Materials Evaluation in Educational Settings: Insights from a Qualitative Meta-Synthesis
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This study examined the major themes that have emerged in recent research on textbook and materials evaluation, the research methods and participant groups employed, the key findings reported, and the implications of these findings. Data were collected through a search of the Research Information Service System (RISS) using keywords such as materials, English, textbooks, and evaluation. The initial search produced a large number of relevant articles, which were refined through the application of inclusion criteria. This process resulted in an initial pool of 32 articles, from which 18 were ultimately selected for analysis. For data analysis, constant comparison and thematic analysis were employed. Three major themes were identified: (1) evaluation of textbooks and materials; (2) perceptions of digital literacy and the role of technology in language learning; and (3) teacher perspectives on textbook evaluation and adaptation. In terms of research methodology, five categories were observed: experimental or quasi-experimental studies, textbook/materials analyses, teacher-focused studies, student-centered studies, and mixed-methods research. The findings across the 18 studies indicate that textbook content often does not align with learners’ developmental, linguistic, and cognitive levels. Additional implications are also discussed.
Abstract
This study examined the major themes that have emerged in recent research on textbook and materials evaluation, the research methods and participant groups employed, the key findings reported, and the implications of these findings. Data were collected through a search of the Research Information Service System (RISS) using keywords such as materials, English, textbooks, and evaluation. The initial search produced a large number of relevant articles, which were refined through the application of inclusion criteria. This process resulted in an initial pool of 32 articles, from which 18 were ultimately selected for analysis. For data analysis, constant comparison and thematic analysis were employed. Three major themes were identified: (1) evaluation of textbooks and materials; (2) perceptions of digital literacy and the role of technology in language learning; and (3) teacher perspectives on textbook evaluation and adaptation. In terms of research methodology, five categories were observed: experimental or quasi-experimental studies, textbook/materials analyses, teacher-focused studies, student-centered studies, and mixed-methods research. The findings across the 18 studies indicate that textbook content often does not align with learners’ developmental, linguistic, and cognitive levels. Additional implications are also discussed.