Evaluating the cultural content of action pack 5 resource materials

Other Title(s)

تقييم المحتوى الثقافي لمجموعة كتب (Action pack 5)‎

Dissertant

Abu Nawar, Nadiyah Usamah Abd al-Qadir

Thesis advisor

al-Duwayk, Badr Said

Comitee Members

al-Jadri, Adnan Husayn
al-Abbas, Sulayman Awwad

University

Amman Arab University

Faculty

Faculty of Educational Sciences and psychological

Department

Department of Curriculum and Instruction

University Country

Jordan

Degree

Master

Degree Date

2007

English Abstract

This study aimed to answer the following questions: 1.

What are the cultural criteria that should be used in evaluating the cultural content of EFL textbooks? 2.

To what extent do these cultural criteria meet the general objectives, the specific objectives, and the content of the AP5 resource materials? 3.

What are the cultural aspects that are represented or included in the content of the AP5? 4.

To what extent are culture and language integrated in the following areas in AP5: (a) topics and materials, (b) language features and language skills; (c) class activities and cultural activities, (d) home assignments/ or exercises, and (e) teaching aids: illustrations, and (f) teaching aids: the teacher's book and the tape scripts of the audio-cassettes? The sample included one textbook resource materials out of six ones used in the Jordanian school system prescribed by the Ministry of Education, and designed for children at the elementary stage, in particular for the fifth grade.

The sample included the Student's Book, the Activity Book & Handwriting Book, the Teacher's Book, and the Tape Scripts of the Audio-Cassettes.

Each textbook consisted of 16 units out of 48 units distributed among the three aforementioned EFL textbooks: 12 in each one were teaching units, and four were reviewing and practicing units.

The instrument used after establishing its validity and reliability was the cultural criteria.

The findings of the textbook analysis were designed to meet the cultural arbitrated checklist.

The reliability of the textbook analysis was established by using interrater reliability for four times by the researcher.

The descriptive analysis was used in analyzing data, and in evaluating some selected socio-cultural information in the aforementioned textbooks, and to measure their relevance to all the questions of the instrument, and above all to see whether these cultural criteria can be used in evaluating the cultural content of the aforementioned textbooks.

Frequencies and percentages were calculated for the seven dimensions of the cultural criteria, and in accordance with the conducted analysis of the research sample.

Results of the study revealed that: • The AP5 materials are not designed on the basis of cultural evaluative criteria whose aim is to achieve understanding of the native culture, to communicate the cultural content, and to develop the students' primary four language skills.

• The intimate relationship between language and culture is not reflected in all the objectives, content, and teaching aids of AP5.

• The resource materials are inappropriate to supplement the AP5 whose aim is to add further meaning to the content.

• AP5 is not directed to increase students' awareness of their home culture.

• AP5 is inappropriate to further using some of those aspects into students' lives.

Based upon the findings of the study, the following recommendations were established: • Designing materials that go inline with some helpful cultural checklists.

• Offering EFL teachers different courses in culture to compensate such lacking in the instructional materials.

• Offering students more activities and exercises that allow them to act out, instead of seeing actors.

• Calling upon teachers not only to rely on the sole content and the presented resource materials for EFL instruction, but also to be innovative and creative.

• Conducting more studies concerning the cultural criteria that should be adopted to analyze and to evaluate the cultural content in EFL textbooks used in our Jordanian schools.

Main Subjects

Educational Sciences
Arabic language and Literature

Topics

• Education
• Learning
• Second language learning
• English language

No. of Pages

205

Table of Contents

• APA
• MLA
• AMA

Language

English

Data Type

Arab Theses

Record ID

BIM-522826