ΕΛΛΗΝΙΚΟ ΑΝΟΙΚΤΟ ΠΑΝΕΠΙΣΤΗΜΙΟ

Άρθρο I. ΣΧΟΛΗ ΑΝΘΡΩΠΙΣΤΙΚΩΝ ΣΠΟΥΔΩΝ

Άρθρο II. Μεταπτυχιακό Δίπλωμα Ειδίκευσης στη Διδασκαλία της

Αγγλικής Γλώσσας
ΑΓΓ 53 – Course Design and Evaluation

Assignment 3
Evaluating the 1rst class EFL coursebook in the Greek State
Lykeio context

April 2015
Submitted by Konstantina Lakki
Tutor: Dr. Vasilia Kazoullis

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 TABLE OF CONTENTS
0. Introduction......................................................................................................... 2
1. Textbook evaluation………………................................................................... 2
1.1 Literature review on textbook evaluation…………………………………. 2
2.2 Checklists as a means of textbook evaluation……………………………. 4
2. The teaching context……………………........................................................... 5
2.1 Learners’ Profile……………………………………………………………. 5
2.2 The school curriculum……………………………………………………... 5
2.3 Teaching constraints………………………………………………………... 6
2.4 Description of the textbook…………………………………………………. 6
3. The textbook evaluation criteria……………...................................................... 6
4. Main results of the evaluation …………………………………………………. 7
4.1 External evaluation…………………………………………………………. 7
4.2 Internal evaluation…………………………………………………………. 8
4.3 Overall evaluation…………………………………………………………. 09
5. Conclusion……………………………………………………………………... 10
References.............................................................................................................. 11
Appendices.............................................................................................................. 14
Appendix I: Learners’ Needs Analysis Results………………………………. 14
Appendix II: Textbook Evaluation Checklist………………… …………….... 20

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0. Introduction

In this assignment there is an attempt to evaluate the textbook used for teaching
English as a Foreign Language (EFL) in a class of 1st grade students in a Greek State
Lykeio so as to investigate its appropriacy and relevance to the specific teaching
context. Firstly, there is an effort to outline the basic literature regarding textbook
evaluation. Secondly, there is a brief overview of the learners’ needs, the school
curriculum, the teaching constraints and the current coursebook used for the
instruction. In the light of all these, the evaluation criteria are pursued and justified.
Finally, a presentation of the main results is ventured alongside with their
implications for potential changes in the textbook features.

1. Textbook evaluation
1.1 Literature review on textbook evaluation

“Educational evaluation is the process of delineating, obtaining and providing useful

information for judging decision alternatives” (Stufflebeam et al., 1971:43). In that
sense, evaluating all aspects of the language programme, such as teaching materials,
promote decisions aiming to improve it. Moreover, evaluating textbooks is a typical
activity carried out by all teachers, whether it involves an ad-hoc or an in depth
evaluation. However, the continuous change and development of new EFL textbooks
alongside with the increasing learners’ needs require a meticulous approach when
choosing the coursebook that meets the criteria dictated by the teaching context and
the curriculum requirements (Cunningsworth, 1984; Rea-Dickins, Germaine,
1992/1998).

In teaching programmes, where the coursebook plays a pivotal role in the learning
process, textbook evaluation should not only be systematic, explicit and principled
(Alderson, 1992), but also “be carried out throughout the life of a project” (Karavas,
2004:185). Accordingly, baseline evaluation deals with selecting the coursebook,
developmental evaluation monitors its use and accountability evaluation reflects the
textbook effectiveness (ibid). In line with the latter, Cunningsworth (1995) distincts

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between a pre-, while and post- evaluation while Ellis (1997) suggests a predictive
and a retrospective evaluation. In a similar vein, Rea-Dickins and Germaine (1992)
focus on the role of textbooks as part of a three phase evaluation, materials as-
workplan, that is a theoretical evaluation, in-process, that is while being used, and as
outcomes.

