ELT Textbook Evaluation and Adaptation from Pre-Service Teachers’ Perspectives
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine the perspectives of pre-service teachers on ELT textbook evaluation and adaptation to provide a better understanding of what they might face and experience when selecting and implementing teaching materials in their own classrooms. A total of 75 pre-service teachers across three different majors participated in data collection through a course on Materials Study. The main methods for data collection included open-ended surveys, reflection papers, and course-related documents. A mixed-method approach was applied to examine the factors influencing the pre-service teachers’ English textbook evaluation and adaptation and to identify the challenges they encountered. The study found that pre-service teachers valued textbook evaluation for understanding material strengths and weaknesses but faced challenges such as ambiguous criteria, difficulties in creating checklists, and textbook similarities. In adapting materials, they preferred modifying and adding content rather than removing or replacing it, with frequent adaptations in Music and English, particularly for language simplification. The main reason for adaptation was to enhance student interest and motivation, while external factors like classroom management and time constraints were less influential. These findings highlight the need for structured training in textbook evaluation and adaptation, emphasizing a student-centered approach to ensure engaging and relevant instructional content.
Abstract
The purpose of this study was to examine the perspectives of pre-service teachers on ELT textbook evaluation and adaptation to provide a better understanding of what they might face and experience when selecting and implementing teaching materials in their own classrooms. A total of 75 pre-service teachers across three different majors participated in data collection through a course on Materials Study. The main methods for data collection included open-ended surveys, reflection papers, and course-related documents. A mixed-method approach was applied to examine the factors influencing the pre-service teachers’ English textbook evaluation and adaptation and to identify the challenges they encountered. The study found that pre-service teachers valued textbook evaluation for understanding material strengths and weaknesses but faced challenges such as ambiguous criteria, difficulties in creating checklists, and textbook similarities. In adapting materials, they preferred modifying and adding content rather than removing or replacing it, with frequent adaptations in Music and English, particularly for language simplification. The main reason for adaptation was to enhance student interest and motivation, while external factors like classroom management and time constraints were less influential. These findings highlight the need for structured training in textbook evaluation and adaptation, emphasizing a student-centered approach to ensure engaging and relevant instructional content.