Volume 26, Issue 2, May 2019, Pages 562–568
SYED MASOOD ALI1 and SHOKAT ALI LOHAR2
1 M.S (SCHOLAR) Applied linguistics, E.L.D.C, MUTE, Jamshoro, Pakistan
2 Assistant Professor Applied linguistics, E.L.D.C, MUTE, Jamshoro, Pakistan
Original language: English
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The role of textbook is self-evident in both teaching and learning English. It provides authentic material and also furnishes a roadmap to achieve set goals. Evaluating English textbooks through Teachers’ perceptions would help to highlight strengths and weaknesses of a textbook being used at a particular educational level. This paper presents an analysis and evaluation of Intermediate English textbook-1(prose) published by Sindh textbook board Jamshoro, from the perspective of teachers. A questionnaire adapted from the checklists by Litz (2005) and Mc Donough and Shaw (2003) were used to collect data from 50 lecturers, teaching English at different government and private colleges of district Sanghar & Hyderabad city, (Pakistan). The English textbook was evaluated from 5 different perspectives i.e. physical layouts, outlay of objectives, pedagogic analysis, language skills and appropriacy. The results suggest many problematic areas where the textbook needs drastic changes regarding its unattractive appearance, imbalance of four language skills and outdated material. The findings accentuate the need to totally change the material by the authors that would greatly contribute to introduce a highly productive textbook at intermediate level.
Author Keywords: textbook evaluation, teachers’ perceptions, outdated material, productive textbook.
SYED MASOOD ALI1 and SHOKAT ALI LOHAR2
1 M.S (SCHOLAR) Applied linguistics, E.L.D.C, MUTE, Jamshoro, Pakistan
2 Assistant Professor Applied linguistics, E.L.D.C, MUTE, Jamshoro, Pakistan
Original language: English
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The role of textbook is self-evident in both teaching and learning English. It provides authentic material and also furnishes a roadmap to achieve set goals. Evaluating English textbooks through Teachers’ perceptions would help to highlight strengths and weaknesses of a textbook being used at a particular educational level. This paper presents an analysis and evaluation of Intermediate English textbook-1(prose) published by Sindh textbook board Jamshoro, from the perspective of teachers. A questionnaire adapted from the checklists by Litz (2005) and Mc Donough and Shaw (2003) were used to collect data from 50 lecturers, teaching English at different government and private colleges of district Sanghar & Hyderabad city, (Pakistan). The English textbook was evaluated from 5 different perspectives i.e. physical layouts, outlay of objectives, pedagogic analysis, language skills and appropriacy. The results suggest many problematic areas where the textbook needs drastic changes regarding its unattractive appearance, imbalance of four language skills and outdated material. The findings accentuate the need to totally change the material by the authors that would greatly contribute to introduce a highly productive textbook at intermediate level.
Author Keywords: textbook evaluation, teachers’ perceptions, outdated material, productive textbook.
How to Cite this Article
SYED MASOOD ALI and SHOKAT ALI LOHAR, “EVALUATING INTERMEDIATE ENGLISH TEXT BOOK ONE (PROSE) PUBLISHED BY SINDH TEXTBOOK BOARD JAMSHORO, THROUGH TEACHERS’ PERCEPTION,” International Journal of Innovation and Applied Studies, vol. 26, no. 2, pp. 562–568, May 2019.
