American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
Perceived Satisfaction on Learning Environment of Science-based and Non- Scie...Dhanapala R.M.
Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in addition to few values of high satisfaction in limited cases.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This paper summarises the rationale that underpins the curriculum design for a unit of study
that I have authored titled ‘Teaching learning skills at post-secondary level’. This paper
comprises part of a series by this author that shows how academics may use detailed practical
examples to supplement their scholarship that offers a critique of pedagogical practices.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
Perceived Satisfaction on Learning Environment of Science-based and Non- Scie...Dhanapala R.M.
Abstract- The emphasis placed for Learning Environment and Resources in ELT study programmes has not been duly recognized although they are so immense for the improvement of ESL proficiency of university students. This study was a survey research in nature and was a part of the PhD study conducted in selected peripheral universities in Sri Lanka. In the study, five areas namely; convenience of lecture room facilities, availability of technology and other resources, availability of language laboratory facilities, convenience of library facilities, and convenience of time tabling and allocation of periods were tested with special reference to Science-based and Non science- based faculties. Descriptive analysis of data using SPSS software was performed in the study. Based on the results, students of Science-based faculties have shown almost equally high and moderate satisfaction for most of the areas. In contrast, Non science-based faculties needed further improvements in selected cases as the students’ satisfaction was low and moderate in majority of the cases in addition to few values of high satisfaction in limited cases.
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.
Teaching learning skills at post secondary level - from critique to pedagogic...The Free School
This paper summarises the rationale that underpins the curriculum design for a unit of study
that I have authored titled ‘Teaching learning skills at post-secondary level’. This paper
comprises part of a series by this author that shows how academics may use detailed practical
examples to supplement their scholarship that offers a critique of pedagogical practices.
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
Effects of Team Teaching on Students’ Academic Achievement In English Languag...iosrjce
:This study examined the effects of Team Teaching Approach (TTA) on the achievement of students in
English language comprehension and how the effects vary across gender. The study employed non randomized
pretest-posttest control group quasi experimental design. Intact classes were therefore assigned to the
experimental and control groups. The population consisted of 5,171 senior secondary two students made up of
2,407 males and 2,764 females in Onitsha education zone of Anambra State. A total of 189 students (97 males
and 92 females) randomly selected from four public secondary schools constituted the sample. Two of the
schools selected were used as experimental group while the other two were used as the control group. Two
research questions and three hypotheses guided the study. Data were collected with one comprehension
passage. Data generated were analysed using mean and standard deviation to answer the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The major findings showed that the
students taught English language comprehension with team teaching approach achieved significantly higher
than those of the control group who were taught with single teacher teaching approach. The female students in
TTA group achieved significantly higher than their male counterparts Based on the finding of this study, it was
recommended that team teaching approach should be adopted as a more effective approach to teaching and
learning English language comprehension in public secondary schools to enhance academic achievement of
students in the subject.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
An Evaluation of the New Interchange SeriesAJHSSR Journal
ABSTRACT: In language teaching and learning, textbooks can play a very important role. As Riazi (2002)
stated,textbooks are the second effective factor in every classroom after the teacher. Therefore, choosing an
appropriate textbook for a class has been one of the most essential tasks for teachers and curriculum planners.
Thus, it is clear that evaluating a textbook is of great importance in order to achieve the desired objectives.In
this paper, Littlejohn‟s framework (1998) is employed in this attempt with the aim of evaluating the New
Interchange Serieswritten by Richards, Hull and Proctor (2006). This framework evaluates theselected textbook
regardless of how it is used in the classroom. In sum, the analysis indicated that the New Interchange
Seriesdon‟temploy learners or the teachers as a source for its content; rather, they pay attention mainly on pair
works and meaning. They also encourage students to use the language, andmore importantly they usually
require them to talk and discuss rather than to be a listener.However, there were some parts, including
retrieving, repetition and written extended discourse, that need to be taken into better consideration.
The task-based Language teaching is the teaching theory put forward by foreign language teaching method researchers on the basis of the large quantity of studies and practice in the 1980s. It advocates learning from “doing-it” and the interactive learning styles: learning from experiencing, practicing, participating, communicating and cooperating. The national New Standard for English Curriculum advocates the implementing of TBLT in Junior High School in China. At present, many scholars have investigated the application in terms of teaching of reading, writing and so on, but only a few have involved the study about the application of TBLT in oral English teaching. Through the analysis of the present situation of oral English teaching in Junior High School in China, this thesis aims to solve the teaching problems by applying TBLT to oral English teaching on the basis of the previous study.
