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"English textbook"
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Changes in English education during the pre- and post-Kim Jong Un Eras in North Korea: A comparative textbook analysis
This study explores how English education developed in North Korea by analyzing the characteristics of secondary English textbooks published in the pre– and post–Kim Jong Un eras. We performed comparative analyses of textbooks for six secondary schools—three each for the junior middle and senior middle schools—published before and after Kim Jong Un’s rule. The comparative analyses adopted Cunningsworth’s textbook evaluation framework to examine the textbooks’ composition and content: (1) aims and approaches, (2) design and organization, and (3) topic variety. The results showed significant changes in listening materials and activities, among others, as well as concurrent developments in teaching methods. Additionally, each unit significantly reduced the number of topics associated with the idolization of the Kim family and the deliberate vilification of capitalist countries and instead increased the integration of other subjects such as mathematics, science, and technology. This study showed that despite various changes, the aim of English education in North Korea continues to be the maintenance and further development of the socialist system through the improvement of students’ English proficiency. This study also discusses the coexistence of different perspectives such as liberal ideas in English textbooks while emphasizing ideology education and its possible ramifications on the future of English education in North Korea.
Journal Article
Inglés instantáneo
\"Spanish speakers learning English will find that words in English are nearly the same as their Spanish counterparts, except for the word ending. This unique book identifies the 23 most common word-ending patterns between Spanish and English, and provides almost 4,000 words that follow them. For example, many Spanish words that end in \"-ancia\" (distancia, importancia, etc.) correspond to English words that end in \"-ance\" (distance, importance, etc.). Similarly, Spanish words ending in \"-ario\" (necesario, ordinario, etc.) correspond to English words that end in \"-ary\" (necessary, ordinary, etc.). Using this system for learning, students can add thousands of new English words to their vocabulary. Perfect as a classroom supplement or for self-study for ESL students and other Spanish speakers who are learning English, it is appropriate for all ages and levels of experience. The accompanying audio (available for free download) allows students to master pronunciation of the most common words and phrases from each chapter by repeating them after a native English speaker.\"
Book
Multimodal Discourse Analysis of English Teaching Materials in Colleges and Universities from the Perspective of Ecological Philosophical Perspective
English teaching materials serve as a critical vehicle for instruction, with well-designed materials fostering positive learning habits and interests among students. This study employs an ecological philosophy approach and multimodal discourse analysis to examine the modal shifts in college English textbooks. It utilizes the BiFPN network model to capture image features within these materials. Furthermore, the TF-IDF method extracts key terms from the textbook text, while the integration of a CNN-GRU model facilitates the classification of these terms. Additionally, this research introduces relevant computational formulas from text readability theory to evaluate the difficulty levels of these textbooks. The analysis focuses on the “New Vision College English Textbook” series, volumes Compulsory 1 through Compulsory 4. It explores the semantic relationships between text and graphics, chapter-specific reading challenges, and overall text readability indices. Findings indicate that the average proportion of graphic-text equality relations stands at 58.30%, with the highest occurrence of images depicting detailed relationships totaling 217. The Grade Level index for Compulsory 4 reaches 1.61, signifying a high complexity, whereas the Flesch Reading Ease (FRE) score for Compulsory 1 peaks at 75.42, suggesting easier comprehension. In contrast, Compulsory 2 and Compulsory 4 exhibit lower readability scores. Through multimodal discourse analysis, the study delineates the varying difficulty levels across college English textbooks, advocating for a graded approach to textbook development that aligns with students’ evolving competencies. This strategy is poised to significantly boost students’ engagement and facilitate more effective learning.
Journal Article
Islamic Habitus in English Language Textbooks Produced by Boards in Pakistan
The textbook is an important and powerful tool used by the state to reproduce the social and cultural habits of a group, most often, of the majority group’s social and cultural imaginations. The habitus produces and instills the world-view about society, the social and cultural values that a state valorized and would like pupils to internalize and make it part of their world-view. This study analyzes the English textbook published by the state textbook boards (Punjab, Khyber Pakhtunkhwa, and Sindh) for the academic year 2018-2019 for pupils of classes four to eight. The textbook content was analyzed using the Qualitative Content Analysis method. The content of 15 textbooks was digitized (scanned and made readable) to electronically categorized the text into categories using Nvivo 12 Plus software. The analysis revealed that the content is focused on developing and promoting Islamic habitus through stories weaved around family, making it a core component of a Muslim country. The family members practiced Islamic values, social and cultural, not only through their everyday lives at home, in school, and at other public places but also within their community through the celebration of cultural and religious festivals. The textbooks presented the Prophet Muhammad (PBUH) and his family’s life as an ideal life to be lead by all, whether Muslims or non-Muslims. The textbook highlighted the ‘good,’ the ‘bad,’ valorizing the former and stigmatizing the latter to encourage pupils to develop an Islamic world-view. The textbooks fail to look into the micro-level national habitus, that is, portraying the habitus of its minorities, ethnic and religious, as the content did not integrate their habitus into the national habitus of Pakistan, making it the habitus of the majority. The current fast globalizing world needed to be presented to pupils a world-view, and this required, broadening the scope of textbook content to make it reflective of true Pakistani habitus aligned and rooted in the humane global world-view.
