On the relationship between Iranian EFL Teachers' attitudes towards the Book series ''Prospect'' taught in Iran's Schools and their TKT (Teaching Knowledge Test)
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Sep 8, 2019
Updated:
2019-09-08
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2019-09-08 (1)
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Abstract
This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect
used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information
such as their age, sex, field of study, university, and teaching experience; the second unit including 24 items was intended to
discover the respondents’ level of TKT; and the third unit including 28 items was designed to elicit the teachers’ attitudes
towards the current high school textbooks. This questionnaire of attitude was designed in the form of Likert scale including
strongly disagree, disagree, slightly disagree, agree, slightly agree and strongly agree. The data of the study were collected
through administering the questionnaire to 80 teachers from Amol, Isfahan and Tehran. Also, semi-organized interviews have
been carried out with twelve teachers selected from the eighty to cross-check the results of the study. Due to the rate of the
absence, seventy of them completed the questionnaire. After administering questionnaire, the data were analyzed
descriptively and inferentially. The results of the Pearson Chi 2 and Fisher's Exact p-value were respectively o.516 and 0.642.
Since they are above %0.05, we can conclude that there is no significant relationship between Iranian EFL Teachers' attitudes
towards the Book series ''Prospect'' taught in Iran's Schools and their TKT. The results indicated that a) the participants had
positive (high) attitudes towards the English series Prospect b) There is not any significant relationship between the teachers’
positive attitudes towards the new text books and their TKT level.
Keywords: Iranian EFL teachers, attitude, textbooks, TKT.
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How to Cite
Noormohammadi, B. (2019). On the relationship between Iranian EFL Teachers’ attitudes towards the Book series ’’Prospect’’ taught in Iran’s Schools and their TKT (Teaching Knowledge Test). Global Journal of Foreign Language Teaching, 7(1), 18–33. https://doi.org/10.18844/gjflt.v7i1.1235
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Press.
Rahimi, M. and Nabilou, Z. (2009). Globalization and EFL Curriculum Reform
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Education, 3,115-124. Available online: www.sid.ir.
Razmjoo, S.A. (2007).High Schools or Private Institutes Textbooks? Which
Fulfill Communicative Language Teaching Principles in the Iranian
Context? Asian EFL Journal, 9,126-140.
.
Riazi, A.M. & Mossalanejad, N. (2010). Evaluation of learning objectives in
Iranian high-School and pre-university English textbooks using Bloom’s
taxonomy. The Electronic Journal for English
Richards, J.C. (2001). The role of textbooks in a language program. Cambridge
University Press.
Rubdy, R. (2003). Selections of materials. In B. Tomlinson (Ed.), Developing
materials for language teaching (pp. 37-57). London: Continuum
International Publishing Group.
Safarnavadeh, K. (2004). A comparative study of national EFL curriculum in
Japan, Iran and Pakistan with a focus on the impact of the Western
culture in these countries. MA Thesis, Allaneh Tabatabaei University,
Tehran, Iran. Available on line www.irandoc.ir
Saraswathi, V. (2004). English language teaching: Principles and practice.
Chennai: Orient Longman.TKT questionnaire: Review of CBB Teacher
Training Project delivered through RESCs, Sri Lanka
Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives.
Educational Research and Review, 5(9), 508-517.
Tomlinson, B. (2003). Materials evaluation. In B. Tomlinson (Ed.), Developing
materials for language teaching (pp. 15-36). London: Continuum
International Publishing Group.
Tomlinson, B. (2008). Language acquisition and language learning Materials. In
B. Tomlinson (Ed.), English language learning materials: A critical
review (pp. 3-14). London: Continuum International Publishing Group.
Wenden, A.L. (1991).Learner strategies for learner autonomy. London: Prentice
Hall.
Widdowson, H. G. (2012). Closing the gap, changing the subject. In J. Huttner,
B. Mehlmauer-Larcher, S. Reichl, B. Schiftner (Eds.), Theory and
practice in EFL teacher education: Bridging the gap
as a Second Language. 13, 1-16.
Baker, C. (1992). Attitudes and language. London: Multilingual Matters.
Birjandi, P. and Soheili, A. (1982). English Textbooks. Roshd Foreign Language
Teaching Journal, 1, 7.Available online: www.magiran.ir
Brown, H. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall. Cambridge English TKT, a handbook for teachers
Clandfield, L, 2010 - C is for Course book - Blog post: C is for Course book, (16/05/2010) Available online
http://scottthornbury.wordpress.com/2010/05/16/c-is- for-course book
by Lindsay- clandfield
Clemente, M. A. (2001). Teachers' attitudes within a self-directed language
learning scheme. System, 29, 2001, pp.: 45-67.
