An Evaluative Look at Afghan Lower Secondary EFL Textbooks

Autor/inn/en	Haidari, Sayed Masood; Tanriseven, Isil; Ozer, Omer
Titel	An Evaluative Look at Afghan Lower Secondary EFL Textbooks
Quelle	17 (2020) 46, S.341-360 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Haidari, Sayed Masood) ORCID (Tanriseven, Isil) ORCID (Ozer, Omer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Secondary School Students; Second Language Learning; Second Language Instruction; English (Second Language); Textbooks; Content Analysis; Foreign Countries; Check Lists; Grammar; Vocabulary Skills; Learning Activities; Textbook Evaluation; Cultural Context; Teaching Methods; Afghanistan + Suchen Sie Ihr Suchwort? Sekundarschüler; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Ausland; Checkliste; Grammatik; Aktiver Wortschatz; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article reports the evaluation of three EFL textbooks which are used in Afghan lower secondary schools by employing a document analysis approach. Two evaluators took part in the study, where they independently evaluated the textbooks of grades 7-9. This study employed a 33-item checklist designed by the researchers, adopting or modifying items from three checklists in the existing literature. All the items were organized under six headings, namely, content, grammar, vocabulary, skills, exercises and activities, and attractiveness of the text and physical make-up. The evaluation of the textbooks highlighted a number of serious problems that deserve close attention. The study closes with a series of recommendations to guide EFL research in the Afghan context. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01