Educational Technologies in Textbooks: The Case of Iranian EAP Context

Autor/inn/en	Nushi, Musa; Momeni, Ali
Titel	Educational Technologies in Textbooks: The Case of Iranian EAP Context
Quelle	In: Teaching English with Technology, 20 (2020) 5, S.65-86 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Foreign Countries; Higher Education; Textbooks; English for Academic Purposes; English (Second Language); Second Language Instruction; Educational Technology; Technology Uses in Education; Textbook Content; English for Special Purposes; Intellectual Disciplines; Humanities; Engineering Education; Medical Education; Art Education; Authors; Iran + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrbuchtext; Geisteswissenschaften; Humanwissenschaften; Ingenieurausbildung; Medizinische Ausbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Author; Autor; Autorin
Abstract	Technological developments have been changing the English for Academic Purposes (EAP) instruction. Although there is a wide literature on (the effects of) application of various educational technologies in EAP courses, there is scarcely any literature on the inclusion of such technologies in EAP textbooks. This study addresses that gap and investigates whether and how educational technologies have been introduced or applied in the EAP textbooks used in Iranian universities. Moreover, it tries to elicit the reasons why the authors of those textbooks included or excluded such technologies. To achieve the first objective, 94 EAP textbooks from four disciplines, namely Arts, Engineering, Humanities, and Medicine, were selected and analyzed to find out whether and how these textbooks treat educational technologies. To fulfil the second objective, a semi-structured interview was conducted with 18 of the EAP textbook writers to discover their justifications regarding the inclusion or exclusion of educational technologies in the books. The results indicated that the textbooks were largely devoid of educational technologies, with the authors citing a number of reasons for not including such technologies in the books, the most important of which was their own lack of educational technology know-how. Since EAP courses are usually implemented in universities, this study suggests that introduction and incorporation of affordances provided by educational technologies in EAP textbooks can contribute to university teachers' efficacy and students' academic development. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01