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Developing An English Language Textbook Evaluation Checklist

Article (PDF Available)  · May 2011with2,544 Reads
DOI: 10.19030/cier.v4i6.4383
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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  • ... Besides, textbook evaluations also help identify the strengths and weaknesses of the content (Sheldon, 1988). Mukundan, Hajimohammadi, and Nimehchisalem (2011) pointed out that many identical evaluative criteria have been developed to examine similar dimensions such as the physical attributes of textbooks (aims, layout, methodology, and organization), language skills (speaking, listening, etc.), sub-skills (grammar, vocabulary, etc.), and functions for different socio-cultural settings. With the growth of the hospitality and tourism industry, more ESP materials related to this area have been published. ...
  • ... There have also been attempts to summarize the evaluative criteria applied by various authors. Mukundan et al. (2011) devised a scheme based on the analysis of a number of checklists available. ...
  • ... 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). ...
  • ... These studies have shed light on partial aspects of oral competence development, but they do not offer any complete instrument to evaluate thoroughly how oral skills are attended to in textbooks. The lack of appropriate instruments, as recognized by some authors (Mukundan & Ahour, 2010; Littlejohn, 2011 ) is due to validity, reliability or practicality problems as most checklists were too general and broad, focused on all aspects of textbooks, were not sufficiently explicit, or devoted little space to how oral aspects are dealt with (Criado & Sánchez, 2009; Riasati & Zare, 2010; Mukundan, Hajimohammadi, & Nimehchisalem, 2011; Roldán et al. 2009; Sahragard et al., 2009). Consequently, a checklist focusing solely on oral competence development, and also sufficiently explicit and detailed to analyze how listening and speaking are fostered in English textbooks, is necessary to avoid subjective impressions and, thus, to describe accurately the oral production and comprehension training present in textbooks, and to assist material developers and teachers to understand what areas of these skills need further improvements. ...
  • ... The book taught as ESP material for management students was English in public and business administration, published by Payame Noor University, and the one for fisheries students was English for the students of fisheries, published by the Center for Studying and Compiling University Books in Humanities(SAMT). The researcher evaluated these textbooks with the help of a checklist for textbook evaluation, adapted from Mukundan, Hajimohammadi, and Nimehchisalem (2011), the have been proved to be valid. ...
  • ... English language teaching textbooks are often evaluated using checklists. Many old and new evaluation checklists are available in the literature (e.g., Mukundan, Hajimohammadi, & Nimehchisalem, 2011; Sheldon, 1988; Skierso, 1991). Mukundan and Ahour (2010) provide an extensive review of these checklists across four decades (1970-2008). ...
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