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Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials

Yıl 2019, , 523 - 536, 15.03.2019
https://doi.org/10.24106/kefdergi.2574

Öz

The
current study comprises the views of the pre-service English language teachers
on the process of coursebook evaluation and creating supplementary activities
for the coursebook written for the fifth graders at middle schools in Turkey.
The participants included seniors in the Department of Foreign Language
Education at a state university in Turkey. A qualitative approach was adopted
and semi-structured interviews were used. The data were subject to content
analysis. The results indicated that the participants valued the coursebook
evaluation activity due to the contribution of this activity to their
professional development, which encouraged them to use previous knowledge and
skills. Moreover, the participants also noted that creating supplementary
materials helped improve especially their self-confidence. 

Kaynakça

  • Alemi, M., & Sadehvandi, N. (2012). Textbook evaluation: EFL teachers’ perspectives on “Pacesetter Series”. English Language Teaching, 5(7), 64-74. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079675.pdf
  • Augusto-Navarro, E. H., de Oliveira, L., & de Abreu-e-Lima, D. M. (2014). Teaching pre-service EFL teachers to analyse and adapt published materials: An experience from Brazil. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp 237-252). Hampshire: Palgrave Macmil-lan.
  • Bahumaid, S. A., (2008). TEFL materials evaluation: A teacher’s perspective. Poznań Studies in Contemporary Linguistics, 44(4), 423–432. doi:10.2478/v10010-008-0021-z
  • Bao, D. (2016) Improvement in today’s ELT materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in materials development (pp. 193–205). Rotterdam, the Netherlands: Sense Publishers.
  • Baştürkmen, H., & Bocanegra-Valle, A. (2018). Materials design processes, beliefs and practices of experienced ESP teachers in university settings in Spain. In Y. Kırkgöz, & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 13-28). Cham, Switzerland: Springer International Publishing.
  • Bosompem, E. G. (2014). Materials adaptation in Ghana: Teachers’ attitudes and practices. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp. 104-120). Hampshire: Palgrave Macmillan.
  • Brown, D. H., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). New York, NY: Pearson.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Bos-ton, Massachusetts: Heinle & Heinle Publishers.
  • Cheng, W. (2010). The student-situational analyses for adapting English materials. In H. P. Widodo & L. Savova (Eds.), The Lincom guide to materials design in ELT (pp. 55-69). Muenchen: Lincom GmbH.
  • Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan Education.
  • Çoban, A., & Can, N. (2013). An evaluation of the 9th grade local and the international English course- books in terms of language skills and components. Procedia - Social and Behavioral Sciences, 70, 997-1001. doi:10.1016/j.sbspro.2013.01.150
  • Darici, A., & Tomlinson, B. (2017). A case study of principled materials in action. In B. Tomlinson (Ed.), SLA research and materials development for language learning (pp. 71-86). New York, NY: Routledge.
  • Demirci, D., & Tavil, Z. M. (2015). Are the skills really integrated in coursebooks?A sample case- Yes You Can A1.2. Educational Research and Reviews, 10(12), 1599-1632. doi:10.5897/ERR2015.2259
  • Dülger, O. (2016). Evaluation of EFL coursebooks taught in Turkey based on teachers’ views. Journal of Advances in English Language Teaching, 4(1), 1-11. Retrieved from http://european-science.com/jaelt/article/download/3253/pdf
  • Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle Publishers.
  • Hadley, G. (2014). Global textbooks in local contexts: An empirical investigation of effectiveness. In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production (pp. 205-240). New York, NY: Palgrave Macmillan.
  • Holliday, A. (1995). Appropriate methodology and social context. New York, NY: Cambridge University Press.
  • Islam, C., & Mares, C. (2003). Adapting classroom materials. In B. Tomlinson (Ed.), Developing materials for language teachers (pp. 86-100). New York, NY: Continuum.
  • Kayaoğlu, M. N. (2011). A critical appraisal of the language textbook. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4), 341-356. Retrieved from http://kefad2.ahievran.edu.tr/archieve/pdfler/Cilt12Sayi4/JKEF_12_4_2011_341-356.pdf
  • Lee, B. (2015). EFL learners’ perspectives on ELT materials evaluation relative to learning styles. RELC Journal, 46(2), 147–163. doi:10.1177/0033688214564177
  • Maley, A. (2011). Squaring the circle– reconciling materials as constraint with materials as empower-ment. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 379-402). Cam-bridge: Cambridge University Press.
  • McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. New York, NY: Bloomsbury Academic.
  • Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Peaslake: Delta Publishing.
  • Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh: Edinburg University Press. Ostovar-Namaghi, S. A., & Davari-Torshizi, M. (2015). EFL practitioners’ perspectives on the “The prospect” textbook: A qualitative study. Theory and Practice in Language Studies, 5(8), 1741-1746. doi:10.17507/tpls.0508.27 Rea-Dickins, P., & Germaine, K. (1992). Evaluation. Oxford: Oxford University Press. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Şener, M. (2015). UPTURN in English: Student’s book and workbook. Altındağ, Ankara: Envensel İletişim Yayınları. Retrieved from http://www.eba.gov.tr/dokuman?icerik-id=2153cebf7a8ac46304ec09691b715c786859c44990002 Şimşek, M. R., & Dündar, E. (2017). Investigating EFL coursebook research in Turkey: Trends in graduate theses of the 2001-2013 period. Educational Sciences: Theory & Practice, 17(3), 969-1014. doi: 10.12738/estp.2017.3.0090 Tante, A. C. (2018). ‘I can talk about a lot of things in the other language but not in English’: Teaching speaking skills in Cameroon primary schools. In A. Burns, & J. Siegel (eds.), International perspectives on teaching the four skills: Listening, speaking, reading, writing (pp. 81-95). Cham, Switzerland: Palgrave Macmillan. Tavil, Z. M., & Demirbaş, M. N. (2010). A comparison of coursebook ‘Time for English’ and ‘My English’ in terms of improving the fifth grade learners’ communicative competence. EKEV Akademi Dergisi, 14(44), 169-184. Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423878060.pdf Tekir, S., & Arıkan, A. (2007). An analysis of English language teaching coursebooks by Turkish writers: “Let’s Speak English 7” Example. International Journal of Human Sciences, 4(2), 1-18. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/321 Thornbury, S. (2013). Resisting coursebooks. In J. Gray (Ed.), Critical perspectives on language teaching (pp. 204-223). New York, NY: Palgrave Macmillan. Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508-517. Retrieved from http://www.academicjournals.org/article/article1379623669_Hidayet.pdf Tomlinson, B. (Ed.). (1998). Materials development in language teaching. New York, NY: Cambridge Univer-sity Press. Tomlinson, B. (2012). Materials development. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to pedagogy and practice in second language teaching (pp. 269-278). New York, NY: Cambridge University Press. Tomlinson, B. (2017). Achieving a match between SLA theory and materials development. In B. Tomlin-son (Ed.), SLA research and materials development for language learning (pp. 3-22). New York, NY: Routledge. Tosun, S. (2013). A comparative study on evaluation of Turkish and English foreign language textbooks. Procedia - Social and Behavioral Sciences, 70, 1374-1380. doi:10.1016/j.sbspro.2013.01.199 Vilches, M. L. C. (2018). Involving teachers in the change process: One English language teacher’s ac-count of implementing curricular change in Philippine basic education. In M. Wedell & L. Grassick (Eds.), International perspectives on teachers living with curriculum change (pp. 15-37). London: Palgrave Macmillan. Weir, C., & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell Publishers. Yalçın, M., Genç, G., Orhon, N. Ö., & Şahin, H. (2017). Ortaokul İngilizce 5 ders kitabı [Middle school Eng-lish 5 coursebook]. Ankara, Turkey: Özgün Matbaacılık. Retrieved from http://www.eba.gov.tr/ekitap?icerik-id=4898 Yılmaz, H., & Aydın, S. (2015). A brief review of literature on EFL teachers’ perceptions of course books. International Journal of Technical Research and Applications, 30, 110-114. Retrieved from http://www.ijtra.com/special-issue-view/a-brief-review-of-literature-on-efl-teachersrsquo-perceptions-of-course-books.pdf

