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

Ferit Kılıçkaya

doi:10.24106/kefdergi.2574

EN TR

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

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.

Anahtar Kelimeler

Pre-service English teachers,coursebook evaluation,supplementary materials

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

Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

Ferit Kılıçkaya
0000-0002-3534-0924

Yayımlanma Tarihi

15 Mart 2019

Gönderilme Tarihi

17 Ocak 2018

Kabul Tarihi

18 Mayıs 2018

Yayımlandığı Sayı

Yıl 2019 Cilt: 27 Sayı: 2

DOI

https://doi.org/10.24106/kefdergi.2574

IZ

https://izlik.org/JA75NT65SW

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

AMA

1.Kılıçkaya F. Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials. Kastamonu Eğitim Dergisi. 2019;27(2):523-536. doi:10.24106/kefdergi.2574

Chicago

Kılıçkaya, Ferit. 2019. “Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials”. Kastamonu Education Journal 27 (2): 523-36. https://doi.org/10.24106/kefdergi.2574.

EndNote

Kılıçkaya F (01 Mart 2019) Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials. Kastamonu Education Journal 27 2 523–536.

IEEE

[1]F. Kılıçkaya, “Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials”, Kastamonu Eğitim Dergisi, c. 27, sy 2, ss. 523–536, Mar. 2019, doi: 10.24106/kefdergi.2574.

ISNAD

Kılıçkaya, Ferit. “Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials”. Kastamonu Education Journal 27/2 (01 Mart 2019): 523-536. https://doi.org/10.24106/kefdergi.2574.

JAMA

1.Kılıçkaya F. Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials. Kastamonu Eğitim Dergisi. 2019;27:523–536.

MLA

Kılıçkaya, Ferit. “Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials”. Kastamonu Education Journal, c. 27, sy 2, Mart 2019, ss. 523-36, doi:10.24106/kefdergi.2574.

Vancouver

1.Ferit Kılıçkaya. Pre-service English Teachers’ Views on Coursebook Evaluation and Designing Supplementary Materials. Kastamonu Eğitim Dergisi. 01 Mart 2019;27(2):523-36. doi:10.24106/kefdergi.2574

Cited By

AN EFL COURSEBOOK EVALUATION IN TERMS OF DESIGN AND LANGUAGE: PRIVATE SCHOOL SAMPLES IN SINOP

Uluslararası Türk Eğitim Bilimleri Dergisi

https://doi.org/10.46778/goputeb.789472

Exploring the Potential of a High School English Preparatory Coursebook Package in Developing Genre Awareness

Dil Eğitimi ve Araştırmaları Dergisi

https://doi.org/10.31464/jlere.1619193

Malaysian pre-service english language teachers’ perceived challenges in their digital puppetry module training experience

Multidisciplinary Reviews

https://doi.org/10.31893/multirev.2026079

Pre-service ESL teacher's experiences in developing digital puppetry materials

Multidisciplinary Reviews

https://doi.org/10.31893/multirev.2026263

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

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

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

Öz

Anahtar Kelimeler

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

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

AN EFL COURSEBOOK EVALUATION IN TERMS OF DESIGN AND LANGUAGE: PRIVATE SCHOOL SAMPLES IN SINOP

Exploring the Potential of a High School English Preparatory Coursebook Package in Developing Genre Awareness

Malaysian pre-service english language teachers’ perceived challenges in their digital puppetry module training experience

Pre-service ESL teacher's experiences in developing digital puppetry materials