AN EVALUATION OF NGLZCE 4, THE 4TH GRADE ENGLISH

COURSEBOOK IN TURKISH PUBLIC SCHOOLS: STUDENTS

VIEWS
ON THE COURSEBOOK
enol Okumu
KTU-DELL Applied Linguistics

Abstract

The aim of this study is to reveal how the 4 th grade Turkish EFL students
evaluate the coursebook ngilizce 4.
To achieve this purpose, a
questionnaire was administered to a total of 41 4 th grade EFL students. (18
students from Oymaltepe Primary School and 23 students from zdil
Primary School). Then, a comparison was made between these two groups
(schools) to find out the differences in their views. The results of the study
showed that students are generally content with the coursebook ngilizce
4 as they expressed their agreement on the items of the questionnaire
related to the categories such as the visual elements/layout of the book,
the presentation of vocabulary and language items, the activities and
exercises and the supporting sources of the book. Based the mean scores
of these categories; it was also observed that the students agree to all
these categories. When analyzed from a different point of view, students
do not agree on the idea that the coursebook ngilize 4 fully (strongly
agree) meet their needs in terms of language learning. Moreover, the
comparison between the two groups (schools) showed that students of
both groups reflected similar views about the coursebook.

1. INTRODUCTION
Coursebooks are the one of the units of language education. Thus, they
are considered as significant fort he studies related to language learning
and teaching. According to Demir & Erta (2004), as they are the unique
contributors to content learning, coursebooks are at the core of any
curriculum and they are, perhaps, the most widely used materials in order
to transmit knowledge and skills. For example, Tomlinson (2003), states
that a coursebook helps provide a route map for both teachers and
learners, making it possible for them to look ahead to what will be done in

a lesson as well as to look back on what has been done (p. 39). That is to
say, coursebooks provide a plan for both teachers and students informing
them what to do, what to learn or what to teach.
In addition, coursebooks guide teachers and students in the education
process and mark out the limits and boundaries of the curriculum
supplying standardization throughout a region or a country. Coursebooks
not only serve as the general framework for teachers to follow in
accordance with the curriculum, but they also function as a guide through
the courses offering a wide collection of relevant examples and practices
regardless of the subject matter. (Demir & Erta 2004, 243).
1.1. Purpose of the Study
The aim of this study is to reveal how do the 4th grade Turkish EFL students evaluate the
coursebook ngilizce 4. The study will seek answers to the following questions:
1. What are the students views on the coursebook ngilizce 4?
2. What are the strengths and weaknesses of the book ngilizce
4 according to students?
3. To what extend does the coursebook ngilizce 4 meet the
needs of the students?

2. LITERATURE REVIEW
In English teaching, coursebooks are indispensable materials representing
the the visible heart of any ELT program (Sheldon 1988). In this sense, ELT
coursebooks have multiple roles in the process of language teaching. As to
Cunningsworth (1995), ELT coursebooks promote interaction, serve
necessary vocabulary and grammar, provide written and spoken materials,
act as a source for classroom activities and supply the learners with the
chance of self-access and self-directed learning. Thus, it can be said that
coursebooks have an inevitable effect on language learning process. For
this reason, as Demir & Erta (2004) state, choosing the most appropriate

