Textbook Evaluation and Teachers’ Perceptions of Task-Based Language Teaching: A Case of Iranian Bilingual Schools
الموضوعات : Research in English Language Pedagogy
Fatemeh Pirzad
1
(Department of English Language Teaching and Literature, University of Mazandaran, Iran)
Shirin Abadikhah
2
(Department of English Language Teaching and Literature, University of Mazandaran, Iran)
Fatemeh Khonamri
3
(Department of English Language Teaching and Literature, University of Mazandaran, Iran)
الکلمات المفتاحية: tasks, Textbook evaluation, Bilingual education, Teacher’s perspective, TBLT,
ملخص المقالة :
Task-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was incorporated into the textbooks and the extent to which teachers were aware of its concept in the bilingual education setting in Mazandaran province, Iran. A descriptive qualitative approach, using content analysis of the textbook based on a general task framework (Ellis, 2003) and a survey through a questionnaire, was employed to determine the implementation of tasks. Findings related to the textbook analysis indicated that the number of tasks in the textbook was relatively limited for real communication. Regarding the teachers’ (n=28) perceptions of TBLT, the results of the one-sample t-test analysis revealed that the participating teachers agreed with the idea of using tasks in teaching English language. Based on the findings, it is recommended that TBLT materials should be included in the bilingual textbooks in order to enhance learners’ collaboration and interactional skills.
Alemi, M., Jahangard, A., & Hesami, Z. (2013). A comparison of two global ELT course books in terms of their task types. IARTEM e-Journal, 5(2), 42-63.
Barnard, R., & Nguyen, G. V. (2010). Task-based language teaching (TBLT): A Vietnamese case study using narrative frames to elicit teachers’ beliefs. Language Education in Asia, 1(1), 77-86.
Bishehsari, A. A.( 2015). Science Grade 2: Bilingual elementary school. Babolsar: Marefat Educational Complex.
Breen, M. (1989). The evaluation cycle for language learning tasks. In R. Johnson (Ed.), The second language curriculum (pp.187-206). Cambridge: Cambridge University Press.
Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogical tasks: second language learning, teaching, and assessment. London: Routledge.
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595-608.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Eslami, Z. R. (2010). Teachers' Voice vs. Students' Voice: A Needs Analysis Approach to English for Acadmic Purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11.
Farrokhi, F., & Saadi, M. (2013). Iranian EFL learners’ perception with respect to tasks in comparison with the actual content of the textbooks. Theory and Practice in Language Studies, 3(1), 163-174.
Foroozandeh, E. (2011). History of high school English coursebooks in Iran: 1318-1389 (1939-2010). Roshd Foreign Language Teaching Journal, 26(1), 57-69.
Gibbons, P. (1998). Classroom talk and the learning of new registers in a second language. Language and Education, 12(2), 99-118.
Jeon, I., & Hahn, J. (2006). Exploring EFL teachers’ perceptions of task-based language teaching: A case study of Korean secondary school classroom practice. Asian EFL Journal, 8(1).1-27.
Khatib, M., & Dehghankar, A. (2018). The impact of task-based language teaching on ESP learners’ productive skills: From task-based instruction to investigation of learners’ and instructors’ attitudes toward the course. Issues in Language Teaching, 7(2), 1-28.
Lin, T.-B., & Wu, C.-W. (2012). Teachers’ perceptions of task-based language teaching in English classrooms in Taiwanese junior high schools. TESOL Journal, 3(4), 586-609.
Long, M. (2015). Second language acquisition and task-based language teaching. Sussex, UK: Wiley-Blackwell.
McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. TESOL Quarterly, 41(1), 107-132.
Mohammadi, M., & Abdi, H. (2014). Textbook evaluation: A case study. Procedia-Social and Behavioral Sciences, 98, 1148-1155.
Mustafa, Z. (2010). Teachers' levels of use in the adoption of task-based language teaching in Malaysian classrooms. International Journal of Interdisciplinary Social Sciences, 5(3), 127-137.
Nguyen, B. T., Newton, J., & Crabbe, D. (2015). Preparing for tasks in Vietnamese EFL high school classrooms: Teachers in action. In M. Thomas & H. Reinders (Eds.), Contemporary task-based language teaching in Asia (pp.170-188). London: Bloomsbury.
Norris, J. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 578-594). Oxford, UK: Blackwell.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.
Nunan, D. (1999). Second language teaching and learning. Florence: Heinle&Heinle Publishers.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia‐Pacific region. TESOL Quarterly, 37(4), 589-613.
Pham, N. T. & Nguyen, H. B. (2018) Teachers’ perceptions about task-based language teaching and its implementation. European Journal of Foreign Language Teaching, 3(2), 68-86.
Pohan, E., Andhimi, E., Nopitasari, E., & Levana, Y. (2016). Teachers' perceptions of task-based language teaching in English classroom. Paper presented at the Igniting a Brighter Future of EFL Teaching and Learning in Multilingual Societies, Universitas Negeri Padang, Indonesia.
Rahimpour, M., & Hashemi, R. (2011).Textbook selection and evaluation in EFL Context. World Journal of Education, 1(2), 62-68.
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.
Razmjoo, S. A., & Jozaghi, Z. (2010). The representation of multiple intelligences types in the Top-Notch series: A textbook evaluation. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 59-84.
Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., &Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge university press.
Sahragard, R., Rahimi, A., &Zaremoayyedi, I. (2010). An in-depth evaluation of Interchange series. Porta Linguarum, 13, 55-74.
Samuda, V. (2005). Expertise in pedagogic task design. In K. Johnson (ed.) Expertise in second language learning and teaching (pp. 230-254). London: Palgrave Macmillan.
Shahmohammadi, S. (2018). Textbook evaluation: Looking at prospect series through teachers’ perspective. Research in English Language Pedagogy, 6(2), 182-204.
Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In C. Edwards & J. Willis (ed.), Teachers exploring tasks in English language teaching (pp. 13-30). New York: Palgrave MacMillan.
Tabatabaei, O.,& Hadi. A (2011). Iranian EFL teachers’ perceptions of task-based language pedagogy. Higher Education of Social Science, 1(2), 1-9.
Tomlinson, B. (1999). Developing criteria for evaluating L2 materials. IATEFL Issues, 147, 10-13.
Tomlinson, B., Dat, B., Masuhara, H., &Rubdy, R. (2001). EFL courses for adults. ELT Journal, 55(1), 80-101.
Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University Press.
Van den Branden, K. (2009). Mediating between predetermined order and chaos: The role of the teacher in task‐based language education. International Journal of Applied Linguistics, 19(3), 264-285.
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
Zare, G. (2007). The attitudes of the Iranian EFL learners and teachers towards task-based language teaching. Unpublished MA thesis, Shiraz University, Shiraz, Iran.