Impact of audiovisual aids in teaching home economics in secondary schoolsResearchWap
ABSTRACT
The study attempted to investigate the appraising instructional materials as being used in secondary schools in Uyo Local Government Area of Akwa Ibom State, Nigeria. The study equally reviewed some important and extensive literatures under sub-headings. The descriptive research survey design was applied in the assessment of respondents’ opinions towards the subject matter. In this study, four null hypotheses were formulated and tested with the application of the independent t-test and the Pearson Product Moment Correltional Coefficient Statistical tools at 0.05 significance level. Also, the simple percentage frequency counts was used to analyse the questionnaire response of the selected respondents together with the research questions. A total of 100 (one hundred) respondents, 50 (fifty) male and 50 (fifty) female teachers were selected for this study. At the end of the data analyses, the following results were obtained: there is a significant relationship between teaching materials and teaching effectiveness among teachers in Akwa Ibom State public schools, there is a relationship between the availability of instructional resources and academic performance of students in public secondary schools in Akwa Ibom State, there is a significant relationship between teaching methods and students’ academic performance in Akwa Ibom State public schools and there is a significant gender in the academic performance of students due to the use of teaching materials in Akwa Ibom State public schools. Based on the conclusions reached at the end of this study, the following recommendations are made by the researcher: There should be allocation of more time to the practical aspects of educational technology in secondary schools, government should subsidise the cost of students’ practical work on Education Technology and graduates from other disciplines coming into teaching profession as a last resort due to high rate of unemployment; should be discouraged. This is because they are not well equipped for the tasks which they are to perform.
Effects of Team Teaching on Students’ Academic Achievement In English Languag...iosrjce
:This study examined the effects of Team Teaching Approach (TTA) on the achievement of students in
English language comprehension and how the effects vary across gender. The study employed non randomized
pretest-posttest control group quasi experimental design. Intact classes were therefore assigned to the
experimental and control groups. The population consisted of 5,171 senior secondary two students made up of
2,407 males and 2,764 females in Onitsha education zone of Anambra State. A total of 189 students (97 males
and 92 females) randomly selected from four public secondary schools constituted the sample. Two of the
schools selected were used as experimental group while the other two were used as the control group. Two
research questions and three hypotheses guided the study. Data were collected with one comprehension
passage. Data generated were analysed using mean and standard deviation to answer the research questions
while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The major findings showed that the
students taught English language comprehension with team teaching approach achieved significantly higher
than those of the control group who were taught with single teacher teaching approach. The female students in
TTA group achieved significantly higher than their male counterparts Based on the finding of this study, it was
recommended that team teaching approach should be adopted as a more effective approach to teaching and
learning English language comprehension in public secondary schools to enhance academic achievement of
students in the subject.
The International Journal of Engineering and Science (The IJES)theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.
This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.
Grow Your Reddit Community Fast.........SocioCosmos
Sociocosmos helps you gain Reddit followers quickly and easily. Build your community and expand your influence.
https://www.sociocosmos.com/product-category/reddit/
Get Ahead with YouTube Growth Services....SocioCosmos
Get noticed on YouTube by buying authentic engagement. Sociocosmos helps you grow your channel quickly and effectively.
https://www.sociocosmos.com/product-category/youtube/
“To be integrated is to feel secure, to feel connected.” The views and experi...AJHSSR Journal
ABSTRACT: Although a significant amount of literature exists on Morocco's migration policies and their
successes and failures since their implementation in 2014, there is limited research on the integration of subSaharan African children into schools. This paperis part of a Ph.D. research project that aims to fill this gap. It
reports the main findings of a study conducted with migrant children enrolled in two public schools in Rabat,
Morocco, exploring how integration is defined by the children themselves and identifying the obstacles that they
have encountered thus far. The following paper uses an inductive approach and primarily focuses on the
relationships of children with their teachers and peers as a key aspect of integration for students with a migration
background. The study has led to several crucial findings. It emphasizes the significance of speaking Colloquial
Moroccan Arabic (Darija) and being part of a community for effective integration. Moreover, it reveals that the
use of Modern Standard Arabic as the language of instruction in schools is a source of frustration for students,
indicating the need for language policy reform. The study underlines the importanceof considering the
children‟s agency when being integrated into mainstream public schools.
.
KEYWORDS: migration, education, integration, sub-Saharan African children, public school
Multilingual SEO Services | Multilingual Keyword Research | Filosemadisonsmith478075
Multilingual SEO services are essential for businesses aiming to expand their global presence. They involve optimizing a website for search engines in multiple languages, enhancing visibility, and reaching diverse audiences. Filose offers comprehensive multilingual SEO services designed to help businesses optimize their websites for search engines in various languages, enhancing their global reach and market presence. These services ensure that your content is not only translated but also culturally and contextually adapted to resonate with local audiences.
