Evaluation of the English language coursebooks used at the Turkish public elementary schools

Solhi, Mehdi; Sak Masrı, Meryem; Şahin, Şeyda; Yılmaz, Hanife Selin

Evaluation of the English language coursebooks used at the Turkish public elementary schools

dc.authorid	0000-0002-0355-9171
dc.authorid	0000-0002-2032-4825
dc.authorid	0000-0001-7729-5941
dc.authorid	0000-0002-5979-1594
dc.contributor.author	Solhi, Mehdi
dc.contributor.author	Sak Masrı, Meryem
dc.contributor.author	Şahin, Şeyda
dc.contributor.author	Yılmaz, Hanife Selin
dc.date.accessioned	2020-12-22T10:52:30Z
dc.date.available	2020-12-22T10:52:30Z
dc.date.issued	2020
dc.department	İstanbul Medipol Üniversitesi, Eğitim Fakültesi, Yabancı Diller Eğitimi
dc.description.abstract	This study sought to evaluate the English language coursebooks used at the Turkish public elementary schools. In so doing, a series of coursebooks used in English courses of the curriculum prepared by the Turkish Ministry of National Education were evaluated, using Tomlinson and Masuhara's (2013) set of coursebook evaluation universal criteria. Results indicated that the layout, listening skill, illustrations in use, and affective engagement are the positive traits of the coursebooks, while the negative features outnumber the positive traits. The evaluation indicated that the Turkish public elementary English coursebooks are void of a number of important aspects of language acquisition, including communication-based activities, continuation of using English outside of the classroom, discovery enhancing input and most importantly extensive exposure to English. The central focus of the coursebooks is on the accuracy and repetition rather than effective outcomes, meaningful communication and long term language acquisition. Most activities in all coursebooks contain practice activities, with no place for productivity and autonomy on the part of the students. Additionally, there is no sufficient personalization and the coursebooks fail to make use of what students bring to classroom. Nor are the learners required to think critically, creatively or analytically in most of the activities. The coursebooks do not encourage learners to continue learning English by themselves, thus lacks encouragement for autonomy as well. The activities are designed to practice language items within the classroom environments. Hence, learning does not go beyond the classroom environment with the help of the coursebooks. Nor do the coursebooks guide or encourage learners to make discoveries by themselves. The bombardment of repetitive practice activities that only assess accuracy does not seem to be able to lead to long-term acquisition of English.
dc.identifier.citation	Solhi, M., Sak Masrı, M., Şahin, Ş. ve Yılmaz, H. S. (2020). Evaluation of the English language coursebooks used at the Turkish public elementary schools. Journal of Language and Linguistic Studies, 16(3), 1282-1308. https://dx.doi.org/10.17263/jlls.803714
dc.identifier.doi	10.17263/jlls.803714
dc.identifier.endpage	1308
dc.identifier.issn	1305-578X
dc.identifier.issue	3
dc.identifier.scopusquality	Q2
dc.identifier.startpage	1282
dc.identifier.uri	https://dx.doi.org/10.17263/jlls.803714
dc.identifier.uri	https://hdl.handle.net/20.500.12511/6131
dc.identifier.volume	16
dc.indekslendigikaynak	Scopus
dc.indekslendigikaynak	TR-Dizin
dc.language.iso	en
dc.publisher	Selcuk University
dc.relation.ispartof	Journal of Language and Linguistic Studies	en_US
dc.relation.publicationcategory	Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	Coursebooks
dc.subject	Coursebooks Evaluation
dc.subject	Public Schools
dc.subject	English Deficit
dc.title	Evaluation of the English language coursebooks used at the Turkish public elementary schools
dc.type	Article