The criteria determining the effectiveness of a textbook derive from its contribution to
the achievement of the curriculum objectives (Cunningsworth, 1995; Karavas, 2004;
Richards, 2001). The latter entails both identifying the aims and objectives of the
curriculum and examining the textbook compatibility with learners’ needs, as well as
the particular teaching context (ibid). Thus, analysing learners’ subjective and
objective needs comprise the first step towards an efficient textbook evaluation. Their
age range, proficiency and educational level as well as their socio cultural background
should be taken into account when selecting and evaluating the coursebook (ibid).
Moreover, learners’ and teachers’ preferences as well as learning styles are not to be
ignored. Last but not least, teaching constraints should be examined as they constitute
crucial contextual factors affecting the evaluation process. In the light of the above,
the definition and prioritization of the criteria is of paramount importance since they
are to differ among various contexts depending on requirements to be met (ibid;
Tyler, 1949).

Regarding the evaluation procedure McDonough and Shaw (1993) differentiate

evaluation with respect to external, internal and overall features. The first involves an
impressionistic overview of the textbook cover, the blurb, the contents page, the
layout and the visuals, the textbook popularity with teachers and the price factor (ibid:
Cunningsworth, 1995; O’Brien, 2003; Sheldon 1988). The second relates to a detailed
investigation of the “internal consistency and organization of the materials”
(McDonough, Shaw, 1993:67) as far as skills, grading and sequencing, authenticity,
learning styles and motivation criteria are concerned. Lastly, the overall evaluation
assesses the suitability of the textbook regarding its usability, generalizability,
adaptability and flexibility. These factors deal with the integration of the textbook as
core or supplementary material, the parts that might be useful, the potential for
content modifications and, finally, the rigidity of sequencing and grading in view of

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the teaching context. However, even if textbooks have been deemed appropriate for
the particular learning context, a realistic evaluation is achieved after using them in
the class (ibid; Karavas, 2004).

1.2 Checklists as a means of textbook evaluation

As mentioned earlier, there are various ways to carry out an evaluation, from
impressionistic to in depth analyses based on the underlying principles of the
particular teaching situation (Williams, 1983; Ellis, 1997). The use of checklists that
include those criteria comprise the commonest evaluation tool. They are easy to use,
can be adapted to the particular learning environment and systematic as they may
incorporate all crucial factors. Furthermore, they are cost and time effective since they
deal with a large amount of information in an economical way. Lastly, they are
convenient and explicit to all stakeholders involved in the evaluation (Karavas, 2004;
Mc Grath, 2007).

Checklists may be in the form of yes/no answers, scaled ratings or comprise open
ended questions. However, existing checklists should be only suggestive and not
prescriptive as each teaching situation is unique. Choosing and modifying an existing
checklist depends on the criteria and the time of the evaluation. Teachers who should
reach a decision quickly may find open questions time consuming whereas if an
elaborate qualitative evaluation is pursued open-ended questions could be preferred
(ibid; Roberts, 1996; Mukundan et al., 2011; Peacock, 1997; Najafi- Sarem et al.,
2013).

McDonough and Shaw (1993) have created a checklist focusing on an external,

followed by an internal and an overall assessment of the materials suitability, as
explained earlier. Cunningsworth (1995), in his checklist, places importance on six
sets of criteria related to teaching aims and approaches , design and organization of
the content, language content, skills coverage and integration, topics, methodology
used, teachers’ books and some practical considerations such as cost, availability and
durability parameters. Harmer (1991) suggests profiling learners’ needs prior to
choosing the suitable coursebook. His evaluation checklist includes yes/no answers
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and deals with layout and design, activities, skills, language type, subject and content,
guidance and practical considerations. Activities relate to communicative tasks
providing real life interaction opportunities, language type reflects the use of existing
and newly acquired language and subject and content investigate the variety of topics
with regard to motivation and use of discriminating stereotypes.

2. The teaching context

2.1 Learners’ profile

My teaching of English as a foreign language (EFL) relates to a Greek State Lykeio

on the outskirts of Athens. It involves the 1rst grade learners who comprise a mixed-
ability class of 27 students. Their age is 16 and sixteen of them are females. Ten are
immigrants and the class’s socio-economic profile is heterogeneous, regarding the
educational grounding, income and academic background of learners’ families.
According to the results of a needs analysis conducted their proficiency in English
ranges from A1 to C1 levels of the Common European Framework of Reference for
Languages (CEFRL) with the majority falling within B1-2 (Sifakis, 2004). Moreover,
they are highly motivated learners who are interested in topics relevant to music,
entertainment, travelling, different cultures, technology and the world of show
business. They appear to welcome interactive learning methods, too. Finally, the
overwhelming majority of 93% are greatly concerned about passing the school exams,
(see appendix I).