coursebook is a serious issue and which can only be made possible with a
comprehensive and elaborative evaluation. (p. 244)
The significant role of coursebooks cannot be denied in terms of language
education. According to Harmer (1991):
Where a textbook is involved there are obvious advantages for both
teacher and students. Good textbooks often contain lively and
interesting material; they provide a sensible progression of language
items, clearly showing what has to be learnt and in some cases
summarizing what has been studied so that students can revise
grammatical and functional points that they have been concentrating
on. Textbooks can be systematic about the amount of vocabulary
presented to the student and allow students to study on their own
outside the class. Good textbooks also relieve the teacher from the
pressure of having to think of original material for every class (p.
257).
2.1. Coursebook Evaluation
Jafarigohar & Ghaderi (2013) state that evaluation is carried out to determine the degree to
which a program or intervention is worthwhile. It is the process of purposeful gathering of
information to make a sound decision which is analyzed and reported to stakeholders or
interested parties. (p.195) That is to say, evaluation is the process by which the quality of the
textbook is assessed in in order to make necessary changes on it and give textbook writers an
idea about what to take into consideration while preparing a textbook.
Evaluation, as a term, does not have the same meaning with assesment. Harmer (2001) states
that the assessment of a coursebook is an out-of-class judgment as to how well a new book
will perform in class. On the other hand, coursebook evaluation is a judgment on how well a
book has performed in fact (p. 301).
There are many reasons for evaluating textbooks. Littlejohn (1998) claims that materials
analysis and evaluation give us a chance to take more control over the material design and
use. Sheldon (1988) points out that we should evaluate textbooks for two reasons. First, the
evaluation helps the program developer or teacher choose the most appropriate textbooks for
the learners. Moreover, evaluation of advantages and disadvantages of the coursebook enables
teachers to see the probable strengths and weaknesses of it. It is also an important issue that
the suggestions and ideas of teachers should be taken into consideration in the process of

evaluation as they are the implementers of the coursebooks and they are familiar with the
classroom dynamics. (Jafarigohar & Ghaderi, 2013)
2.2. Coursebook Evaluation Tools
Coursebook selection is a significant issue in the process of language teaching and teachers
need to decide on the most appropriate coursebook suitable for students level. Nunan (1991)
states:
The selection process can be greatly facilitated by the use of systematic materials
evaluation procedures which help ensure that materials are consistent with the needs
and interests of the learners they are intended to serve, as well as being in harmony
with institutional ideologies on the nature of language and learning. (p. 209)
According to Cunningsworth (1995), an effective evaluation of coursebooks
requires asking appropriate questions and providing the answers to them.
Thus, using evaluation checklists provided by various experts is a good
way for teachers to evaluate the coursebooks.
Cunningsworth (1995) created a checklist for evaluation and selection of
coursebooks and it contains 45 questions. The checklist includes a number
of

criteria

such

as

design,

aims,

language

content,

skills,

and

methodology, cost and obtainability. Another checklist was created by

Sheldon (1988) which consists of 53 questions and covers content factors
such as accessibility, content, layout and authenticity. Sheldon (1988) also
criticizes any checklist for not being standardized and he states that there
is no standardized global checklist or approach to materials analysis.
Dougill (1987) is another researcher who proposed a textbook evaluation
framework which includes items related to the syllabus, the units, the
subject matter, form and course components. Dougill puts forward four
main points about material evaluation:
1. Face validity: It is the transparency levels of the course, i. e. the
underlying intentions and aims are clear.
2. Generative push: The extent to which the course encourages students
to generate language outside the classroom.
3. Coherence or pattern: The extent to which the course is a cohesive
package.

