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|Title||A Comparative Evaluation of English for Palestine Grade One Teacher’s Books Original and New Editions|
This study aimed at evaluating English for Palestine Grade 1 teacher’s books (TB) original and new editions in order to find out to what extent they are in line with the suggested evaluation criteria. It also aimed at comparing the two TBs to identify the differences between them. To fulfill the aims of the study, the researcher followed the descriptive-analytical approach. One main tool was used to collect data: a content analysis card. Benefiting from previous studies, related literature, journals and books, the researcher built the criteria of evaluation which constituted the content analysis card. The analysis card was shown to seven experts to benefit from their comments in regard to any potential modifications, additions and deletions to achieve validity. To ensure reliability the researcher asked for the cooperation of another researcher who analyzed the TBs along with her. Results obtained from analyzing original and new edition TBs were analyzed to find out the match degree with the suggested criteria. Later, a comparison was held between the two TBs to find out the differences between them in addition to finding out the shortcomings of New Edition TB. Based on the analysis of the data, the following were the most important conclusions. Regarding the introduction, TB original and new editions include clear and specific Grade 1 aims, offer clear overview of the organization of the course structure and components and provide detailed language map of the pupil’s book. They both differ in providing a clear approach in favor of the new edition and in providing guideline evaluation checklist and preparation notes in favor of the original edition TB. With regard to procedural guidance for teaching, both TBs offer clear objectives for each lesson/period, clear and practical suggestions for teaching listening, pronunciation, language, speaking, and writing activities, clear and practical suggestions on how to teach games and songs and various teaching activities and techniques. Both TBs need more supplementary teaching activities and TB new edition does not offer homework suggestions while TB original edition does. There is absence of advice for techniques for error correction from both TBs. TB new edition is better in terms of providing assessment than TB original edition. TB new and original editions provide good guidance and suggestions on using cassette, poster and flashcards. Cultural background information is absent from both TBs, TB new edition offers background information on course and lessons content more than TB original edition and learning difficulties are predicted and appropriate advice is given in TB new edition more than TB original edition. Both TBs provide excellent physical make-up. TB new edition presents better physical make-up in terms of that the TBs content can be more easily related to the Pupil’s Book content. Based on the study findings, the researcher recommended reviewing the evaluation checklist for constructing and evaluating the rest of TB series to overcome the shortcomings of Grade 1 TB new edition. It is also recommended to modify Grade 1 TB in terms of enriching it with supplementary activities, sample tests, error correction techniques and teaching songs.
|Publisher||الجامعة الإسلامية - غزة|
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