2.2 The curriculum

EFL instruction in the Lykeio is 2 hours, twice a week. Furthermore, its core aim is to
develop learners’ language skills so that they can communicate effectively in different
linguistic and cultural backgrounds. Accordingly, teaching should promote students'
linguistic competence (Sifakis, 2004) and develop learners' communicative skills of
the foreign language, with respect to CEFR (Greek Pedagogical Institute, 2011).

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2.3 The teaching constraints

The most prominent constraint lies in the class heterogeneity, mainly due to learners’
different levels of proficiency (Prodromou, 1992). What is more, the large class size
alongside with significant time restrictions comprise the most crucial constraints for
state teachers (Clarke, 2003). Last but not least, poor audiovisual equipment and the
fact that learners have to buy the textbook add to the difficulties of the learning
process. Lack of funds also restricts the teacher from using materials created for the
particular learning context. Consequently, teaching relies mostly on the textbook
(Richards, 2001). Finally, although the curriculum places equal importance on all four
skills, the final exams assess learners’ competence on grammar, writing and reading
skills only. The latter seems to play a pivotal role in both learners’ motivation and the
syllabus design since exams count for 50% of the final grade.

2.4 Description of the textbook

All students in Greek State Schools have to buy the textbook suggested by their
teacher who chooses it from a list released by the Ministry of Education (YΠΕΠΘ,
2014). The coursebook is usually used throughout learners’ three-year instruction in
the Lykeio as, apart from the cost, time constraints do not allow its completion earlier.
The coursebook used for instructing the particular class is PIONEER B1+, mm
publications, and consists of 12 units.

3. The textbook evaluation criteria

The checklist developed to evaluate the current textbook attempts to interweave

criteria from Cunningswoth’s (1995), McDonough & Shaw’s (1993), Rea-Dickins &
Germaine’s (1992) and Harmer’s (1991) checklists. It is to be answered by the
teacher of the particular class and consists of yes/no questions grouped in three parts,
which relate to external, internal and overall evaluation. Since the book has been
newly introduced, the checklist refers to in-use evaluation so as to monitor its
appropriacy (Cunningsworth, 1995).

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The external evaluation investigates if the coursebook could be used as the main core
of the EFL instruction by attempting an impressionistic review of the topics, layout
and visuals in the light of learners’ preferences. Based on the blurb and contents
pages, it also examines the proficiency level, price, availability, durability and
resources factors (McDonough, Shaw, 1993; Garigner, 2002).

Internal evaluation reflects an in-depth assessment of the first 3 units from six
different perspectives. Respectively, questions try to shed light on content
organization, language content, skills, topics, methodology and teachers’ resources
(Cunningsworth, 1991/1995; Gearing, 1999). More explicitly, there is concern for a
smooth and organized sequence of materials in view of the time constraints imposed
by the curriculum (Cunningsworth, 1995; Rea-Dickins, Germaine, 1992; Harmer,
1991). What is more, the topics and language used are examined in the lines of
students’ different learning styles and needs. A quest for authenticity, meaningful
tasks and balanced skills’ integration comprise the core of the next questions
alongside with an analysis of the sociocultural dimension of the input (ibid). Finally,
there are questions aiming to unravel the communicative tasks that would engage
learners in real life communication by triggering their motivation and active
involvement. Last but not least, availability and teacher’s materials are examined
(ibid).

Finally, based on the previous findings, overall evaluation inquires the textbook’s
potential as the core or supplementary material in the particular teaching context
(McDonough, Shaw, 1993).

4. Main results of the textbook evaluation

4.1 External evaluation

Going through the blurb, Pioneer B1+ claims to be an innovative series with
“functional language and competence-based tasks” (Mitchell, Malkogianni, 2014). Its
content pages relate to its twelve page modules, organized in a patterned way. More
explicitly, each module includes two reading texts, instruction and practice of the
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relevant vocabulary and grammar, two listening activities, one to two speaking tasks
and one writing. It also involves pair and class work, mainly in the speaking activities.
Furthermore, the textbook seems rather comprehensive, its layout and visuals look
rather stimulating and the topics are relevant to learners’ needs as mentioned earlier
(Garinger, 2002; Sifakis, 2008).

