Article

Developing an English language textbook evaluation checklist.

Contemporary Issues in Education Research. 4 (6), 01/2011; 4:21-27.

ABSTRACT

The paper describes the considerations that were taken into account in the development of a tentative English language textbook evaluation checklist. A brief review of the related literature precedes the crucial issues that should be considered in developing checklists. In the light of the previous evaluation checklists the developers created a list of the evaluative criteria on which the construct of the checklist could be established. The developers considered matters of validity, reliability and practicality in the process of its design; however, further research is in process to refine the checklist. Such an instrument could be used by curriculum designers, material developers and evaluators, as well as English language teachers.

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    • "Based on this review, a prototype was developed (Mukundan et al., 2011a). It consisted of two main domains, namely 'general attributes' (5 sub-domains and 11 items) and 'learning-teaching content' (9 sub-domains and 27 items). "
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    ABSTRACT: The English Language Teaching (ELT) Textbook Evaluation Checklist was developed in response to the need for a reliable, valid and practical instrument to evaluate English language teaching textbooks. The checklist was qualitatively developed by a review of the literature (Mukundan & Ahour, 2010; Mukundan et al., 2011a) and was refined through qualitative (Mukundan et al., 2011b) and quantitative (Mukundan & Nimehchisalem, 2012a) methods. As the validation test results of the checklist (Mukundan & Nimehchisalem, 2012b; Nimehchisalem & Mukundan, 2013) indicated, it could be refined further to improve its validity, reliability and practicality. The present study discusses the modifications made to the checklist following the comments of a panel of experts (n=3), who were sent a copy of the old version of the checklist. They commented on the comprehensiveness, importance and clarity of the domains and items of the checklist independently. The qualitative method was used to collect and analyse the data. The checklist was refined based on the experts' comments; problematic items were removed or revised and a scoring guide was added to it. The refined instrument is more economical than its previous version, and yet further research is required to test its validity empirically.
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    ABSTRACT: Checklists are instruments that help teachers or researchers in the area of English Language Teaching (ELT) to evaluate teaching-learning materials like textbooks. Several checklists are available in the literature, most of which lack validity. The paper discusses the results of a survey that investigated a group of English as a Second Language (ESL) experts’ (n=207) views on a checklist developed by the present researchers. The results showed an equal level of importance for all the items of the checklist. Additionally, based on the findings of factor analysis, two items were removed from the checklist. The study offers useful implications for ELT practitioners and researchers. Further research is necessary to field test the checklist for its validity and reliability.
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    ABSTRACT: There has recently been an increasingly widespread demand for integrated skills materials among ELT practitioners and institutions. This trend has evolved from the communicative language teaching movement that emerged in the 1970s. Skill integration has been seen as an effective way to engage learners as it reflects the natural use of the target language. Integration was first realized in teaching methodology before it started to influence material writing. However, in many cases, integration has become more like a fashion, with no clear understanding about how two skills or more can be integrated in one textbook or whether such integration has made language learning and teaching more effective. This article examines the integration of reading and writing skills in a number of commercial English language teaching (ELT) materials. It first reviews the literature on the integration of these two skills, focusing on the underlying principles and sub-skills. It then reports the findings of an analysis of integration of reading and writing in selected English as a second/foreign language (ESL/EFL) textbooks. Finally, it offers some guidelines and suggestions for how skill integration can be handled more effectively.
    Full-text · Article · Sep 2013 · Pertanika Journal of Social Science and Humanities
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