Visit us at -https://www.filose.com/
Unlock TikTok Success with Sociocosmos..SocioCosmos
Discover how Sociocosmos can boost your TikTok presence with real followers and engagement. Achieve your social media goals today!
https://www.sociocosmos.com/product-category/tiktok/
The Challenges of Good Governance and Project Implementation in Nigeria: A Re...AJHSSR Journal
ABSTRACT : This study reveals that systemic corruption and other factors including poor leadership,
leadership recruitment processes, ethnic and regional politics, tribalism and mediocrity, poor planning, and
variation of project design have been the causative factors that undermine projects implementation in postindependence African states, particularly in Nigeria. The study, thus, argued that successive governments of
African states, using Nigeria as a case study, have been deeply engrossed in this obnoxious practice that has
undermined infrastructure sector development as well as enthroned impoverishment and mass poverty in these
African countries. This study, therefore, is posed to examine the similarities in causative factors, effects and
consequences of corruption and how it affects governance, projects implementation and national growth. To
achieve this, the study adopted historical research design which is qualitative and explorative in nature. The
study among others suggests that the governments of developing countries should shun corruption and other
forms of obnoxious practices in order to operate effective and efficient systems that promote good governance
and ensure there is adequate projects implementation which are the attributes of a responsible government and
good leadership. Policy makers should also prioritize policy objectives and competence to ensure that policies
are fully implemented within stipulated time frame.
KEYWORDS: Developing Countries, Nigeria, Government, Project Implementation, Project Failure
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
How social media marketing helps businesses in 2024.pdfpramodkumar2310
Social media marketing refers to the process of utilizing social media platforms to promote products, services, or brands. It involves creating and sharing valuable content, engaging with followers, analyzing data, and running targeted advertising campaigns.
www.nidmindia.com
Your Path to YouTube Stardom Starts HereSocioCosmos
Skyrocket your YouTube presence with Sociocosmos' proven methods. Gain real engagement and build a loyal audience. Join us now.
https://www.sociocosmos.com/product-category/youtube/
Enhance your social media strategy with the best digital marketing agency in Kolkata. This PPT covers 7 essential tips for effective social media marketing, offering practical advice and actionable insights to help you boost engagement, reach your target audience, and grow your online presence.
Non-Financial Information and Firm Risk Non-Financial Information and Firm RiskAJHSSR Journal
ABSTRACT: This research aims to examine how ESG disclosure and risk disclosure affect the total risk of
companies. Using cross section data from 355 companies listed in Indonesia Stock Exchange, data regarding
ESG disclosure and risk was collected. In this research, ESG and risk disclosures are measured based on content
analysis using GRI 4 guidelines for ESG disclosures and COSO ERM for risk disclosures. Using multiple
regression, it is concluded that only risk disclosure can reduce the company's total risk, while ESG disclosure
cannot affect the company's total risk. This shows that only risk disclosure is relevant in determining a
company's total risk.
KEYWORDS: ESG disclosure, risk disclosure, firm risk
Social media refers to online platforms and tools that enable users to create, share, and exchange information, ideas, and content in virtual communities and networks. These platforms have revolutionized the way people communicate, interact, and consume information. Here are some key aspects and descriptions of social media:
1. American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal www.arjhss.com Page | 22
American Research Journal of Humanities Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-02, Issue-02, pp-22-27
February - 2019
www.arjhss.com
Research Paper Open Access
Evaluating the 7th
grade Basic Education English Language
Textbooks in use in Tunisia
Tesnim Ounis
Faculty of Letters and Humanities, Sfax. University of Sfax Laboratory on Approaches to Discourse, FLSH.
ABSTRACT: Textbooks are important teaching materials inside the classroom setting. In Tunisia, only the
textbooks published and testified by an official body (the ministry or department of education) are authorized
for classroom use in various educational institutions (public or private prep-schools, primary schools or
secondary schools) for the study of a particular subject depending on the educational level.
This study is set up to assess the 7th
grade basic education English language textbooks (the student‟s book and
its corresponding activity book entitled “Let‟s learn English”) currently used at all the preparatory schools in
Tunisia from the perspective of the Tunisian EFL teachers. In order to answer the research questions, a 42-items
questionnaire was developed and was administered to a total population of 45 EFL teachers. The questionnaire
is made of three sections: the first section focuses on textbooks‟ physical design, the second section deals with
the textbooks‟ content in terms of reading comprehension, vocabulary, grammar, communicative functions and
pronunciation and spelling, and the final section concerns some practical considerations.
