The Effectiveness of English Textbooks at MONE from Teachers’ Aspect

Yıl 2021, Cilt: 29 Sayı: 5, 965 - 973, 31.12.2021

Seray İrem Kütük , Ayfer Su Bergil

https://doi.org/10.24106/kefdergi.764273

Cited By: 2

Öz

Textbooks are handy means in EFL classrooms. However, they may have some lacking points in terms of implementation. EFL teachers’ opinions are crucial in that point. Taking this into account, the current study seeks to investigate the effectiveness of the textbooks used at MONE from teachers’ view. 102 EFL teachers from 7 regions of Turkey are targeted for the data collection. The participants involved are working in primary, secondary and high schools all over Turkey. The data are collected in 2 months in Covid-19 days. The data collection instrument is a five-point likert scale teacher questionnaire. Hence, this study is a quantitative one for which the data obtained are analyzed through SPSS. One sample T-tests, Pearson Correlation Statistics and Descriptive Statistics are utilized in this study. This study reveals that English textbooks are inadequate in terms of layout, design, activities and skills. On the other hand, the teachers find subject, content and language type used in the textbooks appropriate. Most of the teachers are of the opinion that the textbooks are easily adaptable. Nevertheless, the teachers are knowledgeable enough for overcoming the deficiencies and applying the best method for their students regardless of the textbook. Further studies could be conducted by interviewing with the teachers about the drawbacks found in textbooks.

Anahtar Kelimeler

Textbooks,, EFL textbooks,, EFL teachers,, Effectiveness of textbooks,

Öğretmenlerin Bakış Açısından MEB İngilizce Ders Kitaplarının Etkililiği

Öz

Ders kitapları İngilizce derslerinde kullanışlı araçlardır. Yine de uygulama açısından eksik noktaları olabilir. Bu noktada İngilizce öğretmenlerinin fikirleri elzemdir. Bunu göz önünde bulundurarak, mevcut çalışma öğretmenler açısından MEB’de kullanılan kitapların etkililiğini araştırmaktadır. Bu amaçla veri toplamak için Türkiye’nin 7 bölgesinden 102 İngilizce öğretmenine ulaşılmıştır. Katılımcılar Türkiye’nin her yanında ilkokul, ortaokul ve lise kademelerinde çalışmaktadır. Veriler Covid-19 günlerinde 2 ayda elde edilmiştir. Veri toplama aracı beşli likert ölçeği tipi öğretmen anketidir. Dolayısıyla bu çalışma, elde edilen verilerin SPSS aracılığıyla analiz edildiği nicel bir çalışmadır. Bu çalışmada tek grup t testi, Pearson korelasyon istatistikleri ve betimleyici istatistiklerden yararlanılmıştır. Bu araştırma, İngilizce ders kitaplarının düzen, dizayn, aktiviteler ve beceriler bakımından yetersiz olduğunu ortaya koymaktadır. Öte yandan öğretmenler konu, içerik ve kullanılan dili uygun bulmaktadırlar. Öğretmenlerin çoğu kitapların kolaylıkla uyarlanabilir olduğu kanaatindedir. Bununla beraber, öğretmenler eksiklikleri gidermede ve ders kitabından bağımsız olarak öğrencileri için en iyi metodu uygulamada yeterlidir. İleriki araştırmalar öğretmenlerle kitapta bulunan eksiklikler hakkında görüşme yapılarak yürütülebilir.

Anahtar Kelimeler

Ders kitapları,, İngilizce ders kitapları,, İngilizce öğretmenleri,, Ders kitaplarının etkililiği,

Kaynakça

• Referans1 Acar, A. (2006). Designing an effective ELT primary school textbook model by means of evaluating the primary school ELT textbooks: A sample in the designated group and context (Doctoral dissertation, DEÜ Eğitim Bilimleri Enstitüsü)
• Referans2 Ahmadi, A., & Derakhshan, A. (2016). EFL teachers' perceptions towards textbook evaluation. Theory and Practice in Language Studies, 6(2), 260-267.
• Referans3 Anjaneyulu, T. (2014). A critical analysis of the English language textbooks in Andhra Pradesh, India. ELT Research Journal, 3(4), 181-200.
• Referans4 Arıkan, G. (2008). Textbook evaluation in foreign language teaching: Time for English, grade 4 teachers’ and students’ views. Cukurova University Institute of Social Sciencies, Unpublished MA Thesis, Adana.
• Referans5 Arikan, A. (2009). Problems with Coursebooks in EFL Classrooms: Prospective Teachers' Opinions. Online Submission, 38, 309-317.
• Referans6 Basturkman, H. (1999). A content analysis of ELT textbook blurbs: Reflections of theory-in-use. Relc Journal, 30(1), 18-38.
• Referans7 Candlin, C., & Mercer, N. (Eds.). (2001). English language teaching in its social context: A reader. Psychology Press.
• Referans8 Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Referans9 Cunningsworth, A. (1987). Coursebooks and conversational skills. ELT textbooks and materials: Problems in evaluation and development, 45-54.
• Referans10 Demir, Y., & Ertas, A. (2014). A suggested eclectic checklist for ELT coursebook evaluation. Reading, 14(2), 243-252.
• Referans11 Dinçer, A., Takkaç, M., & Akahn, S. (2010). An Evaluation on English Language Education Process in Turkey from the Viewpoints of University Preparatory School Students. Online Submission.
• Referans12 Dougill, J. (1987). Not so obvious. ELT textbooks and materials: Problems in evaluation and development, 29-36.
• Referans13 Ersöz, A. (undated). Materials evaluation and design. Class pack. Gazi University, Turkey, Ankara
• Referans14 Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
• Referans15 Goertzen, M. J. (2017). Introduction to quantitative research and data. Library Technology Reports, 53(4), 12-18.
• Referans16 Kayapinar, U. (2009). Coursebook evaluation by English teachers. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 10(1).
• Referans17 Kırkgöz, Y. (2011). An Evaluation of English Textbooks in Turkish Primary Education. Gender Differences in Achievement Goals and Their Relations to Self-Reported Persistence/Effort, (44), 167-184.
• Referans18 Litz, D. R. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL journal, 48(1), 1-53.
• Referans19 McGrath, I. (2002). Materials evaluation and design for language teaching.Edinburgh University Press.
• Referans20 Namaghi, S. A. O., Moghaddam, M. R. S., & Tajzad, M. (2014). Theorizing Teachers' Perspectives on an EFL Textbook for Public High Schools of Iran: A Grounded Theory. English Language Teaching, 7(10), 123-129
• Referans21 Núñez Pardo, A., & Téllez Téllez, M. F. (2009). ELT materials: The key to fostering effective teaching and learning settings. Profile Issues in TeachersProfessional Development, 11(2), 171-186.
• Referans22 Otlowski, M. (2003). Ethnic diversity and gender bias in EFL textbooks. Asian EFL Journal, 5(2), 1-15.
• Referans23 Öztürk, E. (2019). An evaluation of secondary school 9 th grade English program and 9 th grade coursebook activities from the perspective of bloom's revised taxonomy (Unpublished M.A. Thesis). Gazi University, Ankara.
• Referans24 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).
• Referans25 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.
• Referans26 Tok, H. (2010). TEFL textbook evaluation: From teachers' perspectives. Educational Research and Reviews, 5(9), 508.
• Referans27 Tomlinson, B. (Ed.). (2008). English language learning materials: A critical review. Bloomsbury Publishing.
• Referans28 Wu, J. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science, 6(5), 137-144.
• Referans29 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.