4. Affective depth: The extent to which the content affects the inner
person.

2.3. Coursebook Evaluation Studies

Since coursebook evaluation is one of the significant issues in language teaching, there have
been many studies carried out by different researchers in this field.
One of these studies was carried out by Saroban & Can (2013) aiming to evaluate 9th grade
local and international English coursebooks used in Turkish high schools regarding language
skills and language components. In the study, the teachers were asked to evaluate the English
coursebook in terms of language skills and language components with the help of some
checklists. In addition, a comparison was made between the local and the international
coursebook evaluations. The results of the study revealed that teachers regard foreing English
textbooks better and more sufficient in terms of the language skills and components. In regard
to grammar, both local and foreign coursebooks were found to be good and sufficient. Finally,
it was concluded that local English coursebooks need to be improved with the colaboration
among researchers, coursebooks writers, administrators, teachers and students.
Another coursebook evaluation study was conducted by Kayapnar (2009), the purpose of
which was to reveal the teachers perceptions on the quality of foreign coursebook packages
(from beginner to intermediate level) used in the English teaching process of preparatory
classes. The study was carried out in twenty five different high schools on forty teachers. At
the end of the study, the views of the teachers showed that they do not have positive
impressions or attitudes towards the coursebook packages in general and they think that
necessary changes should be made on the coursebooks and they should be developed in order
to meet the needs of the students in the national context.
Uyar et al. (2014) conducted a similar coursebook evaluation study evaluating the writing
coursebook used in the School of Foreign Languages at a university. The participants of the
study were One hundred and fifty one students and 81 teachers from School of Foreign
Languages at Zirve University. The findings of the study indicated that the weaknesses of the
coursebokk is much more than its strengths, thus writing strategies were suggested at the end
of the study in order to enhance these weaknesses.

3. METHODOLOGY
3.1. Participants
The participants in this study include 41 4 th grade EFL students: 18
students from Oymaltepe Primary School and 23 students from the zdil
Primary School. Both schools are located in Yomra, a district of Trabzon.
3.2. Data Collection and Analysis
This is a descriptive research study. As Ruane (2005, 12) states
descriptive research offers a detailed picture of some social phenomenon,
setting, experience, group, etc. Descriptive research is also considered as
a survey research and it is defined as a procedure for systematically
collecting

information

about

the

attitudes,

beliefs,

background,

experiences, and behavior of a sample of people by using interviews and

questionnaires (Gray, Williamson, Karp & Dalphin, 2007, 146).
This study aims to examine the views of 4 th grade Turkish young EFL
students about the English coursebook ngilizce 4, so descriptive
research design was selected as the most suitable design for the study.
This study employed non-probability sampling. Because of the fact that
samples consist of 4th grade primary school students, purposive sampling
was used.
In order to elicit students views on the coursebook, a Likert scale
was

used

to

collect

the

necessary

data.

The

questionnaire

was

administered to 41 primary school pupils. The scale contains 30

statements and respondents were asked to choose from five choices. The
related items in the questionnaire were categorized together as follows:

Categories
Number of Items
Visual Elements in the Book

8 (1-8)

Presentation of Vocabulary and Language Items

9 (9-

17)
Activities and Exercises

7 (18-

24)
Supporting Sources

(25-30)

The results of the questionnaire were computed into SPSS software

and shown in tables. Then, the two groups (schools) were compared to see
whether there are differences between groups in terms of their views
about the coursebook ngilizce 4. To reveal this comparison clearly,
independent samples t-test was applied to analyze if there was a
difference between the mean scores of the groups. Finally, necessary
conclusions were drawn from the data and interpreted by the researcher.

4. ANALYSIS OF DATA
The responses taken from 41 4th grade primary EFL students were
analyzed through SPSS software and the findings were shown in tables.
Then, necessary conclusions are deduced from the tables and interpreted
as qualitative data.

Table 1. Descriptive statistics based on the questionnaire.

STUDENTS VIEWS

Visual Elements in the Book

8 items (1-8)

41

4,3415

1,28544

Agree

41

3,8103

0,82636

Agree

Presentation of Vocabulary
and Language Items
9 items (9-17)

Mean

SD

Agreemen
t/
Disagreem
ent

Activities and Exercises

7 items (18-24)

41

3,8362

,82596

Agree

Supporting Sources
6 items (25-30)