The results revealed that the majority of the informants are not satisfied with the textbooks considering their
content and some practical considerations. However, the respondents seem to accept to some extent the physical
design of the 7th
grade textbooks.
KEYWORDS: Textbook evaluation, EFL teachers‟ perceptions, syllabus design, curriculum, Tunisian EFL
classroom context.
The contribution of the study: The present paper contributes to the existing literature and research on
textbook evaluation in EFL context in general and in the Tunisian EFL context in particular. The primary aim of
this study is outlining the possible deficiencies detected in 7th
grade basic education English Language textbooks
used in Tunisia, in order to work on improving, compensating and reforming these identified weaknesses.
I. INTRODUCTION
The issue of evaluating textbooks in EFL context has gained considerable interest among many
researchers all over the world. Several scholars have conducted research on evaluating textbooks through the
use of different checklists and questionnaires (Tomlinson, 2001; Aliakbari, 2007; Cunningsworth, 1995; Ellis,
1997; Razmjoo, 2007; Azizfar, Koosha and Lotfi, 2010). Ellis (1997), for instance, argues that textbook
evaluation taking into consideration teachers‟ views is very influential and beneficial for this allows teachers to
gain practical, accurate, systematic, and appropriate knowledge of the general profile of the textbook material in
hand and to avoid impressionistic assessments. In Tunisia, evaluating the textbooks designed for the 7th
grade
basic education with regard to EFL teachers‟ perspectives and attitudes seems to gain little attention.
Therefore, this research paper endeavors to investigate EFL teachers‟ perceptions in order to reach a
comprehensible evaluation of the 7th
grade students‟ book and its corresponding activity book and to contribute
to the existing knowledge in this research area. For this purpose, the study comprises six parts: the present
introduction presents the main motivation and claims that justify the need for conducting this research. The
following part briefly reviews literature on textbook evaluation. It presents and defines the key roles of
textbooks in CLT classroom context and the different stages proposed by scholars to evaluate textbooks. It
closes with a presentation of the 7th
year students‟ book and its corresponding activity book as important ELT
materials in the Tunisian context. Then, the methodology outlines the research questions, the participants as well
as the methods used for both collecting and exploring data. The findings and interpretation part applies the
methodological instruments and presents the corresponding results in both a quantitative and qualitative forms.
2. American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal www.arjhss.com Page | 23
The current paper ends with a conclusion that constitutes a recapitulation of the major findings, and implications
of the study.
II. LITERATURE REVIEW
2.1 The role of textbooks in EFL classroom context
Generally speaking, textbooks are designed with the ultimate objective to support FL learners to
develop their linguistic and communicative abilities (Litz, 2005; Sheldon, 1987). They are perceived as
universal elements for both learning and teaching (O‟Neil, 1982; Ur, 1996; Lee, 1997). Therefore, the basic
teaching tool in EFL/ESL classroom, worldwide, is the textbook (Dendrinos, 1992). As Hutchinson & Torres
(1994: 315) suggest:
“The textbook is an almost universal element of teaching. Millions of copies are sold every year, and numerous
aid projects have been set up to produce them in countries…No teaching-learning situation, it seems, is complete
until it has its relevant textbook”.
In the same respect, Mares (2003) highlights that “textbooks are designed to give cohesion to the
language teaching and learning process by providing direction, support and specific language-based activities
aimed at offering classroom practice for students”. According to Průcha (2002: 27), textbooks are useful in three
respects: firstly, the textbook is “a part of educational program”, i.e., a part of the teaching curriculum at
schools. They formulate the aims of education on general or in particular subjects. Secondly, the textbook is “a
part of didactic means”, i.e., relying on technical means in lessons (audio-visual media). Finally, the textbook is
“as a type of school didactic texts”, i.e., including several didactic texts that are intended to didactic reasons.
With regard to the role of textbook in the language classroom, Průcha (2002) believes that the textbook
is an important source, from which learners acquire knowledge and with which teachers prepare their lesson
plans whether they heavily rely on the textbook or they just refer to it as pedagogical guidance. As such
textbook is a map that lays out the general content of lessons and the structure that gives coherence to individual
lessons, as well as to an entire course. Given its significant role, textbooks are the main basis for the curriculum
in many schools (Richard, 1993). As Appel (2011: 50) states “in no other school subjects do course books exert
a similar influence as in language teaching”. Hence, textbook is a pivotal teaching material that underlines the
goals and the content of teaching as well as the methods teachers are expected to use.
