scholarly journals Textbook Evaluation: A Case Study of Punjab, Pakistan

2021 ◽  
Vol 14 (2) ◽  
pp. 283-300
Author(s):  
Muhammad Imtiaz Shahid ◽  
Hafiz Muhammad Qasim ◽  
Muhammad Javed Iqbal
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Public And Private ◽  
Textbook Evaluation ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
Questionnaire Version

The textbook is one of the most substantial elements of classroom learning. As a result, it is critical to conduct a textbook evaluation to improve the quality of the teaching and learning environment in the classroom. Keeping in mind the very importance of the textbook evaluation, the current study evaluated a 10th-grade English textbook published by Punjab Curriculum and Textbook Board Lahore, Pakistan. The present study aimed to evaluate the book’s overall pedagogical worth according to teachers’ and students’ needs and demands. For this purpose, 10 teachers and 60 students were selected from different public and private schools. Two different questionnaires were prepared by Litz (2001) with slight variations. The teachers’ questionnaire version had 20 items, while the students’ version had 15 items. The statistical analysis was carried out using SPSS after the data had been collected. The study’s findings revealed that the textbook as a whole is well-designed and offers an array of useful extra materials. The book is also visually pleasing, well-organized, consistent, and orderly. Overall, the positive characteristics outnumbered the negative ones by a wide margin. Despite a few flaws in the book, such as the lack of a glossary and grammar, the results showed that the textbook was adequate for language learners. Overall, it was considered that, despite some flaws, the textbook fulfilled the needs of students and might be a practical book in the hands of competent teachers.Keywords: textbook; evaluation; English language

scholarly journals The Role of Counselling in English Language Teaching

2014 ◽  
Vol 1 (2) ◽  
pp. 48-55
Author(s):  
M. John Britto
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Remarkable Change ◽  
Teachers And Students ◽  
English Language Teachers

Counselling plays a significant role in bringing out a remarkable change in an individual’s personal and professional life. It has entered a number of domains including education. As human problems are mushrooming day by day in this hi-tech world, there is a dire need for finding solutions to those problems. It is counselling that comes to one’s aid to solve one’s problems that are psychological and personal. In English language teaching and learning too, there are multiple problems encountered by teachers and students as well. This paper discusses how counselling is indispensable to English Language Teaching (ELT) for finding solutions to problems faced by English language learners. Exploring the relevance of counselling to ELT, it also seeks to highlight the benefits of integrating it with ELT. It brings out the need for introspection of English language teachers to provide counselling to students. It enumerates various counselling skills, and presents an account of problem-solving method in ELT and eight approaches to counselling.

scholarly journals Evaluation of the Practical Implications of the ESL Curriculum at Intermediate Level

2020 ◽  
Vol 2 (2) ◽  
pp. 39-53
Author(s):  
Muhammad Rizwan Ilyas ◽  
Rehana Yasmin Anjum ◽  
Sadia Azam ◽  
Ayesha Munir
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
National Curriculum ◽  
Real Life ◽  
Study Data ◽  
Intermediate Level ◽  
Public And Private ◽  
Intermediate Students ◽  
Teachers And Students ◽  
Terminal Level

Curriculum is the basic tool used in the pedagogical process. Every education system fails if it is not developed to meet the needs of those for whom it is designed. In this research, it has been observed that the existing National Curriculum for the English Language (2006) is not fulfilling the language-based needs of the Pakistani learners. The intermediate level is the terminal level for students to discontinue education and get a job or continue learning in various advanced fields. The existing theoretical curriculum is different in terms of the practical application of English in a real-life situation. Paulo Freire’s theory of problem-posing education supports the present study. Data was collected through teacher and student questionnaires filled by intermediate students of both the public and private sectors and for the analysis of collected data CIPP model of Stufflebeam was used. For computational analysis, MS Excel was used. The results showed that learners’ creative writing skills and verbal skills are not improving satisfactorily and a gap was also found in teaching methodologies that are being currently used for teaching English. The present study is beneficial for providing the ground realities and practical needs of teachers and students in teaching and learning process. It would be helpful also for the stakeholders while designing the curriculum and syllabus.

scholarly journals Language Beliefs among Adult Learners: Individual Differences

2017 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Aiza Johari
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Learning Beliefs ◽  
Language Learning Beliefs