Journal Article
ELT Materials Transformed: Exploring Outcome-Based Education Elements in High School EFL Textbooks
Infusing outcome-based components such as advanced communication, productivity and accountability, critical thinking, creativity, collaboration, and flexibility and adaptability are deemed critical in a textbook. Conversely, the evidence revealed shortcomings in certain aspects of textbooks, as exemplified by the \"Bahasa Inggris Kelas XII\" textbook, which was deficient in advanced teamwork and communication skills. This research endeavor seeks to assess how the textbook incorporates outcome-based education. Utilizing data on the text unit order, the current study employed a descriptive qualitative research framework and acquired data through a Likert scale. The findings disclose that various aspects of outcome-based education are thoroughly addressed in this textbook. Nonetheless, the collaborative component and the intricate communication aspect are conspicuously absent as denoted in chapter 3 and chapter 4. A mere forty-seven percent of the content in the textbook \"Bahasa Inggris Grade XII\" has been assessed and meets the criteria of outcome-based education. This level of attainment, which falls below expectations, indicates a lack of complete adherence to the principles of outcomes-based education within the English textbook. As this ongoing research carries significant implications for those involved in developing and writing curricula. It is recommended that the textbook aligns with Spady's concept of Outcome-Based Education (OBE), addressing gaps such as the lack of emphasis on teamwork and complex communication aspects. To enhance the achievement of educational objectives, authors are advised to pinpoint areas for enhancement through collaboration with educators, students, and curriculum experts.
Journal Article
Evaluation of the Emar English Series for the Second Cycle of Basic Education in Syria Based on Receptive and Productive Skill
The purpose of this study is to determine the extent to which receptive and productive skills are available in the Emar English Series for the Second Cycle of Basic Education: Student's 'book and workbook. To fulfill the objective of the study, the researcher designed an evaluation checklist for productive (speaking and writing) and receptive (reading and listening) skills to identify the extent to which these skills are available in 7th, 8th, and 9th grade student's books and workbooks. The study's sample included all of the pages of a English student's book and workbook for the seventh, eighth, and ninth grades. As a result, the six books are evaluated in terms of productive and receptive skills. The study's findings revealed that the majority of instructional and evaluative activities in the field of basic English language skills for 7th, 8th, and 9th grade student's books and workbooks are focused on reading skills, while speaking, writing, and listening skills were all found to be below average. Consequently, there is no logical balance in the distribution of basic skills in the student's book and workbook for the seventh, eighth, and ninth grades. According to the results of the receptive and productive skills, these books focused on receptive skills rather than productive skills. Productive skills are available for the 7th, 8th, and 9th grades as follows: 19.29%, 15.65%, 16.30%, whereas receptive skills are available for the 7th, 8th, and 9th grades as follows: 81.56%, 84.34%, and 83.68%.
Journal Article
Science Research Writing for Non-Native Speakers of English
This book is designed to enable non-native English speakers to write science research for publication in English. It can also be used by English speakers and is a practical, user-friendly book intended as a fast, do-it-yourself guide for those whose English language proficiency is above intermediate. The approach is based on material developed from teaching graduate students at Imperial College London and has been extensively piloted. The book guides the reader through the process of writing science research and will also help with writing a Master's or Doctoral thesis in English.
eBook
L2 English Reading Fluency in Korean Elementary Schools : Analyses of National English Curriculum and Textbooks
Reading fluency (RF) is considered one of the crucial factors for successful reading. However, in S. Korean context, it has been less acknowledged and thus little delivered particularly in elementary school level. This study investigated the national English curriculum and authorized textbooks for Korean elementary schools in terms of RF. The national curriculum is investigated in accordance with the classification of the lower- and higher-level reading processes. Next, in order to examine the textbooks, 10 years of RF empirical studies were reviewed; reading texts and activities of the textbooks were then compared to those of the empirical studies which played a role as guidelines for reading texts and activities for RF in Korean Elementary School level. The analysis of the national curriculum revealed its bias towards the higher-level reading process without first developing students’ RF, and the comparison of the textbooks and the empirical studies demonstrated insufficient text and reading activities to develop RF of young learners. Based on the findings, several suggestions, implications for teachers and directions for future research are offered.
Journal Article
Evaluating Reading Activities Of Intermediate Grade-1 (English For Iraq Textbook) For In The Light Of Higher-Order Thinking Skills
The basic goal of this research paper is to evaluate the reading activities in the light of higher order thinking skills (HOTS) of \"English for Iraq\" textbook Grade -1in order to discover to what degree all the reading activities in the SB and AB correspond the suggested criteria. To fulfill this aim, the researcher utilized the descriptive approach. As a research tool , the researcher used content analysis card by constructing a checklist. The researcher constructed the checklist from books, papers, the related literature, and several previous studies. Consequently, the results were as follows: the analyzing skill got 51.92% (SB 58.44% and AB 33.33%). Concerning the evaluating skill, it got 41.35% (SB 32.47%and AB 66.67%). While the creating skill got 6.73% in the reading activities of the SB.So, HOTS were not well distributed in the student's book as well as the activity book.
Journal Article