A Summative Evaluation of English for Iraq Series for High School: A Focus on Motivational Design
محورهای موضوعی : Second Language Education
1 - College of Education, University of Shatrah
کلید واژه: Motivational Design, Summative Evaluation, Attention, Relevance, Confidence, Satisfaction ,
چکیده مقاله :
Motivation to learn, as a core concept in educational psychology, is a major determinant of academic achievement and productivity. Motivational design, as an aspect of instructional design focusing on strategies, principles, and processes that make instruction appealing, can contribute to the learners' goals and achievement. The present paper is an attempt to conduct a summative evaluation of the book series 'English for Iraq' for its motivational design. Accordingly, a mixed-method design was employed, relying on Keller's model. The participants included 403 Iraqi university students in the quantitative phase and 20 interviewees in the qualitative phase. Descriptive statistics and thematic coding were conducted for the data analysis. It was concluded that the overall motivational design of the book has been acceptable to the students. The analysis of the constructs in detail also showed that 'satisfaction,' followed by 'relevance,' received the highest scores. Moreover, based on the views of the students in the interviews, it was observed that most of them were motivated by the content of the book, although some had external motivation such as exam scores or achievement in exercises.
Motivation to learn, as a core concept in educational psychology, is a major determinant of academic achievement and productivity. Motivational design, as an aspect of instructional design focusing on strategies, principles, and processes that make instruction appealing, can contribute to the learners' goals and achievement. The present paper is an attempt to conduct a summative evaluation of the book series 'English for Iraq' for its motivational design. Accordingly, a mixed-method design was employed, relying on Keller's model. The participants included 403 Iraqi university students in the quantitative phase and 20 interviewees in the qualitative phase. Descriptive statistics and thematic coding were conducted for the data analysis. It was concluded that the overall motivational design of the book has been acceptable to the students. The analysis of the constructs in detail also showed that 'satisfaction,' followed by 'relevance,' received the highest scores. Moreover, based on the views of the students in the interviews, it was observed that most of them were motivated by the content of the book, although some had external motivation such as exam scores or achievement in exercises.
Al-Akraa, S. (2013). Teaching English in Iraq: An analysis of an EFL textbook (Published Master’s thesis). University of Central Florida.
Amin, M. Y. M. (2017). English language teaching methods and reforms in English curriculum in Iraq; an overview. Journal of University of Human Development, 3(3), 578-583.
Ayu, M., & Indrawati, R. (2019). EFL textbook evaluation: The analysis of tasks presented in English textbook. Teknosastik, 16(1), 21-25.
Ayu, L. (2020). Content Feasibility in English Textbook for Senior High School Grade XI (Doctoral dissertation). University of Muhammadiyah Sumatera Utara Medan.
Babula, M. (2013). Motivation, altruism, personality and social psychology. Palgrave Macmillan.
Bemani, M., & Jahangard, A., (2014). An Evaluative Analysis of Iranian Junior High School EFL Textbooks.Saabrucken.
Corlazzoli, V., & White, J. (2013). Practical Approaches to Theories of Change in Conflict, Security and Justice Programmes: Part II: Using Theories of Change in Monitoring and Evaluation(Search for Common Ground). Retrieved from https://issat.dcaf.ch/ara/Learn/Resource-Library/Policy-and-Research-Papers/Practical-Approaches-to-Theories-of-Change-in-Conflict-Security-and-Justice-Programmes-Part-II-Using-Theories-of-Change-in-Monitoring-and-Evaluation
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Dey, I. (2003). Qualitative data analysis: A user friendly guide for social scientists. Routledge.
Ezzy, D. (2013). Qualitative analysis. Routledge.
Gagne, M. (2014). The Oxford handbook of work engagement, motivation, and self-determination theory. Oxford University Press
Galletta, A. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. NYU press.
Huett, J. B. (2006). The effects of ARCS-based confidence strategies on learner confidence and performance in distance education (Unpublished PhD dissertation). Texas, University of North Texas.