Hizmet Öncesi İngilizce Öğretmenlerinin Ders Kitabı Değerlendirme ve Tamamlayıcı Materyal Hazırlama Konusundaki Görüşleri

Yıl 2019, , 523 - 536, 15.03.2019
https://doi.org/10.24106/kefdergi.2574

Öz

Bu
çalışma, hizmet öncesi İngilizce öğretmenlerinin,Türkiye’de Ortaokul 5. sınıf
öğrencileri tarafından kullanılan ders kitabını değerlendirme süreci ve  bu kitap için tamamlayıcı materyal hazırlama
uygulaması hakkındaki görüşlerini içermektedir. Çalışmanın katılımcılarını, bir
devlet üniversitesinde Yabancı Diller Eğitimi bölümündeki son sınıf öğrencileri
oluşturmaktadır. Çalışmada, veri toplama yöntemi olarak nitel yaklaşım uygulanmış
ve yarı yapılandırılmış görüşme tekniği kullanılmıştır. Elde edilen veriler, içerik
analizi yöntemiyle incelenmiştir. Yapılan değerlendirmeler, ders kitabı
değerlendirme etkinliği, katılımcılar tarafından mesleki gelişimlerine sahip
oldukları bilgi ve becerileri kullanma fırsatını sağlamasından dolayı oldukça
faydalı bulunmuştur. Ayrıca, tamamlayıcı materyal hazırlamayla ilgili olarak
katılımcılar bu etkinliğin özellikle öz güvenlerini geliştirmede etkili
olduğunu belirtmişlerdir. 

