Students' and instructors' evaluation of a foreign language textbook from an intercultural perspective

Download
ındex.pdf
2020-12-01
Gedik Bal, Nur
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
120
views
9
downloads
As teachers primarily rely on textbooks in the teaching of foreign languages, one way of helping and encouraging them to focus on intercultural competence (IC) is to provide them with the textbooks that facilitate intercultural language learning process. Therefore, this study aimed to evaluate the New Language Leader Pre-intermediate textbook from an intercultural perspective. This evaluation was primarily based on 132 students’ and 15 instructors’ perceptions of the textbook after they used it for two months in language classrooms at a preparatory school of a state university. The data collection instrument was a questionnaire adopted from a previous study. Data analysis was conducted with the help of SPSS 20.0. Descriptive Statistics was run to identify the frequencies and mean scores. Mann-Whitney U test was used to discover any possible significant difference in students’ and instructors’ perspectives. The results indicated that although most of the IC components such as knowledge, attitudes, awareness, and linguistic means existed in the textbook according to the participants, the extent of the representation of these in the textbook varied. Whereas the aims and goals of the textbook were thought to be in accordance with the conceptual framework of the students to a large extent, both students and instructors indicated that it did not provide much insight into learners’ own culture. Considering the findings, the stakeholders might have necessary revisions on the textbook and instructors might adapt some resources to fulfil the needs of their learners in the development of IC in similar contexts.
Culture and language, Intercultural competence, Textbook evaluation, Foreign language learning, English as an international language
https://www.jlls.org/index.php/jlls/article/view/1899
https://hdl.handle.net/11511/91160
Journal of Language and Linguistic Studies
Department of Educational Sciences, Article

Suggestions

Self-regulation strategies that Eenglish language learners in a Turkish state university use to increase their proficiency and self-efficacy
Tomak, Burak; Seferoğlu, Gölge; Department of English Language Teaching (2017)
With the new trends in language teaching, more responsibility has been given to the language learners who are in charge of their own learning. Thus, they are now supposed to keep track of their language development and do their best to increase their language proficiency and self-efficacy. Especially learners who start their language learning from A1 level and who must reach to B2 level within a limited time just like the ones here in this study are expected to make use of the language learning strategies t...
Language learning strategies and self-efficacy beliefs as predictors of english proficiency in a language preparatory school
Açıkel, Merih; Çapa Aydın, Yeşim; Department of Educational Sciences (2011)
The purpose of this study was to examine the relationship of language learning strategy use and self-efficacy beliefs with language proficiency of the language preparatory school students. Moreover, some demographic characteristics of the participants were analyzed in relation to the proficiency scores of the students. Four hundred eighty nine language preparatory school students from one private university in Ankara were included in the study. Turkish version of Inventory of Strategies for Language Learnin...
Intercultural Competence in the Eyes of State School English Language Teachers in Turkey
Bal, Nur Gedik; Savaş, Perihan (2020-01-01)
Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before aski...
The Impact of medium of instruction on students’ foreign language learning beliefs
Utku Yurdakul, Ayşegül; Sağın Şimşek, Sultan Çiğdem; Department of English Language Teaching (2015)
This thesis analyzes the impact and magnitude of the language medium of instruction adopted at undergraduate programs on the foreign language learning beliefs of students attending compulsory language preparatory programs of their universities prior to commencing their higher education. The research was conducted at two universities in Ankara: Middle East Technical University (METU), where all academic education is provided in English, and TOBB University of Economics & Technology (TOBB), where programs are...
Gender representations in ELT coursebooks : a comparative study
YIlmaz, Elvan; Enginarlar, Hüsnü; Department of English Language Teaching (2012)
In all educational institutions ELT coursebooks are used as a guide to teach the language. However, the role of a coursebook as an agent of socialization and its effect on the development of gender roles is usually underestimated. Gender biased coursebooks might affect the learners in a negative way in the process of gender socialization. Most coursebook writers revise the first editions of the coursebooks in order to modernize them and to meet the needs of the learners in a changing world. The aim of this ...
Citation Formats
N. Gedik Bal, “Students’ and instructors’ evaluation of a foreign language textbook from an intercultural perspective,” Journal of Language and Linguistic Studies, pp. 2024–2139, 2020, Accessed: 00, 2021. [Online]. Available: https://www.jlls.org/index.php/jlls/article/view/1899.
METU IIS - Integrated Information Service open@metu.edu.tr