Ibrahim, A. S. (2021). Evaluating Reading Activities Of Intermediate Grade-1 (English For Iraq Textbook) For In The Light Of Higher-Order Thinking Skills. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(7), 2809-2816.
Joseph, A. J., & Joy, J. J. L. (2019). An eclectic approach for teaching English: a key to solve the textbook puzzle. Impact Journals, 7(3), 130-133.
Keller, J.M. (1983a). Motivational design of instruction. In C.M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status. Lawrence Erlbaum Associates.
Keller, J.M. (1983b). Motivational design. IDD&E Working Paper No. 15. Syracuse University School of Education, Syracuse, New York.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2.
Keller, J. M. (2006). ARCS design process. Retrieved September 7, 2016. http://arcsmodel.com/Mot%20dsgn%20A%20prcss.htm.
Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
Keller, J. M. (2010). Motivational design for learning and performance: the ARCS model approach. Springer Science & Business Media.
Koshino, M., Kojima, Y., & Kanedera, N. (2013). Development and Evaluation of Educational Materials for Embedded Systems to Increase the Learning Motivation. ERIC Clearinghouse.
López-Medina, B. (2021). On the Development of a CLIL Textbook Evaluation Checklist: A Focus Group Study. TESL-EJ, 25(1).
Malik, S., & Asghar, M. Z. (2020). In-Service Early Childhood Education Teachers’ Training Program Evaluation through Kirkpatrick Model. Journal of Research, 14(2), 259-270.
Maslow, A. (2019). A theory of human motivation. Wilder Publications, Inc.
Mathi, M. B. (2020). Cultural Aspects in English for Iraq, Book 6. Journal of Talent Development and Excellence, 12(2s), 2539-2550.
Maxwell, J. A., & Loomis, D. M. (2003). Mixed methods design: An alternative approach. In A. Tashakkori & C. Teddie (Eds), Handbook of mixed methods in social and behavioral research (pp. 241-272). Sage Publications.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. SAGE publications.
Mishan, F., & Timmis, I. (2015). Materials Development for TESOL. University Press.
Nisak, N. M., Arifin, M. B. U. B., Fahyuni, E. F., & Rahmawati, I. M. (2021). The development of comic formatted Fiqh textbook for Islamic elementary school. European Journal of Education Studies, 8(1).
O'Neil, H., & Drillings, M. (2012). Motivation: Theory and research. Routledge.
Papakonstantinou, A., & Anastasiadou, A. (2021). Evaluating and Improving the Reading Component of an A1 Level EFL Textbook.
Petri, H. L. (2013). Motivation: Theory, research, and applications. Wadsworth Pub. Co.
Priscylio, G., Rochintaniawati, D., & Anwar, S. (2018, December). Needs of integrated science textbook for junior high school based on learning style (descriptive research). In International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia (Vol. 3, pp. 396-401).
Razzaq, H. A. (2021). Sociocultural Values In 2nd Intermediate Textbook" English For Iraq". Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(7), 2862-2867.
Richards, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3 (Special Issue)), 19-43.
Roulston, K. & Choi, M. (2017). Qualitative interviews. In U. Flick. The SAGE Handbook of Qualitative Data Collection (pp. 233-249). Sage Reference.
Russ-Eft, D., & Preskill, H. (2009). Evaluation in organizations a systematic approach: a systematic approach to enhancing learning, performance, and change. Basic Books.
Tashakkori, A., Johnson, R. B., & Teddlie, C. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage publications.
Tok, H. (2010). TEFL textbook evaluatıon: From teachers’ perspectıves. Educational Research and Reviews, 5(9), 508-517.
Wuryani, M. T. (2018). Textbooks Thematic Based Character Education on Thematic Learning Primary School: An Influence. International Journal of Educational Methodology, 4(2), 75-81.
Zohoorian, Z., MatinSadr, N., & Shamabadi, F. (2018). A Summative Evaluation of 'Prospect 1': Employing the ARCS Model. International Journal of Instruction, 11(3), 449-462.
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.