Kaynakça

  • Alemi, M., & Sadehvandi, N. (2012). Textbook evaluation: EFL teachers’ perspectives on “Pacesetter Series”. English Language Teaching, 5(7), 64-74. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079675.pdf
  • Augusto-Navarro, E. H., de Oliveira, L., & de Abreu-e-Lima, D. M. (2014). Teaching pre-service EFL teachers to analyse and adapt published materials: An experience from Brazil. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp 237-252). Hampshire: Palgrave Macmil-lan.
  • Bahumaid, S. A., (2008). TEFL materials evaluation: A teacher’s perspective. Poznań Studies in Contemporary Linguistics, 44(4), 423–432. doi:10.2478/v10010-008-0021-z
  • Bao, D. (2016) Improvement in today’s ELT materials development. In M. Azarnoosh, M. Zeraatpishe, A. Faravani, & H. R. Kargozari (Eds.), Issues in materials development (pp. 193–205). Rotterdam, the Netherlands: Sense Publishers.
  • Baştürkmen, H., & Bocanegra-Valle, A. (2018). Materials design processes, beliefs and practices of experienced ESP teachers in university settings in Spain. In Y. Kırkgöz, & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (pp. 13-28). Cham, Switzerland: Springer International Publishing.
  • Bosompem, E. G. (2014). Materials adaptation in Ghana: Teachers’ attitudes and practices. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp. 104-120). Hampshire: Palgrave Macmillan.
  • Brown, D. H., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). New York, NY: Pearson.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Bos-ton, Massachusetts: Heinle & Heinle Publishers.
  • Cheng, W. (2010). The student-situational analyses for adapting English materials. In H. P. Widodo & L. Savova (Eds.), The Lincom guide to materials design in ELT (pp. 55-69). Muenchen: Lincom GmbH.
  • Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan Education.
  • Çoban, A., & Can, N. (2013). An evaluation of the 9th grade local and the international English course- books in terms of language skills and components. Procedia - Social and Behavioral Sciences, 70, 997-1001. doi:10.1016/j.sbspro.2013.01.150
  • Darici, A., & Tomlinson, B. (2017). A case study of principled materials in action. In B. Tomlinson (Ed.), SLA research and materials development for language learning (pp. 71-86). New York, NY: Routledge.
  • Demirci, D., & Tavil, Z. M. (2015). Are the skills really integrated in coursebooks?A sample case- Yes You Can A1.2. Educational Research and Reviews, 10(12), 1599-1632. doi:10.5897/ERR2015.2259
  • Dülger, O. (2016). Evaluation of EFL coursebooks taught in Turkey based on teachers’ views. Journal of Advances in English Language Teaching, 4(1), 1-11. Retrieved from http://european-science.com/jaelt/article/download/3253/pdf
  • Graves, K. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle Publishers.
  • Hadley, G. (2014). Global textbooks in local contexts: An empirical investigation of effectiveness. In N. Harwood (Ed.), English language teaching textbooks: Content, consumption, production (pp. 205-240). New York, NY: Palgrave Macmillan.
  • Holliday, A. (1995). Appropriate methodology and social context. New York, NY: Cambridge University Press.
  • Islam, C., & Mares, C. (2003). Adapting classroom materials. In B. Tomlinson (Ed.), Developing materials for language teachers (pp. 86-100). New York, NY: Continuum.
  • Kayaoğlu, M. N. (2011). A critical appraisal of the language textbook. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4), 341-356. Retrieved from http://kefad2.ahievran.edu.tr/archieve/pdfler/Cilt12Sayi4/JKEF_12_4_2011_341-356.pdf
  • Lee, B. (2015). EFL learners’ perspectives on ELT materials evaluation relative to learning styles. RELC Journal, 46(2), 147–163. doi:10.1177/0033688214564177
  • Maley, A. (2011). Squaring the circle– reconciling materials as constraint with materials as empower-ment. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed., pp. 379-402). Cam-bridge: Cambridge University Press.
  • McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. New York, NY: Bloomsbury Academic.
  • Meddings, L., & Thornbury, S. (2009). Teaching unplugged: Dogme in English language teaching. Peaslake: Delta Publishing.
  • Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh: Edinburg University Press. Ostovar-Namaghi, S. A., & Davari-Torshizi, M. (2015). EFL practitioners’ perspectives on the “The prospect” textbook: A qualitative study. Theory and Practice in Language Studies, 5(8), 1741-1746. doi:10.17507/tpls.0508.27 Rea-Dickins, P., & Germaine, K. (1992). Evaluation. Oxford: Oxford University Press. Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press. Şener, M. (2015). UPTURN in English: Student’s book and workbook. Altındağ, Ankara: Envensel İletişim Yayınları. Retrieved from http://www.eba.gov.tr/dokuman?icerik-id=2153cebf7a8ac46304ec09691b715c786859c44990002 Şimşek, M. R., & Dündar, E. (2017). Investigating EFL coursebook research in Turkey: Trends in graduate theses of the 2001-2013 period. Educational Sciences: Theory & Practice, 17(3), 969-1014. doi: 10.12738/estp.2017.3.0090 Tante, A. C. (2018). ‘I can talk about a lot of things in the other language but not in English’: Teaching speaking skills in Cameroon primary schools. In A. Burns, & J. Siegel (eds.), International perspectives on teaching the four skills: Listening, speaking, reading, writing (pp. 81-95). Cham, Switzerland: Palgrave Macmillan. Tavil, Z. M., & Demirbaş, M. N. (2010). A comparison of coursebook ‘Time for English’ and ‘My English’ in terms of improving the fifth grade learners’ communicative competence. EKEV Akademi Dergisi, 14(44), 169-184. Retrieved from http://www.acarindex.com/dosyalar/makale/acarindex-1423878060.pdf Tekir, S., & Arıkan, A. (2007). An analysis of English language teaching coursebooks by Turkish writers: “Let’s Speak English 7” Example. International Journal of Human Sciences, 4(2), 1-18. Retrieved from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/321 Thornbury, S. (2013). Resisting coursebooks. In J. Gray (Ed.), Critical perspectives on language teaching (pp. 204-223). New York, NY: Palgrave Macmillan. Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508-517. Retrieved from http://www.academicjournals.org/article/article1379623669_Hidayet.pdf Tomlinson, B. (Ed.). (1998). Materials development in language teaching. New York, NY: Cambridge Univer-sity Press. Tomlinson, B. (2012). Materials development. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to pedagogy and practice in second language teaching (pp. 269-278). New York, NY: Cambridge University Press. Tomlinson, B. (2017). Achieving a match between SLA theory and materials development. In B. Tomlin-son (Ed.), SLA research and materials development for language learning (pp. 3-22). New York, NY: Routledge. Tosun, S. (2013). A comparative study on evaluation of Turkish and English foreign language textbooks. Procedia - Social and Behavioral Sciences, 70, 1374-1380. doi:10.1016/j.sbspro.2013.01.199 Vilches, M. L. C. (2018). Involving teachers in the change process: One English language teacher’s ac-count of implementing curricular change in Philippine basic education. In M. Wedell & L. Grassick (Eds.), International perspectives on teachers living with curriculum change (pp. 15-37). London: Palgrave Macmillan. Weir, C., & Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell Publishers. Yalçın, M., Genç, G., Orhon, N. Ö., & Şahin, H. (2017). Ortaokul İngilizce 5 ders kitabı [Middle school Eng-lish 5 coursebook]. Ankara, Turkey: Özgün Matbaacılık. Retrieved from http://www.eba.gov.tr/ekitap?icerik-id=4898 Yılmaz, H., & Aydın, S. (2015). A brief review of literature on EFL teachers’ perceptions of course books. International Journal of Technical Research and Applications, 30, 110-114. Retrieved from http://www.ijtra.com/special-issue-view/a-brief-review-of-literature-on-efl-teachersrsquo-perceptions-of-course-books.pdf
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Ferit Kılıçkaya 0000-0002-3534-0924

Yayımlanma Tarihi 15 Mart 2019
Kabul Tarihi 18 Mayıs 2018
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Kılıçkaya, F. (2019). Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials. Kastamonu Education Journal, 27(2), 523-536. https://doi.org/10.24106/kefdergi.2574