Finally, the price of the textbook is quite affordable and includes a free workbook and
e-companion. Regarding teacher’s resources, there is an interleaved teacher’s book,
class cds and interactive whiteboard material, all of which are available free of
charge.

All in all, it can be assumed that Pioneer B1+ meets the criteria of the external
evaluation and further in-depth evaluation could be pursued.

4.2 Internal evaluation

The modules appear to be well organized within a steady framework that enables both
teachers and learners to familiarize with the content and methodology. There also
seems to be a systematic and graded sequence of materials whose completion lies
within time constraints. Materials are of B1+ level of competence, to be used as a
stepping stone within B levels and seem to cover the main corresponding grammar
and vocabulary items. Nevertheless, language is presented in a non realistic way and
tasks promote individual work. Lastly, there is emphasis on lexical sets, idioms and
prepositional phrases, which meets both the curriculum and the students’ needs for
good exam results but is divergent to a communicative approach suggesting that
vocabulary be presented and practiced in situational contexts (Ayakli, 2004; Karavas,
2004).

Moreover, the particular needs for differentiated learning with respect to learners’
proficiency and learning styles do not seem to be met, although materials and tasks
could be adapted and simplified so as to avoid intrinsic de-motivation of the weaker
learners (Rhost, 2011).

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Reading materials are of questionable authenticity. Although they encompass all
genres, such as articles, blogs, book extracts and advertisements, their main focus
appears to be new language acquisition (Calfoglou, 2004). However, their topics are
bound to combine everyday life and multi cultural information as well as raise
awareness of important contemporary issues. Hence, they could appeal to learners and
enrich their experience (ibid; Cunningsworth, 1995). What is more, topics seem
deprived of harmful stereotypes and discrimination elements (Karavas, 2004). Lastly,
although the reading activities entail individual work, they could promote learning
strategies like reading for gist and specific information, word guessing and so on
(Calfoglou, 2004).

Listening inputs are recorded exam oriented texts with respect to the FCE or ECCE
type of examination. Exercises are only to test comprehension and newly acquired
language. On the other side of the coin, speaking activities entail group and pairwork,
like guided role-plays, games and problem-solving tasks, which could motivate
students to express their views. However, they seem purposeless and, hence, hinder
real communication, (Rhost, 2011; Calfoglou, 2004).

Writing is thematically linked to each module and promotes individual work based on
a role model. It encompasses several genres which are prone to be encountered in real
life situations (Calfoglou, 2004). Nevertheless, emphasis is on accuracy and
correctness, that is the product, not the process of writing (Grabe & Stroller, 2011).
Therefore, it seems to cater for the examinations’ purposes but not for learners’ needs.

Regarding skills, they are believed to be adequately balanced and integrated, with
more emphasis on reading, vocabulary and grammar, which serves well the
paramount exam parameter.

4.2 Overall evaluation

Taking into consideration the above, the textbook appears to be in line with most of
the school curriculum requirements for a learner-centred approach to language
teaching, as well as most of learners’ needs (Tudor, 1996; Manolopoulou-Sergi, 2004;

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O’Brien, 2000). It could thus constitute the core teaching of the EFL instruction in
the particular class with a view to possible changes and adaptations towards a
communicative approach that would build learners’ ability to communicate their ideas
fluently, accurately and confidently in meaningful, motivating and relevant contexts
(Hyland, 2009).

5. Conclusion

In this assignment there was an effort to evaluate Pioneer B1+ textbook, used for
instructing the 1st grade learners in the particular Lykeio, along the lines of the
relevant literature and contextual factors. The findings suggest specific changes in
certain components and features of the textbook materials. It remains to be seen how
these adaptations may be implemented.

