Utilizing Textbook Adaptation Strategies: Experiences and Challenges of Novice and Experienced EFL Instructors

Autor/inn/en	Mede, Enisa; Yalçin, Senel
Titel	Utilizing Textbook Adaptation Strategies: Experiences and Challenges of Novice and Experienced EFL Instructors
Quelle	In: TESOL International Journal, 14 (2019) 1, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Lesson Plans; Language Teachers; Teacher Attitudes; Textbooks; Comparative Analysis; Decision Making; Reflection; Essays; Positive Attitudes; Student Attitudes; Foreign Countries; Case Studies; Beginning Teachers; Experienced Teachers; Barriers; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesson planning; Unterrichtsplanung; Language teacher; Sprachunterricht; Lehrerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Decision-making; Entscheidungsfindung; Essay; Aufsatzunterricht; Schülerverhalten; Ausland; Case study; Fallstudie; Case Study; Junior teacher; Junglehrer; Türkei
Abstract	The purpose of this study was to investigate the utilization of textbook adaptation strategies by novice and experienced EFL instructors working in a language preparatory program at a foundation (non-profit, private) university in Turkey. Specifically, the study investigated the self-reported beliefs of the two groups of instructors about textbook adaptation and explored which adaptation strategies were most frequently implemented in their classroom. The study also attempted to compare whether there were differences between the two groups of instructors related to their use of adaptation strategies in their courses and find out the reasons behind their adaptive decisions. The participants were 14 Turkish EFL instructors (7 novices and 7 experienced) offering English courses in an intermediate level English classroom. Data were collected from reflective essays, lesson plans, and semi-structured interviews. The findings revealed that both groups of instructors shared highly positive beliefs about the implementation of adaptation strategies in their courses apart from some differences related to types of strategies and their frequencies. Besides, the adaptive decisions of the participating instructors were closely related to their students, tasks, context, time, and their own beliefs. Based on the obtained findings, the researchers provided some pedagogical implications and suggestions regarding the effective use of textbook adaptation strategies in language preparatory programs. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01