Additionally, the large majority of teachers are using textbook as a main teaching basis which includes
the content of modules and the type of language practice. In this respect, Cunningsworth (1995) contends that
textbooks display different roles mainly in language classes, they can be “a resource for presentation of material,
a source of activities for learner practice and communicative interaction, a reference source for learners on
grammar, vocabulary, pronunciation, etc., a source of stimulation and ideas for classroom language activities, a
syllabus, a resource for self-directed learning or self-access work, and a support for less experienced teachers
who have yet to gain in confidence” (Cunningsworth, 1995: 4).
As for FL learners, the textbook is a key source of language input and serves for both class use and
self-study (Crawford, 2002). Therefore, it can give learners a sense of independence, progress and achievement.
As Crawford (2002: 28) states:
“It may be this sense of control which explains the popularity of textbooks with students consequently
a teacher‟s decision not to use a textbook may actually be „a touch of imperialism‟…because it retains control
in the hands of the teacher rather than the learner”.
Textbooks are set up to motivate and stimulate language learning (Allwright, 1981, Skierso, 1991) in
order to create a classroom environment conducive to language acquisition (Tomlinson, 2008). Moreover, in
ELT context, textbooks can be seen as a map that plays an important role in monitoring the progress of the
teaching process (McGrath, 2002) and providing guidelines in terms of lessons‟ instruction. Added to that,
textbooks constitute potential teaching material that support and back up novice teachers (Edge and Wharton,
1998; Tomlinson, 2010).
2.2 Textbook Evaluation
The general guidelines for textbook evaluation have been outlined by many researchers (Garinger,
2002; Breen & Candlin, 1987; Cunningsworth 1984; Harmer, 1991; McDonough & Shaw, 1993; Rea-Dickins &
Germaine, 1992; Skierso, 1991). Most of the studies focus on elaborating systems of checklists for the practical
purpose of selecting a particular textbook for a particular teaching context. Most of these systematic evaluations
either have an implied theoretical component throughout (Skierso, 1991) or „theory‟ as one of many criteria to
consider (Rea-Dickinson & Germaine, 1992). Richards (2018), Cunningsworth (1995) and Ellis (1997)
identified three stages of textbook‟s evaluation that includ: the 'pre-use' (known also as pre-evaluation) refers to
the analysis and the interpretation of the contents of the textbook in terms of scope, sequence, organization,
exercises and texts included. The 'in-use' evaluation focuses on the examination of how well the textbook at
3. American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal www.arjhss.com Page | 24
hand (being used) functions in class. Finally, the 'post-use' evaluation (known also as retrospective evaluation)
that helps decide if the textbook will be used for future programmes.
According to Tomlinson & Mashura (2004: 25), textbook evaluation includes “measuring the values
(or potential value) of a set of learning materials (textbooks) by making judgments about the effect of the
materials (textbook) on the people using them”. Tomlinson (2001) argues that textbook evaluation is an applied
linguistic activity through which teachers, inspectors, textbooks‟ writers, and syllabus designers can reach sound
decisions and judgments about the effectiveness of the material in use. Judging the quality of the textbook, both
in terms of content and coverage, and assessing textbook‟s match to the curriculum are highly needed because
textbooks directly influence the teaching and learning process (Mukundan, 2007; Byrd, 2001; Richards, 2001;
Brown, 1995).
3.3 Focus on the Tunisian context: A presentation of the 7th
grade (Basic Education) textbooks
The current research paper is interested to study the physical make-up, the content, and practical
concerns related to the 7th
grade students‟ textbook and its corresponding activity book in order to make a
comprehensible evaluation. The student‟s book as well as its corresponding activity book designed for 7th
grade
(basic education) are entitled “Let‟s learn English” .As the title indicates, it is expected that those textbooks will
introduce and initiate Tunisian 7th
grade learners to the discovering and the learning of the English language,
especially this 7th
year basic education (after completion of the primary cycle) constitutes the first academic
encounter of Tunisian learners with the English language. As such, there is an invitation of the learner to engage
in the learning process and to discover the learning of the English language.
Let’s learn English:7th
year Basic Education; Student’s Book
This book tackles different issues/ subjects related to every-day life situations and contexts as the main
objective is to make learners able to learn English and to interact and live with others (Tunisian official
programmes). Each module consists of four lessons. Module one consists of the following section: “Tell me
more about your family, What are your hobbies ? How do you spend your day ?”. Module two includes these
lessons: “Aly‟s Friend, What‟s happening ?, Welcome to Tunisia, and Time for lunch”. Module three is made up
of the following sections: “Aly‟s house, Uncle Hedy‟s farm, Market day, and Happy Birthday”. Module four
tackles these titles: “You must be careful, What‟s the matter ?, Let‟s keep fit and What's the weather like ?”.