Word count: 2561

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Stufflebeam D.L. et al. (1971) Educational Evaluation and Decision-Making. Ithaca,
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Υπουργείο Παιδείας και Θρησκευμάτων 2014, " Έγκριση ελευθέρων βοηθημάτων

της Αγγλικής Γλώσσας για το Γενικό Λύκειο σχολικού έτους 2014-15"
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lika_gel_2014_15_ADA.pdf

Παιδαγωγικό Ινστιτούτο (2011) Μείζον Πρόγραμμα Επιμόρφωσης Εκπαιδευτικών -

Βασικό Επιμορφωτικό Υλικό Τόμος Β: Ειδικό Μέρος ΠΕ 06 Αγγλικών,
ΠΑΙΔΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥΤΟ, pp. 1-6, 43-45

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 Appendix I

Main results of the needs analysis carried out to a class of 1st year
learners in the Greek State Lykeio context
School year: 2014-15

Concerning data analysis, descriptive statistics were used in an attempt to interpret

findings and reach conclusions (Cohen et al., 2000).

Have you got a If yes, which certificate?

certificate in English?
13
12
21% 48%
45%
FCE/ECCE/B2
52%
CPE/ECPE/C2
27%
OTHER
2
yes no taking exams shortly 7%

Responses to the first three questions depict the heterogeneity of the learners. As the
graphs above imply, the existing
xisting discrepancy of students' linguistic competence in
English is due to the fact that 73% of them hold or are taking additional English
lessons pursuing a B2 or C2 certificate of proficiency (FCE, ECCE, ECPE, and so
forth). The rest seem to fall within A1 and A2 levels. Bearing in mind that the class
coursebook is of B1+ level the main concern this issue raises is the effective
motivation, commitment, level of challenge and self confidence of learners during the
English instruction (Rost, 2011).

Do you like English?

2
7%
12
45%

13
48%
Very much It's OK Not really

Targeting
eting learners’ attitude towards the English language most of them appear to like
it greatly whereas only 7% of the class seems to be negatively motivated, as shown in
the graph above.
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 Why are you learning English?
my friends are learning
to learn about the English culture
my parents made me
to pass my school exams
to use the Internet
to chat on line
to communicate with foreigners
to understand English songs,films, books, etc.
as part of my education
as ajob qualification
to study abroad
to travel abroad

0 5 10 15 20 25 30

yes/most importantly no/never thought of it

What is more, there seems to be total convergence of opinion regarding learners’

primary reason for learning English, that is as a future job qualification. Other
important factors involve travelling abroad, as part of their education, so as to pass
their school exams and as a means of communication, both in person and on the
cyberspace. In other words, as the findings presented in the graph above suggest,
learners appear to consider English as a ‘Lingua franca’, that is a bridge language
used to make communication
nication possible
possi between people of different nationalities
(Sifakis, 2012).

You find English:

necessary 26
time… 6 not at all
difficult 3 a lot
boring 2
very much
Interesting 12
0 10 20 30

In line with the above, the overwhelming majority of the learners report to be learning
English voluntarily as they deem it necessary, although they regard it as a time
consuming
ng and difficult process.

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 What is your favourite English skill?
22% 19%

Reading
Writing
11%
Speaking
Listening

48%

How do you find the following?

18 17
16 15 15 15
14
14 13
12 10 10
10 9
8 8 8
8 Very difficult
6 5 Difficult
4 4
4 3
2 2 Not difficult
2
0

In view of learners preferences, speaking and listening emerge as the most popular
skills although they entail a great amount of difficulty, according to respondents.
Moreover, writing, vocabulary and grammar are perceived as the most demanding,
which makes them less appealing to learners.

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 Do you like the coursebook?
2
7% 7
26%
Very much
It's ok
Not really
18
67%

Do you think the coursebook is:

Up to date
Challenging
Effective for passing the exams
Not at all
Effective for learning English
Fun to work with A lot

Interesting Very Much

Difficult

0 5 10 15 20

The coursebook seems to ‘meet the needs of the learners in several ways, not only in
terms of language objectives’ ( Gariner, 2002). The majority of the learners finds it
appealingg up to a satisfactory level and deems it is interesting and effective for both
learning English and passing the exams. Just a small minority considers it boring,
obsolete and feckless, which could relate to learners of either a lower or higher level
of competence.

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 What are your favourite topics?

