فهرس المقالات materials evaluation

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - An Adopted Framework to Evaluate ELT Supplementary Materials: The Applicability of “Top Notch” Software
  Fatemeh Behjat
  It is vital in every language classroom that the best pos- sible materials be chosen as they are considered to play the next most important role in learning a foreign language after the teacher. All teachers are responsible to evaluate what they intend to take to the la أکثر

  It is vital in every language classroom that the best pos- sible materials be chosen as they are considered to play the next most important role in learning a foreign language after the teacher. All teachers are responsible to evaluate what they intend to take to the language classroom. These days, language teachers have the preference to equip their classes with technology as a supplement to books, tapes, and videos. In fact, CDs are replacing any other tool for language learn- ing both in the classroom and at home. Therefore, a comprehensive set of criteria consistent with the objectives of the course as well as the principles of current language teaching methodologies is required to see if the available software is good enough to be used. The aim of the present study is, in the first place, going through some of the avail- able ELT materials evaluation schemes to come up with a synthesized, comprehensive framework specifically designed for evaluating language software, and secondly, scrutinizing one of the recent language teaching series, Top Notch, which has won to be taken in most of the language classrooms in Iran as supplementary materials, to see if it meets the criteria to have enough credibility for its present position in language classrooms تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - A Two-phase Evaluation of an ELT Textbook
  نگین ثمودی محمد محمدی
  10.30495/jal.2021.686872
  It is by now well established that materials may have an impact beyond simply learning a language they present. Hence, in this study attempts have been made to investigate the strengths and weaknesses of a textbook Summit 2B which is currently being widely used in Irani أکثر

  It is by now well established that materials may have an impact beyond simply learning a language they present. Hence, in this study attempts have been made to investigate the strengths and weaknesses of a textbook Summit 2B which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on criteria provided by McDonough and Shaw (1993) on the basis of two stages: an external and an internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, grading and sequencing of assignments, design, content, different activities, sort of texts utilized, and the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, Summit 2B seems to be more efficient to meet the requirements of EFL learners as compared with the other textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study.Finally, the implications as regards the efficiency of this particular course book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  3 - A Critical Comparative Study of Junior High School EFL Textbooks in Iran and Turkey: Iranian EFL Teachers' Perception in Focus
  Zahra Sarraf Bank Marzieh Sharifi Haratmeh
  Textbooks play a crucial role in English language teaching and learning. One of the methods for selecting the most appropriate textbook for a particular educational purpose is comparing two or several similar textbooks with each other. Textbook evaluation can provide us أکثر

  Textbooks play a crucial role in English language teaching and learning. One of the methods for selecting the most appropriate textbook for a particular educational purpose is comparing two or several similar textbooks with each other. Textbook evaluation can provide useful information about the strengths and weaknesses of textbooks and can lead to the selection of the most suitable materials for specific purposes. The present study is a critical comparison of Prospect 2, taught in junior high schools in Iran, and English Net 6, taught in junior high schools in Turkey, in terms of their physical and utilitarian attributes, efficient outlay of objectives and supplementary materials, learning and teaching contents, and language skills. The participants of the study were 20 English teachers who completed two evaluation checklists. The textbook evaluation checklist that was used in the study was based on the guidelines and framework of AbdelWahab’s checklist (2013)with 123 items. The results of the study indicated that the Turkish textbook surpassed the Iranian one in many aspects of the text book evaluation checklist. The results revealed that in comparison with English Net 6, Prospect 2 had more weaknesses in terms of physical and utilitarian attributes, efficient outlay of objectives and supplementary materials, learning and teaching contents, and language skills. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  4 - Authenticity of Discourse Markers and Features in Iranian School English Textbooks
  Husain Abdulhay
  A carefully-constructed discourse is requisite for acquainting learners with a native-like lingual situation. The present study sought to appraise three locally-made EFL textbook series, prescribed by the Ministry of Education in Iran for the school students, in respect أکثر

  A carefully-constructed discourse is requisite for acquainting learners with a native-like lingual situation. The present study sought to appraise three locally-made EFL textbook series, prescribed by the Ministry of Education in Iran for the school students, in respect of their discourse features to ascertain the extent to which these course-books enable the foreign language learners to achieve pragmatic competence. The content analysis was built mainly on the framework developed by Carter and McCarthy (2006) and Cutting (2011). The post-use evaluation of 21 dialogues incorporated in the course-books divulged that they were satisfactory at living up to the provision of sufficient instances of discourse markers but showcasing them in a hackneyed and iterative motif and in a cursory and hasty tempo. Situational ellipsis, as the most salient feature of the spoken discourse, was sparsely evidenced and for some discourse markers a one-off insertion of their instances was witnessed. Results of this study have some practical implications and suggestions for language teachers and textbook developers. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  5 - Language Learning Materials Development for Teachers’ Professional Development
  Maryam Mohseni hossein Rahmanpanah
  10.30495/ttlt.2020.673600
  Coursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include conte أکثر

  Coursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include content, topics, and texts that do not disadvantage any learner around the world. That is why global course books normally do not reflect the reality of the classroom in terms of the students‟ English proficiency level, interests,wants, and needs. Therefore, it is perhaps up to language teachers to develop, evaluate, and adapt language teaching materials for their own classrooms. This review addresses the issue of the role of teachers as materials developers, and how they can meet materials development demands by exploiting their creativity and employing the principles of developing materials targeted in this study. Consequently, the main purpose of this review is to provide prospective language teachers with certain principles and guidelines on development, evaluation, adapta- tion, and humanization of language learning materials for their EFL learners. Collectively, the major im- plication for this review is to inspire EFL teachers to reflectively use systematic procedures in materials development to design, implement, and evaluate language learning materials rather than simply employ- ing globally harmonious and undisturbed published materials during their instruction. تفاصيل المقالة