Evaluation of High School English Course Books in Iran: Task Types in Focus
Subject Areas :Minoo Alemi 1 , Kheirollah Ahmadi 2 , Atefeh Rezanejad 3
1 - TEFL Department, West Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Kheirollah Ahmadi, M.A., West Tehran Branch, Islamic Azad University, Tehran, Iran
3 - English Department, Allameh Tabataba’i University, Tehran, Iran
Keywords:
Abstract :
Ahour, T., & Ahmadi, E. (2012). Retrospective evaluation of textbook “Summit 2B” for its suitability for EFL undergraduate students. Book of Proceedings of the International Conference on Human and Social Sciences, 6, 176-184.
Alavi Moghaddam, B., Kheir Abadi, R., Rahimi, M., & Alavi, M. (2015). Prospect 3. Tehran: Iran’s Textbooks Printing & Publishing Company.
Alavi Moghaddam, B., Kheir Abadi, R., Froozandeh Shahraki, E., Khadir Sharabian, Sh.,
& Nikoopoor, J. (2014). Prospect 2. Tehran: Iran’s Textbooks Printing & Publishing Company.
Alemi, M. & Hesami, Z. (2014). The presentation of different types of tasks in ELT text books. TELL, 8(1), 59-90.
Alemi, M., Jahangard, A., & Hesami, Z. (2013). A comparison of two global ELT coursebooks in terms of their task types. IARTEM e-Journal, 5(2), 42-63.
Alemi, M. & Mesbah, Z. (2013). Textbook evaluation based on the ACTFL standards: The case of top Notch series. Paper presented at the conference of the MATSDA/ university of Limerick, Ireland.
Allwright, R. L. (1981). What do we want teaching materials for? ELT Journal, 36(1), 5-18.
Amalsaleh, E. (2004). The representation of social actors in the EFL textbooks in Iran. Unpublished doctoral dissertation, Shiraz University, Shiraz.
Asadi, M., Kiany, G. R., Akbari, R., & Samar, R. G. (2016). Program evaluation of the New English Textbook (prospect 1) in the Iranian Ministry of Education. Theory and Practice in Language Studies, 6(2), 291-301.
Ayu, M., & Indrawati, R. (2019). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21-25.
Birjandi, P., Noroozi, M., & Mahmoodi, Gh. (2002). English Book 2.Tehran: Iran’s Textbooks Printing & Publishing Company.
Birjandi, P., Noroozi, M., & Mahmoodi, Gh. (2003). English Book 3.Tehran: Iran’s Textbooks Printing & Publishing Company.
Birjandi, P., Soheili, A., Noroozi, M., & Mahmoodi, Gh. (2001). English Book 1.Tehran: Iran’s Textbooks Printing & Publishing Company.
Brown, A. L. & Day, J. D. (1983). Macro rules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22, 1-14.
Brown, H. D. (1994). Teaching by principles: an interactive approach to language pedagogy. Upper Saddle River, NJ: Prentice Hall Regents.
Buzan, T. (1993). The mind map book. London: BBC Books.
Celce-Murcia, M. (2001). Language teaching Approaches: An overview. In M. Celce-Muricia (Ed.), Teaching English as a second or foreign language (3rd Ed.). Boston: Heinle & Heinle.
Chambliss, M. J., & Calfee, R. C. (1998). Textbooks for learning: Nurturing children’s minds. Oxford: Blackwell.
Cohn, T., Goldwater, S., & Blunsom, P. (2010). Inducing compact but accurate tree-substitution grammars. Paper presented at the Annual Conference of the North American Chapter of the Association for Computational Linguistics, Boulder, Colorado.
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.
Das, M., Mpofu, D., Dunn, E., & Lanphear, J.H. (1998). Self and tutor evaluations in problem-based learning tutorials: Is there a relationship? Medical Education, 32(4), 411-418.
Elmiana, D. S. (2018). A critical analysis of tasks in senior high school EFL textbooks in Indonesia. Journal of Asia TEFL, 15(2), 462.
Finch, A. (1999). The Task-based Classroom in Practice, KOTESOL PROCEEDINGS of PAC2 (The Second Pan Asia Conference) Seoul, 179-190.
Garton, S., & Graves, K. (2014). Materials in ELT: Current issues. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp. 1-15). London: Palgrave Macmillan.
Ghasemi, A. A., & Pasand, P. G. (2018). Pragmatic dimensions of Prospect Series: A textbook evaluation. Global Journal of Foreign Language Teaching, 8(3), 76-86.