41

4,3333

1,64063

Agree

When Table 1 analyzed, it is seen that students are positive about the
visual design of the book and they agree that it has a good layout (M=4,
3415). Based on the related items in the questionnaire, it can be said that
students like the appearance of the book and they think that the pictures
in the book are attractive and beautiful. In addition, they agree that the
coursebook is sturdy enough because the paper used in the book is strong
enough and cannot be

torn in a short time. It can also be stated that

students do not find the book heavy to carry. Based on all these criteria, it
can be concluded that students have positive feelings towards the visual
design and layout of the English book ngilizce 4.
With regard to students thoughts about the presentation of vocabulary
and language items in the book, students agree (M=3,8103) that the book
is good at teaching the vocabulary and language items in the way they
can learn because the topics in the book move from easy to difficult.
Based on the related items on the questionnaire, it can be asserted that
students like the way the book presents

the meaning of the unknown

word and new words are used in the sentences in the later units. That is
to say, it gives the students the chance to see and revise the same
vocabulary in the later units and ensure the vocabulary retention.
Moreover, students agree that the book helps them learn different
language items such as greeting in English, saying the names of the
objects and counting from one to ten.
In terms of the activities and exercises included in the book, students also
expressed agreement with a mean score of (M=3, 8362). Based on the
related items, it can be stated that there are various activities and
exercises in the coursebook and they are not boring for them. Also, they
agree that activities and exercises in the book help them reinforce the

newly learnt items and games and craft activities included in the
coursebook are enjoyable and helpful in reinforcing the language point.
Regarding the supporting sources of the book, it can be claimed students
have positive thoughts about activities supplied in their coursebook (M=4,
3333). Specifically, it can be drawn from the related items in the
questionnaire that previous topics are regularly reviewed and there are
various kinds of activities in the workbook. Students also agree that the
number of activities in the workbook is enough for them to meet their
needs. In addition to these, they agree on the item that the workbook
provides them with exercises that help them understand the topic better.
Considering all the categories together, it is clearly seen from Table 1 that
the highest mean scores belong to categories of visual elements in the
book (M=4, 3415) and supporting sources (M=4, 3333). Thus, it is obvious
that students like the visual elements/the layout of the book and the
supporting

sources

of

the

book

more

than

presentation

of

vocabulary/language items and activities and exercises presented in the

book.

Table 2. Comparison of the mean scores of two different schools.

group

Mean

Groups: 1-Oymaltepe Primary School

School

Std. Deviation

Std. Error Mean

2- zdil Primary

18

4,4028

1,87650

,44229

23

4,2935

,52712

,10991

Presentation of Vocabulary

18

3,9444

,72235

,17026

and Language Items

23

3,7053

,90118

,18791

18

4,1270

,70309

,16572

23

3,6087

,85738

,17878

18

4,2222

,73653

,17360

23

4,4203

2,11110

,44019

Visual Elements in the Book

Activities and Exercises

Supporting Sources

The data presented in Table 2 shows that there is not a significant

difference between two groups/schools in terms of visual elements and
layout of the book, presentation of vocabulary and language items, and
supporting sources. Yet, the biggest difference is seen between two groups
in terms of their views on the activities and exercises of the coursebook.
(M= 4, 1270 - 3, 6087)
Considering the visual elements in the book, it is observed that there is a
small difference between the mean scores of two groups. (M= 4, 4028 agree / M= 4, 2935 - agree). Both groups agree that the visual layout of
the book is satisfactory to meet their needs. They all think that the
pictures in the book are attractive and beautiful; and also the coursebook
is sturdy enough because the paper used in the book is strong enough and
so it cannot be torn in a short time. It can also be stated that students in
both groups do not find the book heavy to carry. Thus, it can be concluded
that students in both groups have positive feelings towards the visual
design and layout of the English book ngilizce 4.
Similarly, no significant difference can be observed between groups in
terms of the presentation of vocabulary and language items in the
coursebook. (M= 3, 9444 agree / M= 3, 7053 agree) Students in both
groups agree that the book is good at teaching the vocabulary and
language items in the way they can learn as the topics in the book move
from easy to difficult. Also, the students in both groups like the way the
book presents the meaning of the unknown word and new words are used
in the sentences in the later units.
With regard to the activities and exercises of the coursebook, it is seen
that there is a difference between the mean scores of two groups. (M= 4,
1270/ M= 3, 6087) Yet, the mean scores of the groups show that students
in both groups agree that there are various activities and exercises in the
coursebook and they are not boring for them. Also, they both think that
activities included in the coursebook are enjoyable and helpful in
reinforcing the language point the newly learnt items.