Module five, the final one, includes “ Let‟s Visit Aly‟s School, Who is your favourite teacher ?, Let‟s help
others and Good bye Peter”. So it is worth noticing that the book lessons are arranged in way as if they are
episodes of a story which the learner unwraps and discovers as he/she progresses through the various sections.
The story is about a cultural exchange whereby a British teenager comes to stay with a Tunisian family as a
token for intercultural learning, which facilitates access to universal culture (Tunisian official programmes).
Each section presents, develops, and incorporates the language skills, the structures and the language
functions and offers the opportunity for practicing them. Each section also integrates phonetic symbols used to
teach pronunciation and dictation, word games, and puzzles used to teach spelling. Every section closes with a
„production task‟ to consolidate and demonstrate learning and to evaluate teaching and learning. Moreover, a
review section, in the form of self- evaluation checklists, is presented in order to promote and assess teaching
and learning and to increase learners‟ autonomy and responsibility of their own learning. It may be noted here
that “the teacher can be selective in dealing with this section depending on the learner's needs. With regard to
timing, each module can be covered over an approximate timeline of ten teaching hours. The remaining time is
devoted to project work, consolidation, and remedial work.”(The teacher‟s book, p.6)3
The Activity Book
The Activity Book is meant to be used as subsequent to the Student‟s book in the classroom, i.e. after
dealing with the student‟s book, the activity book offers the learner the opportunity to more practice the
acquired knowledge (from the student‟s book) through a set of corresponding activities and tasks. However, the
authors of textbooks claim that this book should especially used when the teacher sees it necessary to
consolidate what has been acquired in the student‟s book. In the Teacher’s Book, the authors clarify that “the
decision regarding the amount of practice i.e. the number of activities dealt with is left to the teacher's discretion
depending on learner's needs.” (p. 7).
The Activity Book includes a vast range of activities: test-type activities and games together with TPR
activities that suit learners' age and cognitive development.
It should be added that an important material used in addition to the textbooks is the “Audio-
Cassette”. It includes listening passages that, along with the pronunciation activities in the activity book, will
help the learners develop their listening skills by listening to the practiced in different situations for different
purposes.
III. METHOD
4. American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal www.arjhss.com Page | 25
3.1 Research Questions
This study seeks to address the following research questions:
1. To what extent are the EL textbooks satisfactory in terms of their content?
2. To what extent are the EL textbooks appropriate in terms of physical make-up?
3. To what extent are the EL textbooks adequate in terms of some practical considerations?
3.2 Participants
Because this research is interested in evaluating textbooks in use in Tunisia from the perspectives of
EFL teachers, the participants form a total sample size of 45 Tunisian EFL teachers who are currently teaching
in different prep-schools in Gabes, Tunisia. They were randomly selected from the whole population of almost
209 EFL teachers of Basic education. The sample population is fairly heterogeneous in terms of sex (both
female and male were included in the study), age and number of years of teaching experience, but homogeneous
in terms of first language (Arabic) and second language (French). The informants accepted to answer the
questionnaire survey on a voluntary basis.
3.3 Materials
The materials to be evaluated in this study included the two English language textbooks (the student‟s
book and its corresponding activity book) currently used at basic education throughout Tunisia. They are
entitled “Let‟s Learn English” (see the previous section Literature review for more information about the
textbooks in focus).
3.4 Data collection tool
The selection of particular instruments, in any kind of research, is highly important because these
devices do not only facilitate the gathering and obtaining of relevant information but also they influence and
affect the interpretation and the discussion of the obtained results. Since the present paper seeks to gain insights
on teachers‟ perceptions regarding the textbooks in use, the use of a questionnaire survey designed by the
researcher deemed necessary and helpful. For this purpose, I designed a 42-items questionnaire, divided into
three major section (physical make-up, content and practical considerations). The first section, physical design,
includes eight items. The second, content, is sub-divided into five parts: reading comprehension, vocabulary,
grammar, pronunciation and spelling, and communicative functions (each part includes three to six questions).
The final section, practical considerations, integrates seven items. Two English language teachers who had
different teaching experiences participated in the pilot study of the questionnaire. This pilot study is very helpful
for me because I had the opportunity to reflect on and refine my questionnaire items in order to reach interesting
findings.
