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coursebooks, Interchange Series, to find out the difference between them in representing CLT principles. He used a combination of various coursebook evaluation schemes based on CLT principles. The findings revealed that Interchange series represent CLT principles to a great extent. On the other hand, English high school coursebooks do not focus enough on CLT implementation.
Sahragard, Rahimi and Zaremoayeddi (2008) carried out an evaluation of Interchange series concentrating on the real application of communicative and task-based approaches used in the series. The findings showed that the communicative skills were emphasized in the coursebook. On the other hand, the coursebook had some restrictions in giving opportunities for the students and instructors to decide on tasks’ content.
In a different study, Riasati and Zare (2010) evaluated New Interchange Series, one of the most common textbooks used in language institutes in Iran. The objective of their study was to find out the overall pedagogical value and suitability of the series. Thirty-five Iranian male and female EFL teachers took part in the study. Litz’s (2000) textbook evaluation questionnaire was used for data collection and descriptive statistics were conducted for data interpretation. The results indicated that most of the teachers had similar ideas about the series’ effectiveness and suitability. The finding also displayed that the series have some shortcomings which require teachers’ due consideration.
EslamiRasekh, Esmae’li, Ghavamnia, and Rajabi (2010) attempted to assess four common EFL coursebooks in Iranian English institutes, namely Top Notch, Interchange, Headway, and On Your Mark. They stated that coursebooks must have the qualification that they are of an acceptable standard and be appropriate for the students for whom they are being used. Therefore, it is necessary to have various and contextually suitable criteria for the assessment of coursebooks which we make use of in our language classes. All the above-mentioned books claim to be the most helpful, but the question is which coursebook is the best. In their study, they evaluated the coursebooks in two steps based on McDonough and Shaw’s (1993) division of textbook evaluation into internal evaluation and external evaluation. Finally, they concluded that Top Notch best suits McDonough and Shaw’s evaluative criteria.
Azizifar, Koosha, and Lotfi (2010) conducted an assessment of two series of coursebook employed for teaching English at high schools in Iran. To this end, Tucker’s (1975) coursebook evaluation model was used. The findings indicated that one major element for learners’ achievement in English is coursebook. The researchers offered that in ELT coursebooks, there should be enough opportunity for the students for practicing language communicatively.
Karamouzian (2010) evaluated the content of a reading comprehension series, Reading through Interaction, employed at Iranian universities. A checklist which was developed by the researcher was used. The findings of the study revealed that the total quality of the three coursebooks was convenient, but there were not enough materials on grammar and pronunciation.
Riazi and Mosallanejad (2010) investigated learning objective types in four coursebooks taught in Iran. To this end, Bloom’s taxonomy of learning objectives was used. The sequence of difficulty was reasonable in these coursebooks. In addition, it was concluded that the most prevalent objectives in the coursebooks were lower-order cognitive skill: knowledge, comprehension, and application.
Gordani (2010) examined various kinds of learning objectives in Iranian junior school English coursebooks based on Bloom’s taxonomy. He concentrated on the English coursebooks employed at Iranian junior schools. The findings indicated that all items were focused on the first three levels of Bloom’s taxonomy that are referred to as the lower levels of cognitive skills.
Abbasian and Hassan Oghli (2011) assessed the EFL coursebook series used at Iranian public high schools from both teachers’ and learners’ point of view. For this purpose, three questions which addressed the extent of compatibility of teachers’ and learners’ ideas about the series and also the extent of their satisfaction or dissatisfaction with them were raised. Fifty EFL teachers and one hundred EFL learners who were selected randomly participated in this study. Two coursebook evaluation checklists designed and employed by Miekley (2005) and Ansary and Babaii (2002) were used in the study. Moreover, both groups were asked to answer some chosen items of the checklist as a form of open-ended questionnaire to triangulate the data. Data analysis indicated that teachers and learners had different views upon most areas. However, they had some common views on certain measures. Teachers showed to be less content with the coursebooks than learners. They also stated that the findings of their study imply that the perspectives of both learners and teachers have to be appreciated in all areas of education such as materials selection, development and adaptation.