Gheinani, M. T., Tabatabaei, O., & Chakhorzadeh, S. (2017). Critical evaluation of Iranian junior high school textbooks (Prospect 1, 2, 3): Teachers’ view in focus. Journal of Applied Linguistics and Language Research, 4(8), 541-255.
Goodarzi, A., Weisi, H., & Yousofi, N. (2020). CLT in Prospect Series: A predictive evaluation of Iranian junior high school English textbooks. Research in English Language Pedagogy, 8(1), 195-221.
Harmer, J. (2001).The practice of English language teaching (3rd Ed.). Harlow: Longman.
Jahangard, A. (2007). The evaluation of the EFL materials taught at Iranian public high schools (Karen’s Linguistics Issues). Retrieved from http://www3.telus.net/linguis-ticsissues/ tefliranian.html
Kheirabadi, R., & Alavimoghaddam, S. B. (2016). Evaluation of prospect series: A paradigm shift from GTM to CLT in Iran. Journal of Language Teaching and Research, 7(3), 619-624.
Khadir Sharabian, Sh., Kheir Abadi, R., Alavi Moghaddam, B., Anani Sarab, M. R., Froozandeh Shahraki, E., & Ghorbani, N. (2013). Prospect 1. Tehran: Iran’s Textbooks Printing & Publishing Company.
Kohonen, V. (2001). Towards experiential foreign language education. In Kohonen, V., R. Jaatinen, P. Kaikkonen and J. Lehtovaara, Experiential learning in foreign language education, 8-60. London: Pearson Education.
Mizbani, M., & Chalak, A. (2017). Analyzing listening and speaking activities of Iranian EFL textbook Prospect 3 through Bloom's Revised Taxonomy. Advances in Language and Literary Studies, 8(3), 38-43.
Nunan, D. (1999). Second language teaching and Learning. Boston: Heinle /Thomson.
O’Malley, J. M., & Chamot, A. Uhl. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
Oyabu, K. (1999). Engekiteki Shuhou wo Tsukatta Gogaku Kyouiku (Eigo) [Language Education through Dramatical Methods (English)]. Foreign Language Institute, Kanazawa University.
Papi, Z. (2015). Evaluation of Prospect 1 in terms of task types. International Journal of Humanities and Social Sciences, 5(2), 238-244.
Paribakht, T. S., & Wesche, M. (1999). Reading and ‘incidental’ L2 vocabulary acquisition. Studies in Second Language Acquisition, 21, 195-229.
Rahimipour, M., & Hashemi, R. (2011).Textbook selection and evaluation in EFL context. World Journal of Education, 1(2), 62-68.
Rashidi, N., & Kehtarfard, R. (2014). A needs analysis approach to the evaluation of Iranian third-grade high school English textbook. SAGE Open, 4(3), 1-9. https://doi.org/10.1177/2158244014551709
Raz, H. (1985). Role-play in foreign language learning. System, 13(3), 225-229.
Razmjoo, S.A. (2007). High schools or private institute textbooks? Which fulfill communicative language teaching principles in the Iranian context? Asian EFL Journal, 9(4), 126-140.
Riazi, A. M., & Aryashokouh, A. (2007). Lexis in English textbooks in Iran: Analysis of exercises and proposals for consciousness raising activities. Pacific Association of Applied Linguists, 11, 17-34.
Riazi, A. M., & Mosalanejad, N. (2010). Evaluation of learning objectives in Iranian high school and pre-university English textbooks using Bloom’s taxonomy. TESL-EJ, 13(4). Retrieved from http://www.tesl-ej.org/wordpress/issues/volu-me13/ej52/ ej52a5/
Richards, J. C. (2001). Curriculum development in language education. Cambridge: Cambridge University Press.
Sadeghi, S. (2020). Evaluation of EFL textbooks from teachers’ viewpoints on the ninth grade high school Prospect 3 based on Ghorbani’s checklist. Journal of Applied Linguistics and Language Research, 7(3), 47-61.
Scane, J., Guy, A. M., & Wenstrom, L. (1991). Think, write, share: Process writing for adult ESL and basic education students. Toronto: The Ontario Institute for Studies in Education.
Washington, V. M. (1988). Report writing: A practical application of semantic mapping. Teacher Educator, 24, 24-30.
Yarmohammadi, L. (2002). The evaluation of pre-university textbooks. The Newsletter of the Iranian Academy of Science, 18, 70-8.
Zohrabi, M., Sabouri, H., & Kheradmand, M. (2014). Comparative study of Interchange1 and English book1 of Iranian high schools. Education International Journal of English, 3(2), 95-104.