When it comes to supportive sources of the coursebook, there is again no

big difference between the two groups. (M= 4, 2222 agree / M= 4, 4203
agree) Students in both groups have positive thoughts about activities
supplied in their coursebook. Both groups agree on the issue that previous
topics are regularly reviewed and there are various kinds of activities in
the workbook. In addition, both groups think that the number of activities
in the workbook is satisfactory for them. Both groups believe that the
activities of the workbook help them understand the topic better.
Table 3: Independent Samples T- Test Results
Levene's Test for
Equality of

t-test for Equality of Means

Variances
Mean

Std. Error

Difference

Difference

,791

,10930

,40930

39

,364

,23913

,26057

2,075

39

,045

,51829

,24981

-,380

39

,706

-,19807

,52191

Sig.

df

Sig. (2-tailed)

2,180

,148

,267

39

2,340

,134

,918

Activities and Exercises

,702

,407

Supporting Sources

1,322

,257

Visual Elements in the Book

Presentation of Vocabulary
and Language Items

The results of the t-test for equality of means show that there is no
significant difference between two groups in terms of students views on
visual elements in the book. (sig.= ,751 MD= ,10930). The similar case is
valid for the presentation of vocabulary and language items in the
coursebook because the mean difference between groups is not very high
(sig. = ,364 MD=,23913). However, it can be observed from Table 3 that
the significance level of the Activities and Exercises category is relatively
high and there is a more explicit difference between the views of the two
groups.

As for the supporting sources, it can be said that the mean difference
between the two groups is not high in terms of their perceptions about the
supporting sources (sig.= ,706 MD=-,19807) Thus, it can be concluded for
Table 3 that there is only a noticeable difference between the two groups
(schools) in terms of their thoughts about the activities and the exercises
supplied in the coursebook.

5. CONCLUSION
Coursebooks are one of the main materials used by teachers and students
in the process of language teaching learning. Thus, coursebook evaluation
is one of the most important issues which needs to be taken into
consideration to decide on the strenghts and weaknesses of the
coursebook. By this way, necessary changes or developments can be
implemented for the coursebook and a more effective language teaching
may be ensured. Now that the evaluation of the coursebooks is of high
importance for the language teaching process, students views constitute
a significant part in this issure. For this reason, this study aimed to reveal
how the 4th grade Turkish EFL students evaluate the coursebook ngilizce
4. The study sought answers to the following questions:
1. What are the students views on the coursebook ngilizce 4?
2. What are the strenghts and weaknesses of the book ngilizce
4 according to students?
3. To what extend does the coursebook ngilizce 4 meet the
needs of the students?
The findings of this study revealed that students are generally
content with the coursebook ngilizce 4 as they expressed their
agreement on the items of the questionnaire related to

the categories

such as the visual elements/layout of the book, the presentation of

vocabulary and language items, the activities and exercises and the
supporting sources of the book. It was also observed based the mean
scores of the categories that, the students agree to all these categories.
When analyzed from a different point of view, students do not agree on

the idea that the coursebook ngilize 4 fully (strongly agree) meet their
needs in terms of language learning. In addition, the comparison between
the two groups (schools) showed that students of the both groups
reflected smilar views about the coursebook. Yet, the biggest difference
was observed between the two groups perception of the coursebook in
terms of activities and exercises provided by the coursebook. (Mean
Scores= Oymaltepe Primary School: 4, 1270 / zdil Primary School: 3,
6087)

References
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
Demir, Y. & Erta, A (2004) A Suggested eclectic checklist for ELT
coursebook evaluation. The Reading Matrix, 14 (2), 243-252
Dougill, J. (1987) ELT Textbooks and Materials: Problems in Evaluation and
Development (ELT Documents 126). Oxford: Modern English
Publications/The British Council.
Gray, P. S., Williamson, J. B., Karp, D. A. & Dalphin, J. B. (2007), The
Research
Imagination: An Introduction to Qualitative and Quantitative Methods,
USA: Cambridge University Press.
Harmer, J. (1991). The Practice of English Language Teaching: London.
Longman.
Harmer, J. (2001). The Practice of English language teaching. Essex:
Pearson Education Limited.