To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual’s belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Sarawak. Questionnaire was the instrument  to collect the data and the data were analysed using SPSS Version 21. The study showed that these adult learners have various levels of language beliefs. The results obtained can be used to enhance the teaching and learning of English language where language instructors can learn more about their learners and the learners’ language beliefs can further enhance learning process in the classroom.

scholarly journals The Implementation of Authentic Assessment in English Language Teaching

2019 ◽  
Vol 6 (3) ◽  
pp. 270
Author(s):  
Indriyana Saputri ◽  
Joko Nurkamto ◽  
Dewi Sri Wahyuni
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Authentic Assessment ◽  
Study Data ◽  
English Language Teaching

<p>This research aims to describe (1) teachers’ perceptions toward authentic assessment; (2) the implementation of authentic assessment; and (3) the effects of authentic assessment to the quality of English Language Teaching (ELT). The research method used in this study is qualitative research method, case study. The data were collected through in-depth interview with the teachers and the students, passive classroom observation, and document analysis toward syllabus, lesson plan, scoring rubric. The data were analyzed by using case study data analysis proposed by Yin (2002) consisting of examining, categorizing, tabulating, testing. The next step used in analysing the data was pattern matching. The findings of the research are: (1)teachers’ perception toward authentic assessment is assessment which can assess the students’ knowledge, skill, and attitude during the teaching and learning process; (2) the implementation of authentic assessment in English language teaching conducted in one of state senior high school in Surakarta includes types of authentic assessment, the steps of developing authentic assessment, documents used in implementing authentic assessment, teachers and students’ roles, teachers obstacles in implementing authentic assessment; (3) the implementation of authentic assessment affects to the quality of English language teaching. It can improve students’ motivation, interest, self-confidence, activeness, enthusiasm in learning English. The implementation of authentic assessment can also improve the students’ English ability and learning result.</p>

scholarly journals Exploring gender differences in the EFL classroom

2011 ◽  
pp. 123 ◽  
Author(s):  
Norma Constanza Durán
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Video Recording ◽  
Classroom Interaction ◽  
Self Esteem ◽  
English Teacher ◽  
Exploratory Case Study ◽  
Teachers And Students

This article aims to describe a case study which explores teacher and students` conceptions about gender in an EFL setting and the way they are manifested in their discourse patterns. This exploratory case study was carried out with a group of eleventh grade students and an English teacher at Liceo de la Universidad Católica high school in Bogotá Colombia. The data collected included direct observation of classroom interaction, audio and video recording of the teacher and students` interactions and interviews on the teacher’s and students` discourse. The analysis of the data revealed that in fact there are imbalances in relation to boys` and girls` participation during interaction, made manifest by verbal and nonverbal attitudes. There is also sound evidence of girls’ low self esteem in response to the lack of value and respect granted to their opinions by their male peers. Stereotypes are part of teachers’ and students’ conceptions regarding gender and thus they are maintained to a great extent. The teacher’s attitude in the classroom with respect to boys and girls also appeared to show inequality that favoured boys. The girls showed evidence of awareness of the teacher’s conscious or unconscious indifference towards them, which seemed to affect their autonomy and confidence as English language learners.

scholarly journals Investigating cultural contents in English language teaching materials through textbook evaluation

2020 ◽  
Vol 8 (2) ◽  
pp. 127-145
Author(s):  
Amna Arshad ◽  
Syed Kazim Shah ◽  
Muhammad Ahmad
Keyword(s):  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Understanding ◽  
Textbook Evaluation ◽  
The Status ◽  
Target Culture

Abstract The shift in the status of English as a lingua franca has challenged native-speaker culture in English language teaching and learning. That is why it is not enough to expose language learners through monoculture language teaching. Rather being communicatively competent, learners may require inter-cultural understanding. Therefore, the aim of this research is to investigate the representation of cultures through different senses in Oxford Progressive English (OPE), Level-10 (Rachel Redford, 2016). As OPE caters the needs of Pakistani language learners, it is hypothesized that learners’ source culture prevails more than other two cultures (i.e. international, and target). To confirm this hypothesis, a detailed content analysis of cultural senses (prevailed in OPE) is carried out through Adaskou, Britten and Fahsi (1990). The results show that the frequency of reading texts in OPE is highly imbued with learners’ target culture that is followed by the international culture, and least by learners’ source culture. Moreover, culturally neutral texts lack in inter-cultural understanding, and appear to be disseminated to marginalize L2 learners from target and international cultures.

