Evaluation of 7th Grade English Coursebook in Iran from Teachers’ and Students’ Perspective
AliReza Asadi
1
(
Graduate School of Educational Sciences, Bahcesihir University, Istanbul, Turkey
)
Enisa MEDE
2
(
Graduate School of Educational Sciences, Bahcesehir University, Istanbul, Turkey
)
الکلمات المفتاحية: Course-book, Course-book Evaluation, Evaluation, Materials.,
ملخص المقالة :
The pivotal role of English language textbook in language pedagogy is widely recognized by language teachers in various ESL and EFL contexts. English learners usually face difficulty in attaining EGP due to the traditional reliance on old approaches in designing course-books and generally outdated teaching methodologies. To fulfill this gap, a new course-book, based on a communicative approach, was introduced for the seventh grade in public high schools in Iran during the academic year 2013-2014. The present research, a mix-method comparative study, aims at evaluating this new English course-book. Specifically, it attempts to investigate the effectiveness of the course-book from the students’ and teachers’ perspective. Data were obtained through a 50-item five-point Likert Scale questionnaire. Interviews were administered to two groups of participants in order to collect qualitative data. The quantitative data was analyzed using SPSS 20.0, and the qualitative data, once analyzed using MAXQDA, was also quantified and analyzed by SPSS v 20.0. Students’ Mean for the Teacher Textbook Evaluation Form is 2.77. Teachers’ Mean for the same form is 3.33. The Mean value for the quantified, qualitative data is 2.33. In the researcher’s assessment, these Mean values clearly signify that the majority of participants were not satisfied with the overall efficacy of the reviewed features of the textbook. This calls for revision of the current coursebook. The findings of the present research, reflecting the assessed and analyzed views of both students and teachers, could be found of interest – and use - to textbook designers and policy makers.
