EFL Teachers’ and Students’ Evaluation of Prospect3 in the Light of Cisar’s Communicative Model

Fatemeh Kaffash, Elham Yazdanmehr, Afsaneh Ghanizadeh

Abstract


The significance of ELT materials has been emphasized by many researchers including Williams (1983). A body of research was conducted in Iran on English textbooks in general and Prospect series in particular. However, Prospect3 which is newly introduced to the public education has been scarcely investigated. The alleged communicative approach in this textbook was evaluated in the present research. To this aim, Cisar’s standard-based evaluation scale was used for the analysis based on five communicative goals proposed by the American Council on the Teaching of Foreign Languages (ACTFL, 1996). The evaluation was done by 200 Iranian EFL students and 30 EFL teachers along the five standards-based communicative goals: communication, cultures, connections, communities and comparisons. The Persian translated version of the scale was used and checked for reliability and validity. The overall scale showed to enjoy a high reliability (.91). Confirmatory factor analysis confirmed the five components and their indicators within the communicative model. The mean scores of EFL students’ and teachers’ rating of each communicative component were compared through an independent-samples T-test via SPSS 21. Both teachers’ and students’ ratings showed that all communicative goals of the textbook were less than partially acceptable (Mean˂2). Prospect3 failed to achieve its claimed communicative goals, as perceived by EFL teachers and students. The present findings make an evidence-based criticism of the alleged communicative promises of the newly-developed EFL textbook, Prospect3. It hopes to raise Iranian ELT material developers’ awareness of the true gist of the communicative approach and hopes to help them revise the target textbook accordingly.


Keywords


Cisar’s model, Communication, EFL, Prospect3, Standards, Textbook Evaluation

Full Text:

PDF

References


Afshar, H. S. (2015). Evaluation of the English book (Prospect 1) for first-grade junior secondary school focusing on critical discourse analysis features: representation of gender and power relations. Critical Studies in Text and Programs of Human Science, 15(36). 105-132.

Ahour, T. & Golpour, F. (2013). Iranian new junior high school book (Prospect 1) weighted against material evaluation checklist from teachers’ perspective. Journal of English Language Pedagogy and Practice, 6(13). 16-35.

Ahour, T., Towhidiyan, B. & Saeidi, M. (2014). The evaluation of English textbook 2 taught in Iranian high schools from teachers’ perspectives. English Language Teaching, 7(3), 150-159.

Ajideh, P. & Panahi, M. (2016). An analysis of culture-related content in English textbooks for Iranian students entitled Prospect and Vision series. International Journal of Language and Linguistics, 3(6). 87-93.

Alemi, M., & Mesbah, Z. (2013). Textbook evaluation on the ACTFL standards. The Iranian EFL Journal, 9(1). 162-171.

Alipour, A.M, Mohebzadeh, G.A., Gholamhosseinzadeh, M. & Mirzapour, M. (2016). Exploring EFL teachers’ perspective towards the junior high school textbook: Prospect III. IJRLLTT, 1(1). 14-19.

American Council on the Teaching of Foreign Languages. (1996). Standards for foreign language learning: preparing for the 21st century. Retrieved September 1, 2017 from https://www.actfl.org/publications/all/world-readiness-standards-learning-languages

Ansary, T. (2004). An analytic look at high school English textbook and introducing a sample lesson based on communicative syllabus design (Unpublished master’s thesis). Islamic Azad University-Tabriz Branch, Iran.

Baghermousavi, S., & Nabifar, N. (2015). Social semiotics evaluation of English one by gender. Studies in English Language and Education Journal, 2(2), 84-98.

Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51(1). 36-42.

Golpour, F. (2012). Iranian junior high school English book series (Right Path to English) weighted against material evaluation checklists. International Journal of Applied Linguistics & English Literature,1(7). 170-1.

Grant, N. (1987). Making the Most of Your Textbook. Hong Kong: Longman Group UK Limited.

Guilani, M. A., Yasin, M. S. M., & Hua, T. K. (2011). Authenticity of Iranian English textbooks for schools. English Language and Literature Studies, 1(2). 25-30.

Hair, J. F., Tatham, R. L., Anderson, R. E. & Black, W. (1998). Multivariate data analysis (5th ed.) London: Prentice-Hall.

Kamyabi Gol, A. & Baghaeeyan, J. (2014). A critical evaluation of prospect one: Iranian junior high school English book. The First Regional Conference on New English Language Course Book. Retrieved June 15, 2017 from https://scholar.google.com/citations?user=nZHfHqcAAAAJ&hl=en

Kayapinar, U. (2009). Course book evaluation by English teachers. Inonu University Journal of the Faculty of Education, 10(1), 69-78.

Khansir, A. A., & Mahammadifard, E. (2015). An evaluation of Prospect book (Prospect 1). Theory and Practice in Language Studies, 5(3). 485-492.

Maftoon, P. (2002). Universal relevance of communicative language teaching: some reservations. The International Journal of Humanities, 9(2), 49-54.

Mukundan, J. (2007). Evaluation of English language textbooks: some important issues for consideration. Journal of NELTA, 12(1&2). 80-4.

Ranalli, J. C. (2002). An evaluation of New Headway Upper-Intermediate. Retrieved June 15, 2017 from http://www.cels.bham.ac.uk/resources/essays/Ranalli3.pdf

Safa, M.A., & Farahani, M. (2015). Iranian EFL teachers’ perspectives about Prospect One’s intercultural competence development. Critical Studies in Text and Programs of Human Science, 15(36). 1-24.

Soodmand, A. (2008). Interchange weighted against a checklist. Unpublished article.

Tomlinson, B. & Masuhara, H. (2004). Developing Language Course Materials. Singapore: SEAMEO Regional Language Centre.

Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3). 251-255.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.143

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2019 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.