Abdollahi-Guilani, MohdYasin, and Kim Hua (2011) attempted to assess Iranian English high school coursebooks’ authenticity from both teachers’ and learners’ perspectives. For this purpose, they used Dougills’ (1987) coursebook evaluation checklist. Based on teachers’ and learners’ answers, the home-made coursebooks do not have natural English authenticity in relation to content and presentation. Passages do not have verity and attractiveness. The sequence of presentation is not from easy to hard and they do not cover cultural and communicative aspects.
Ghorbani (2011) investigated the first grade English coursebook used at Iranian high schools according to the current research findings in syllabus design, and ELT in Iran to specify the degree to which it is in line with the common universal features of EFL/ESL coursebooks. Detailed analysis concentrated particularly on using a checklist extracted from various EFL coursebook evaluation checklists corresponding to the local needs. The results indicate that 63% percent of the coursebook is in line with the universal features of coursebooks. The researcher suggests that material developers should attempt to effectively match coursebooks with learners’ needs.
Azizi and Talebinejad (2012) attempted to assess General English textbook employed at universities in Iran. For this purpose, the researchers developed a retrospective evaluation to investigate questions of reading comprehension of a single sample of such textbooks in terms of the extent to which they foster critical thinking. Facione’s (2011) critical thinking model was used to analyze each question and then the percentage of each feature’s occurrence was calculated. Findings of the study indicated the degree to which the textbook matched the criteria in fostering critical thinking. Moreover, the results offered that Iranian university students could not be expected to be critical thinkers by studying such textbooks.
Abbasian and Malmeer (2012) assessed three English textbooks used in Iran high schools. In their hypothesis, they stated that Iranian high school students do not follow EFL coursebooks’ standards from both teachers’ and learners’ perspective. For this purpose, one-hundred students from the three grades of high school and fifty teachers who had MA or BA degrees in TEFL and had been teaching high school English coursebooks participated in this study. Two coursebook evaluation checklists developed by Miekley (2005) and a written protocol based on Sheldon’s (1988) checklist were used for data collection. Both quantitative and qualitative data analysis were used in the study. Data analysis indicated that these coursebooks do not meet teachers’ and learners’ needs in terms of content parameters. The researchers concluded that the coursebooks do not have the standards in the field of material development regarding their content.
Jahangard (2012) examined the materials and vocabulary learning strategies, used in the coursebook developed for Iranian high school students based on evaluation checklists. The results indicated that the coursebooks have some positive characteristics such as having vocabulary indexes, and relation of the exercises to the coursebooks content that should not be ignored. On the other hand, the coursebooks sound to have some shortcomings. Data analysis revealed that it could be realized that the coursebooks suffer from lack of practice in various vocabulary learning strategies. Using dictionary, keeping vocabulary notebooks, and repetition strategies are considered as main vocabulary learning strategies and they are found to be the most significant in vocabulary acquisition.
Mobarakeh and KhaniArani (2012) tried to evaluate two EFL coursebooks employed in Iran and Turkey. General English textbooks taught at Iranian high schools developed by the Ministry of Education in Iran and New Bridge to Success series that are employed at high schools in Turkey were chosen for the purpose of comparison. The researchers used Miekley’s (2005) coursebook evaluation checklist for evaluating the coursebook. The checklist considers criteria including content presentation, physical make-up, administration concerns, integration of skills, etc. The findings indicated New Bridge to Success series was better than coursebooks used in Iran’s high schools. It does not mean that New Bridge to Success series is a perfect coursebook, but in comparison with the Iranian version, it is considered better, and compatible with the universal criteria standard coursebooks possess.
Zohrabi, Sabouri, and Behroozian (2012) assessed the effectiveness of the first year English coursebook that is used in Iranian high schools. To this end, coursebook evaluation model was used to carry

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