3.5 Research design
This study attempts to evaluate the 7th
year basic education English textbooks currently used at all the
preparatory schools all over Tunisia. First, after a pilot study of the questionnaire survey was conducted, the 42-
items questionnaire targeting diverse features of the English language textbooks was confirmed. Then, it was
administered to 45 English language teachers who voluntarily answered the various questions. The items are
assessed on the basis of a 4-point Likert scale ranging from „not at all‟ 1, „not satisfactorily‟ 2, „to some extent‟
3, to „to a great extent‟ 4. Using Cronbach‟s alpha, the reliability estimate of the questionnaire items is
calculated to be r = .85 for the first part and r = .86 for the second part and r=.85 for the final part. Then, the
self-reporting questionnaire was administered to the participants in order to probe the degree of their satisfaction
about the textbooks in use in terms of physical design, reading comprehension, vocabulary, grammar,
pronunciation and spelling, and communicative functions and practical considerations. Afterward, the self-
reported data collected were quantified and analyzed using descriptive data (median, mean and SD) and finally
discussed in order to reach answers the three research questions set forth.
IV. FINDINGS AND INTERPRETATIONS
The central tendency is represented by the median which is less affected by the extreme data at either
end of the scale. The 42 items of the questionnaire survey were arranged and examined based on the median of
the answers given to them. The following table 1 displays the results of the descriptive statistics.
5. American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal www.arjhss.com Page | 26
Median Mean SD
Physical design
3 1.95 0.488
Content
Reading
comprehension
2 2.09 0.425
Vocabulary 2 2.01 0.556
Grammar 2 2.30 0.560
Pronunciation and
spelling
2 1.82 0.625
Communicative
functions
2 1.42 0.602
Practical Considerations
2 2.01 0.523
Table 1: Descriptive Statistics: the results of Medians, Means and Standard Deviations
The statistics reveal that the mode and median of the items about the physical design section of the
textbooks turned out to be 3. The mean is (1.95) with 0.95% confidence level. This implies that the respondents
seem to be satisfied to some extent with the physical appearance and design of the textbooks (as 3 stands for
„satisfied to some extent). The participants, hence, seem to accept and „like‟ the wide range of pictures, images,
the clarity of illustrations, the paper quality, the type size, the size and the weight of the textbooks that were
perceived as appropriate, adequate and convenient to the level of pupils. This result is correlated to the different
types of colorful pictures, authentic images of real people (especially teenagers), and environment included in
the 7th
grade textbooks given that the central idea upon which all the sections are built revolve around the story
of a cultural exchange (a British teenager comes to stay with a Tunisian family as a token for intercultural
learning). Therefore, it can be inferred that textbooks‟ authors did take into consideration the aptness of the
pictures not only to the content of the lessons but also to the pupils‟ age and needs, as such there is a focus on
presenting and designing visuals that are appealing and motivating for learners. However, this result contradicts
the findings of other researches. Jahangard (2007), for instance, examined English textbooks used in Iran and
found out that physical layout of books is not at all satisfactory especially regarding the low paper quality and
ambiguity of pictures used.
In terms of textbooks‟ content, it can be deduced that both the students‟ textbook and its corresponding
activity book were “not satisfactorily” acceptable concerning the texts used to teach reading comprehension.
The informants‟ dissatisfaction can be related to three reasons: First, the teachers may have noticed their pupils‟
disinterest with the topics dealt with in the texts inside the classroom setting. Second, the themes and topics
raised may be out-dated. Third, lack of variety and diversification of the topics which may lead to monotony as
all the sections are bound by one main story. Concerning the vocabulary presentation and practice, the results
show that the participants are dissatisfied by the vocabulary presentation. This finding can be related to a lack of
correspondence among the vocabulary items presented as well as a lack of diversification of vocabulary
activities used for consolidating learning. This result echoes other findings. Dahmardeh (2009), for example,
argues that the new lexis reflected by the textbooks is out of a plausible context and is presented as isolated
fragment. Responses to items related to grammar features unfold un-acceptance among the majority of the
informants. This implies that textbook‟ authors may have not considered the introduction and reinforcement of
grammar points critical. It can be concluded that the textbooks are “not satisfactory” acceptable in terms of
“Grammar” presentation and practice. Similarly, EFL teachers‟ responses to pronunciation and spelling items
reveal discontent which can be due to the lack or restricted opportunities for practice inside the classroom
setting. The last part in this content section, the communicative functions of the textbooks in use, shows that the
median of the items is 2 as “not satisfactory”. However, the mean (1.46) can be considered as 1 (not at all). This
means that the textbooks are “not at all” acceptable in terms of communicative functions‟ presentation and
practice. This fact implies that the communicative functions introduced in the textbooks are context-limited so
that pupils may find it very difficult to visualize the interactive real life situation. This result in fact mismatches
the authors‟ claim that they focused on promoting learners‟ interactive skills (the teacher‟s book).