Cinema/theatre
Travelling
Entertainment
Family/friends
Sports
Careers
Music A little
Famous people/stars
A lot
Arts/Painting
Health/Fitness Very much
Free time activities
Technology/Science
Environmental Issues
Diet/food/cooking
different cultures/habits
0 5 10 15 20

Learners’ common favourite topics are mainly relevant to music, entertainment,

travelling, learning about different cultures, technology and the world of show
business. However, as the chart above implies, there is a variability of responses,
which could be attributed to gender and individual interest factors.

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 How do you like to learn in the class?
100%
90%
80%
70%
60%
50%
40%
30% Sometimes

20% Usually
10% Always
0%

Last but not least, responses about learning styles bring group work in the spotlight.
Learners seem to enjoy class discussions and prefer the use of technology and
audiovisual stimuli, too. However, they do not altogether reject the traditional
learning methods, such as written exercises, learning grammar and vocabulary or
working individually. In other words, there appears to be a need for more
communicative tasks and computer based learning activities alongside with traditional
teaching methods.

How do you find

the homework?
2
4
7%
15% Very much
Ok

21 A little
78%

Finally, the load of homework assigned is positively perceived by learners, which is

to be taken into great consideration.
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 Appendix II

Textbook Evaluation Checklist

(An adaptation from Cunningswoth, McDonough &Shaw, Harmer’s, Dickins &
Germaine checklists)

External Evaluation

o Can the textbook be used as the main core of the instruction or be

supplementary to it?
o Is the coursebook suited to the teaching/learning situation?
o Does the proficiency level aim at b1-b2 level?
o Is the textbook comprehensive? Does it comprise a good resource for learners
and teachers?
o Is there a teacher’s book available? Is it comprehensive and supportive?
o Is the price affordable? Is it good value for money?
o Is the textbook strong and long lasting? Is it attractive in terms of design?
o Are audiovisual materials and tests included in the price?
o Is the layout and presentation clear or cluttered?
o Are the topics motivating and interesting to teenagers?

Internal Evaluation

Design and Organization

o Is the content organization (structures, functions, topics, skills, etc)
organization right for learners and teachers?
o Are materials graded and sequenced smoothly? Does progression allow
students to complete the work needed so as to meet the syllabus requirements
within teaching constraints?
o Is the textbook flexible? Is it suitable for different teaching and learning
styles?
o Is language presented in a realistic way? Is it the right type of language for
students?

Language Content
o Does the book include the basic language for b1-2 level with respect to
learners’ needs?
o Is vocabulary taught appropriate in terms of vocabulary advancement and
individual learning strategies?
o Are students exposed to authentic reading and listening inputs?
o Are writing materials appropriate with regard to degree of guidance, accuracy,
appropriate style and progression in writing?
o Do speaking materials promote learners’ involvement in real-life interactions?
o Is language produced and practiced in realistic and motivating contexts?

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 o Does the book include pronunciation materials? Does it involve word and
sentence stress as well as intonation?
o Does the book cover language structuring?
o Are style and appropriacy instructed with respect to social situation?

Skills
o Are the four skills adequately dealt with and practiced, bearing in mind the
curriculum objectives?
o Are skills balanced and adequately integrated?

Topics
o Are the topics relevant to learners’ interests?
o Is there a wide range of topics?
o Are the topics suitable to learners’ proficiency?
o Do topics raise learners’ awareness of important issues and enrich their
experience?
o Do the topics present harmful stereotypes or minority groups in a negative
way?

Methodology
o What approaches does the textbook take to language learning? Does it serve
right the learning/teaching situation?
o How are new language items presented and practiced?
o How are learners’ communicative abilities developed?
o Do the materials promote learners’ active involvement? Do they match
learners’ learning styles and preferences?
o Are tasks meaningful and challenging activities?
o Are practice activities relevant to learners’ needs and interests?
o Are students motivated to become strategic and autonomous learners?

Teachers’ Books
o Are there adequate guidance and support materials?
o Do the writers explain and justify the main criteria underlying the material?
o Are additional supplies available at a short notice?
o Is it a new publication? Is it prone to be discontinued in the short run?

|The overall evaluation

o Can the materials be integrated into the particular syllabus as the core teaching
or as supplementary material?
o Can the materials be adapted, simplified or modified for local circumstances
and constraints?

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