Heinemann.
Hamidi, H., Bagheri, M, Sarinavaee, M., & Seyyedpour, A. (2016). An evaluation of two general English textbooks: New Interchange 2 vs. Four Corners 3. Journal of Language Teaching and Research, 7(2), 345-351.
Harmer, J. (2007). How to Teach English. Longman Inc.
Istiqomah, F., & Maunah, B. (2020). An ESP textbook evaluation: The case of English for Islamic insight. Journal of English Language Teaching and Learning, 1(2), 1-9.
Jacobs, G. M., & Ball, J. (1996). An investigation of the structure of group activities in ELT course books. ELT Journal, 50(2), 99-107.
Jusuf, H. (2018). The models of checklist method in evaluating ELT textbooks. Al-Lisan: Jurnal Bahasa (e-Journal), 3(2), 17-35.
Karimnia, A., & Mohammad Jafari, M. (2017). Critical ESP textbook evaluation: The case of visual arts textbook. Sustainable Multilingualism, 6(11), 219-236.
Khalili Sabet, M., & Jodai, H. (2012). Evaluation of WorldView textbooks: Textbooks taught at a military university. International Journal of Social Sciences and Education, 3(1). https://eric.ed.gov/?id=ED529148
Khodabakhshi, M. (2014). Choose a proper EFL textbook: Evaluation of "Skyline" series. Procedia-Social and Behavioral Sciences, 98(2), 959-967.
Khoo, H. S., & Knight, P. (2015). Teachers’ evaluation of KBSM form 4, 5 English textbooks used in the secondary schools in Penang, Malaysia. Advances in language and literary studies, 6(4), 128-150.
Lawrence, W. P. W. (2011). Textbook evaluation: A framework for evaluating the fitness of the Hong Kong new secondary school (NSS) curriculum. Unpublished MA dissertation, Hong Kong: City University of Hong Kong.
Litz, D. R. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal, 48(1), 1-53.
Lodhi, M. A., Farman, H., Ullah, I., Gul, A., Tahira, F., Saleem, S. (2019). Evaluation of English textbook of Intermediate Class from students’ perspectives. English Language Teaching, 12(3). 27-36.
McDonough, J, Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT (3d ed.). Malaysia: Wiley Blackwell.
McGrath, I. (2006). Teachers’ and learners’ images for course books. ELT Journal, 60(2), 171-180.
Mohammadi, M., & Abdi, H. (2014). Textbook evaluation: A case study. Procedia-Social and Behavioral Sciences, 98, 1148-1155.
Mukundan J. (2012). Evaluative criteria of an English language textbook evaluation checklist. Journal of Language Teaching and Research, 3(6), 1128-1134.
Rahim, M., N., Mohammadi, T., & Hashemi, A. (2021). A critical evaluation of the twelfth grade English language textbook for Afghanistan high schools. Journal of English Language Studies, 3(2), 66-77.
Rahimipour, M., & Hashemi, R. (2011). Textbook selection and evaluation in EFL context. World Journal of Education, 1(2), 62-68.
Rahimy, R. (2007). A course book evaluation. ESP World, 2(15). http://www.esp-world.info/contents.htm
Rashidi, N., & Ghaedsharafi, S. (2015). An investigation into the culture and social actors’ representation in summit series ELT textbooks within van Leeuwen’s 1996 framework. Sage Open, 5(1), 1–10.
Razmjoo, S. A. (2007). High schools or private institutes textbooks? which fulfill communicative language teaching principles in the Iranian context? Asian EFL Journal, 9(4). 126-140.
Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 295–302). Cambridge University Press.
Rezaee, P., & Hashemi, A. (2017, November 21-23). English textbook evaluation in EFL classroom: A critical approach. 15th International TELLSI conference. Tehran: Islamic Azad University.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.
Richards, J. C. (2001). The role of textbooks in a language program. RELC Guidelines, 23(2),12-16.
Sadeghi Hasanabadi, T., Afghary, A., & Lotfi, A. (2021). Evaluative content analysis of the Iranian EFL textbook for senior high school second grades: Vision 2. Journal of Foreign Language Teaching and Research, 9(37), 31-48.
Saidi, M., & Mokhtarpour, H. (2020). Can Vision 3 notch up a win over pre-university English textbook? Language Teaching Research Quarterly, 15, 21-32.
Saidi. M. (2021). A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3. Journal of English language Teaching and Learning 13(27), 333-358.
Salehi, H., Khadivar, Z., Babaee, R., & Jujar Singh, H. A. (2015). An evaluating study on ESP medical textbook: Instructors and learners’ needs analysis. English Language Teaching, 8(8), 142-151.
Sarem, S. N., Hamidi, H., & Mahmoudie, R. (2013). A critical look at textbook evaluation: A case study of evaluating an ESP course-book: English for international tourism. International Research Journal of Applied and Basic Sciences, 4(2), 372- 380.
Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508-517.
Tomlinson, B. (2003). Developing materials for language teaching. Continuum.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179.
Vahdany, F. (2015). Evaluating PNU general English textbook from two perspectives: Science vs. humanities students. International Journal of Asian Social Science, 5(11), 678-693.
Vahdatnia, S., & Salehi, H. (2020). Evaluation of specialized English textbook for the Iranian students of chemical engineering. Iranian Journal of English for Academic Purposes, 9(1), 27-40.
Yasemin, K. (2009). Evaluating the English textbooks for young learners of English at Turkish primary education. Procedia - Social and Behavioral Sciences, 1, 79-83.
Yousefi Azarfam, A. A., & Noordin, N. (2014). Evaluating an English Textbook for Application in Iranian EFL Academic Context. Theory & Practice in Language Studies, 4(3), 618-623. | ||
آمار تعداد مشاهده مقاله: 393 تعداد دریافت فایل اصل مقاله: 386 |