Concerning the final section of the questionnaire survey, the results demonstrate that the majority of the
respondents perceive the textbooks as “not satisfactorily” acceptable in terms of some practical concerns. This
implies that the teaching methodology advocated by the Tunisian official curriculum (which calls for CLT
implementation) contradicts the methods in which the 7th
grade textbooks‟ tasks and exercises are introduced in
class. Within this view, Azizfar et al (2010) contends that textbook‟s writers emphasized mainly mechanical
6. American Research Journal of Humanities Social Science (ARJHSS)R) 2019
ARJHSS Journal www.arjhss.com Page | 27
drills, substitution and repetition drills, and learners are merely producing simple sentences. In the Tunisian
context, many researchers (Ounis & Ounis, 2017; Mrabit-Abid, 2005; Abdesslem, 1996) outlined that
opportunities for genuine communication and language practice are very rare and occasional inside the
classroom setting, especially with form-focused teaching methodology. Therefore, it can be concluded that the
textbooks designed for 7th
year basic education do not serve or support the objectives stated by the curriculum.
V. CONCLUSION
The purpose of this study is to evaluate 7th
grade textbooks through examining EFL teachers‟
perceptions regarding different characteristics of the textbooks. The basic outcome is that the informants
reported dissatisfactory attitude regarding the content as well as some practical concerns (basically the teaching
methodology), yet they seem to accept the general physical design of the textbooks in focus. Nevertheless, more
valid judgments and assessment of the textbooks require more studies that tend to rely on a triangulation of
different research instruments (classroom observation, interviews, document analysis).
VI. IMPLICATIONS
On the one hand, results of this study may offer interesting guidelines for syllabus and curriculum
designers, and materials developers. Inappropriate sections of the textbooks can be revisited, improved or
reformed by the committee of textbook designers in Tunisia in order to develop and enhance their quality in
terms of both content and physical make up. On the other hand, EFL teachers must be aware of the importance
of employing different strategies and creating new teaching supports to compensate for the weak points of the
textbooks.
LIST OF REFERENCES
[1]. Abdesslem, H. (1996). Communication strategies or Discourse strategies in foreign language
performance? International Review of Applied Linguistics, vol. 34(1), 49-61.
[2]. Appel, J. (2011). Moments of Practice: teachers‟ knowledge and interaction in the language classroom.
Theory and practice in EFL teacher Education. Bristol: Multilingual matters, pp 38-54.
[3]. Azizfar, A., Koosha, M. & Lotfi, A. R. (2010). An analytical evaluation of Iranian high school ELT
textbooks from 1970 to the present. Procedia Social and Beheavioral Sciences, 3, 36-44.
[4]. Crawford, J. (2002). The role of materials in the language classroom: Finding the balance. In J. C.
Richards, & W. A. Renandaya (Eds.), Methodology in language teaching: an anthology of current
practices (pp.80-95). New York: Cambridge University Press
[5]. Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinmann.
[6]. Dahmardeh, M. (2009). Communicative textbooks: English language textbooks in Iranian secondary
high schools. Linguistik, 40(4), 45-61.
[7]. Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51(1), 36-42.
[8]. Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
[9]. Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. ELT Journal,
9 (2), 130-150.
[10]. McDonough, J., & Shaw, C. (1993). Materials and methods in ELT. Oxford: Blackwell.
[11]. Mrabet Abid, S. (2005). Classroom Spoken Discourse: A Study of verbal interaction in Tunisian EFL
Secondary School Lessons. Unpublished PhD dissertation. La Manouba University, Tunis.
[12]. Ounis, T., & Ounis, A, (2017). Tunisian Secondary EFL School Teachers‟ perceptions regarding
Communicative Language Teaching: An exploratory survey. International Journal of Humanities and
Cultural Studies (IJHCS, Vo 4, No 1),188-208.
[13]. Průcha, J. (2002). The Textbook: an Education Mediated with the Medium. In Jan Průcha. Moderní
pedagogika. 27-74.
[14]. Razmjoo, S.A. (2007). High schools or private institutes textbooks? Which fulfill communicative
language teaching principles in the Iranian context? Asian EFL Journal, 9(4). 126-140.
[15]. Rea-Dickens, P. & Germaine, K. (1992). Evaluation. Oxford: Oxford University Press.
[16]. Skierso, A. (1991). Textbook selection and evaluation. In Celce-Murcia, M. (Ed.) Teaching English as
a second or foreign language. Boston: Heinle & Heinle.
[17]. Tomlinson, B. (2001). Materials development. In R. Carter, & D. Nunan (Ed.), The Cambridge guide
to teaching. English to speakers of other languages (pp. 66-71). Cambridge: Cambridge University
Press.