Teachers’ Views on Korean English Textbooks and Materials Evaluation
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This study explored in-service and pre-service teachers’ perspectives on Korean English textbooks and materials evaluation in order to have a better understanding of the roles played by materials in English language classrooms. 13 teachers, taking a materials evaluation and development course at a graduate school in a local university, participated in the study. As part of the course, they were asked to conduct an evaluation of Korean Middle School English textbooks for 3rd grade based on a checklist and rubric they had developed. For data collection, the teachers’ reflection paper of the evaluation task were gathered along with individual interviews to get confirmation or elaboration on their opinions and evaluation of the textbooks. Analysis of the collected data revealed several interesting points. First, it was found that the teachers considered unity, consistency, and communicative language teaching (CLT) are important factors to make a textbook good material for language learning and teaching. Second, engaging contents that meet individual students’ needs was also pointed out as a crucial criterion for material development, while modified contents might lose authenticity in CLT approach-oriented language classroom. Third, containing various interesting topics and balancing four language skills in appropriate sequences of presentation were thought of as strengthes of the current Middle School Textbooks, whereas lack of clear presentation of learning objectives and the length of reading passages were thought of as weaknesses. Finally, the process of working on formal materials evaluation served as a positive experience for the teachers’ professional development.
Abstract
This study explored in-service and pre-service teachers’ perspectives on Korean English textbooks and materials evaluation in order to have a better understanding of the roles played by materials in English language classrooms. 13 teachers, taking a materials evaluation and development course at a graduate school in a local university, participated in the study. As part of the course, they were asked to conduct an evaluation of Korean Middle School English textbooks for 3rd grade based on a checklist and rubric they had developed. For data collection, the teachers’ reflection paper of the evaluation task were gathered along with individual interviews to get confirmation or elaboration on their opinions and evaluation of the textbooks. Analysis of the collected data revealed several interesting points. First, it was found that the teachers considered unity, consistency, and communicative language teaching (CLT) are important factors to make a textbook good material for language learning and teaching. Second, engaging contents that meet individual students’ needs was also pointed out as a crucial criterion for material development, while modified contents might lose authenticity in CLT approach-oriented language classroom. Third, containing various interesting topics and balancing four language skills in appropriate sequences of presentation were thought of as strengthes of the current Middle School Textbooks, whereas lack of clear presentation of learning objectives and the length of reading passages were thought of as weaknesses. Finally, the process of working on formal materials evaluation served as a positive experience for the teachers’ professional development.
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