Jafarigohar, M. (2013). Evaluation of Two Popular EFL Coursebooks.

International Journal of Applied Linguistics & English Literature, 194201.
Kayapnar, U. (2009) Coursebook Evaluation by English Teachers, Inn
University Journal of the Faculty of Education. 69-78
Littlejohn, A. (1998). The analysis of language teaching materials: Inside
the Trojan Horse, in B. Tomlinson (Ed.), Materials development in
language teaching (pp.190-216), Cambridge:CUP.
Nunan, D. 1991. Language Teaching Methodology. Prentice Hall.
Ruane, J. M. (2005), Essentials of Research Methods, India: Blackwell
Publishing
Saroban, A., & Can, N. (2013). An Evaluation of the 9th Grade Local and
the International English Coursebooks in Terms of Language Skills and
Components. Procedia - Social and Behavioral Sciences, 997-1001.
Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal,
42(4), 237-246.
Tomlinson, B. (Ed.). (2003). Developing materials for language teaching.
London:
Continuum.
Uyar, Y. epik, ., Doan, A., zmen, D., Aydoan, H. (2014). A
Coursebook Evaluation Research. Mediterranean Journal of Social
Sciences. MCSER Publishing 688-696

APPENDIX 1: STUDENT QUESTIONNAIRE

A. KSEL BLGLER
Okul:

Snf:

B. YNERGELER

Sevgili renciler,
Aada, bu sene ngilizce dersinizde kullandnz ngilizce 4 adl kitap
hakkndaki dncelerinizi yanstabileceiniz bir anket yer almaktadr. Ankete
vereceiniz cevaplar bir aratrmada kullanlacaktr. Ltfen sorular dikkatlice

okuyup size uygun gelen kutunun iine bir adet arp koyunuz. Katklarnz iin
imdiden teekkrler.
Hi
Tamamen
KatlmyorumKararszmKatlyorum
Katlmyorum
katlyorum

KTABIN GRNM
1. Kitabn grnmn genelde
beeniyorum.
2. Kitap olduka salam ve dayanakldr.
3. Kitapta kullanlan kt kalitelidir.
4. Kitapta kullanlan yaz tipini
kolaylkla okuyabiliyorum.
5. Kitab rahatlkla tayabiliyorum;
kitap ar deil.
6. Kitaptaki resimler olduka renkli
ve gzel.
7. Kitaptaki resimler konuyu
anlamama yardmc oluyor.
8. Kitaptaki sayfa dzenini rahata
anlayp takip edebiliyorum.
KELME VE KONU ANLATIMI
9. Kitap bilmediim kelimelerin anlamlarn
veriyor.
10. Kitap kelimeleri benim
anlayabileceim ekilde anlatm.
11. Yeni kelimeler daha sonraki
konularda deiik cmlelerde
geiyor.
12. Konular ok ilgi ekici buluyorum ve
beeniyorum.
13. Kitapta islenen konular kolaydan zora
doru gidiyor.
Hi
Katlmyorum

Katlmyorum

14. Kitap sayesinde ngilizce

selamlaabiliyor ve selamlama
kelimelerini anlayabiliyorum.
15. Kitap sayesinde snftaki
nesnelerin isimlerini syleyebiliyor
ve bu nesneleri tanmlayabiliyorum.