scholarly journals Impacts of Using Paralanguage on Teaching and Learning English Language to Convey Effective Meaning

2017 ◽  
Vol 5 (2) ◽  
pp. 295
Author(s):  
Elsadig Mohamed Khalifa ◽  
Habib Faddal
Keyword(s):  
Standardized Testing ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Influential Factor ◽  
Teachers And Students ◽  
Relational Aspect ◽  
The Relationship ◽  
Learning English

<p><em>Paralanguage is considered as an influential factor in foreign language teaching and learning that plays an essential role in language teaching and enhancing language learners’ performance. The paper states to explore the effect of using paralanguage on teaching and learning English language to EFL learners. It is going to investigate the relationship between learners’ awareness of learning concept and teachers’ paralanguage; the standardized testing relational aspect between students’ learning and teachers’ paralanguage; and the learners’ credible teaching perceptions depend on the teachers’ paralanguage. The participants in this research are teachers and students of English language in the College of Science and Arts, Almandaq Branch in Albaha University. The study has concluded that paralanguage strategies assist in communicating effective meanings. It is recommended that EFL teachers and learners should use paralanguage strategies in their teaching and learning processes to convey meaning effectively.</em></p>

scholarly journals Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook

2017 ◽  
Vol 11 (1) ◽  
pp. 219-236
Author(s):  
Amin Karimnia ◽  
Fatemeh Mohammad Jafari
Keyword(s):  
Foreign Language ◽  
Visual Arts ◽  
English Language ◽  
Descriptive Analysis ◽  
Structured Interviews ◽  
Textbook Evaluation ◽  
Qualitative Descriptive ◽  
Iranian Context

Summary Since textbooks are one of the integral components of the learning process, their evaluation is important to improve their correspondence to the learners’ needs and goals. Particularly, in societies in which English is used as a foreign language, ESP textbooks play a crucial role in developing students’ skills of English in job-related situations. The present paper discusses the quality of ESP textbooks by performing a case study of an English for Specific Purposes (ESP) textbook “English for the students of Visual Arts (Painting, Graphics, & Sculpture)” developed and published by SAMT as the pioneer in developing ESP textbooks in Iranian academic setting. The study tries to investigate the overall suitability and pedagogical value of the ESP textbook and the features which make it distinguishable among its global counterparts. The study was carried out by drawing on a model proposed by McDonough and Shaw (2003), with an intention to evaluate the present quality of the Visual Arts ESP textbook critically. Both visual and content-based aspects of the book were thoroughly evaluated to identify their general pedagogical value by using the method of qualitative descriptive analysis. In that way, the Visual Arts textbook was analysed on the basis of the framework and guidelines suggested in the available checklist. In addition, semi structured interviews with graduate students, English instructors, subjectspecific instructors, and experts in Visual Arts Courses such as Painting were performed to clarify their opinions about the need for ESP and to analyze their perceptions of English language in general and English for special purposes in particular. The findings of the present study have revealed that there is a fundamental necessity for revision and development of future ESP textbooks in Iranian context. Moreover, the findings imply that traditional materials and frameworks are not responsive to students’ needs and genre knowledge in majors of the Visual Arts.

scholarly journals Project Ibunka – a web-based virtual exchange project

2020 ◽  
pp. 201-230
Author(s):  
Masahito Watanabe
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Intercultural Understanding ◽  
Web Based ◽  
Cooperative Partner ◽  
Esl Learners ◽  
Different Cultures

Since 2000, I have been coordinating a web based virtual exchange project, Project Ibunka. Ibunka means different cultures in Japanese. It aims to provide opportunities of authentic interaction among EFL/ESL learners all over the world. The project has been giving English language learners from various countries opportunities to use English for authentic purposes and promote intercultural understanding. Since 2000, more than 6,000 students from 22 countries have joined the project. The long life, the regularly appearing cooperative partner teachers, the diversity of students’ cultures, and the high quality of the messages exchanged, are the assets of Project Ibunka. This paper, as a case study of virtual exchange, overviews the background and the project constitution as a whole. It also analyzes the project management and students’ written products. The three administrative features, (1) non-unified project goals for partner institutions, (2) selecting and sequencing themes and sub-themes, and (3) moderation by experienced instructors, have contributed to students’ quantitative fluency as well as their qualitative improvement.

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