Kararszm

Katlyorum

Tamamen
katlyorum

16. Kitap sayesinde aile yelerimi

ngilizce olarak tantabiliyorum.
17. Kitap sayesinde 1den 10a
kadar sayabiliyor ve saylarn
ngilizcesini anlayabiliyorum.
ALITIRMA VE ETKNLKLER
18. Kitaptaki altrma ve etkinlikler hep
ayn ve ok skc.
19. Kitaptaki altrma ve etkinlikler
konuyu pekitirmeme yardmc
oluyor.
20. Altrmalarn nasl yaplacan
anlatan ngilizce aklamalar
rahatlkla anlayabiliyorum.
21. Kitapta her konuyla ilgili elenceli
arklar var.
22. Kitaptaki etkinlikler ve altrmalar
seviyeme uygun.
23. Kitaptaki oyunlar hem elenceli hem
konuyu retici.
24. Kitaptaki elii etkinlikleri konuyu
anlamama yardmc oluyor.
YARDIMCI KAYNAKLAR
25. Kitapta eski konular arada srada tekrar
ediliyor.
26. Kitaptaki resimler kelimeleri
daha iyi renmeme ve tekrar
etmeme yardmc oluyor.
27. Altrma kitab (workbook)
konuyu daha iyi anlamam salayan
altrmalara yer veriyor.
28. Altrma kitabndaki etkinlikler ok
eitlidir.
29. Altrma kitabndaki etkinlikler ok
elencelidir.
30. Altrma kitabnda yeterli sayda
altrma var.
APPENDIX 2: STUDENT QUESTIONNAIRE
Personal Information:
School Name:

Class:

This is a questionnaire which aims to collect information about 4th grade EFL
students views about
English the coursebook ngilizce 4 . Please fill out the following questionnaire,
checking the box
which best describes whether you agree or disagree with each statement. Thanks for
your participation.

Strongly
Disagree

VISUAL ELEMENTS IN THE BOOK

1. I like the appearance of the book in
general.
2. The coursebook is sturdy enough not be
torn in a short time.
3. The paper used in the book is qualified
enough.
4. I can read the font type in the book
easily.
5. I can carry the book; it is not too heavy
for me to carry.
6. The pictures in the book are quite
attractive and
beautiful.
7. Pictures in the book help me to
understand the topic or
exercise.
8. I can easily follow the page layout of the
coursebook.
PRESENTATION OF VOCABULARY AND
LANGUAGE ITEMS
9. The coursebook presents the meaning of
the unknown
words clearly.
10. The book taught the vocabulary in the
way I could learn.
11. New words are used in the sentences in
the later units.
12. I find the topics interesting and I like them.
13. Topics in the book move from easy to difficult.
14. I can
greet in

Disagree

Undecided Agree

Strongly
Agree

English and
understand
the English
greeting
words thanks
to the
coursebook.
15. I can say the names of the objects
in the classroom and identify them
thanks to the coursebook.
16. I can introduce my family members
in English thanks to the things I have
learnt in the coursebook
17. I can count from one to ten in
English thanks to the things I have
learnt from the coursebook.
ACTIVITIES AND EXERCISES
18. Activities and exercises in the
coursebook are not varied and they are
boring.
19. Activities and exercises help me
reinforce the newly learnt items.
20. I can understand the instructions
related to the exercises easily.
21 There are enjoyable songs in the
coursebook related to
different topics.
22. Exercises and activities are suitable to my
level
of English.
23. Games in the coursebook are both
enjoyable and helpful in reinforcing the
language point.
24. Craft activities in the coursebook
are both enjoyable and helpful in
reinforcing the language point.
SUPPORTING SOURCES
25. Previous topics are regularly reviewed in
the
coursebook.
26. The vocabulary list in the
coursebook helped me to learn and
review the words I learnt.

27. The workbook provides me with

exercises that help me understand the
topic better.
28. There are various kinds of activities in the
workbook.
29. The activities in the workbook are
enjoyable.
30. The number of activities in the workbook
are
satisfactory.