Cunningsworth, A.(1995). Choosing your course book. Oxford: Macmillan
Heinemann.
Dörnyei, Z. (1998). Motivation in second and foreign language learning.
Language Teaching, 31, 11-35.
Dörnyei, Z. and Csizér, K. (2002). Some dynamics of language attitudes and
motivation: Results of a longitudinal national survey. Applied Linguistics,
23, 421-462.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York,
Nichols Publishing Company
Ellis, N. C., & Larsen-Freeman, D. (2006). Language emergence. Applied
Linguistics, 27, pp.: 554-740.
Ellis, R. (1998). The evaluation of communicative tasks In B. Tomlinson (Ed.),
Materials development in language teaching (pp. 217-238). Cambridge:
Cambridge University Press.
Ellis, R. (2008). The study of second language acquisition. Oxford University
Press.
Freeman, D. (1990). Interviewing in practice teaching. In J. Richards, & D.
Nunan (Eds.). Second language teacher education. Cambridge: Cambridge
University Press.
Gagnon, M. (1974). Quelques facteurs determinant l’attitude vis-à -vis l’anglais,
language second. In R. Darnell (Eds.). Linguistic diversity in Canadian
Society (Vol. II). Edmonton: Linguistic gap (pp. 3-16). Bristol:
Multilingual Matters.
Gardner, R. C. & Lambert, W. (1972). Attitudes and motivation in second
language learning. Rowley, Ma: Newbury House.
Gradman, H. L. (1971). Foreign language teacher preparation: An integrated
approach. Paper presented at the New Mexico Association of Foreign
Language Teachers, Albuquerque, NM.
Grant, N. (1987). Making the most of your textbook. Harlow: Longman.
Hammad, A. E. (2012). Teaching and learning English reading in Gaza prep
schools: A descriptive study. Unpublished PhD dissertation, Cairo
University, Egypt.
Hargreaves, A. (1994). Changing teachers, changing times. Cassell: London.
Henrique, S. (2009). An evaluation of English as a foreign language textbooks
for secondary schools in Angola. (Doctoral Dissertation). Retrieved
from ProQuest Dissertations & Theses database. (UMIN 3372353)
http://madresehnews.com/fa/15048, Dr Mohammadian, M, B.
Johnson, R. K. (1989). The second language curriculum. Cambridge: Cambridge
University Press.
Jordan, D. (1941). The attitude of central schools pupils to certain school
subjects, and the correlation between attitude and attainment. British
Journal of Educational Psychology, 11, 28-44.
Ketabi, S. and Talebinezhad, M. (2009). Socio-cultural patterns of Iranian EFL
textbooks in arousing students’ motivation to do research. Journal
of Language Teaching Skills, 4, 41-69. Available
Khajavi, Y., and Abbasian, R. (2011).English language teaching, national
identity and globalization in Iran: The case of public schools. International
Journal of Humanities and Social Science.1, 181-
Krashen, S. (1997). Foreign language education: the easy way. Calver City, CA:
Language Education Associates.
Lodico, M., Spaulding, D., & Voegtle, K. (2006). Methods in educational
research: From theory to practice. San Francisco: John & Sons, Inc.
Masgoret, A. M. and Gardner, R.C. (2003). Attitudes, motivation, and second
language learning. A meta-analysis of studies conducted by Gardner
and associates. Language Learning, 53, 123-163.
Masri, N. S. (2003). Teachers’ evaluation of first graders’ English for Palestine
in the northern directorates of Palestine. Unpublished M.A. dissertation.
An-Najah National University, Palestine.
McDonough, J., & Shaw, C. (1993). Materials and methods in ELT: A teacher’s
guide. Cambridge: Blackwell Publishers.
Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2),
1-19.
Moradi, F. (2008). An investigation of problems in teaching and learning English
in Tehran province, MA Thesis, Shiraz University, Shiraz, Iran. Available
online:www.irandoc.ir
Nikolov, R. C. (2001). A study of unsuccessful language learners. online:
www.sid.ir.
http://www.aweJ.org/index.php?option=com_content&view=category&id=20& Itemid=117
Ortega, R. (2006). Bridging the gap between theory and practice in syllabuses
designs. Unpublished M.A. dissertation, Essex University, UK.
Prabhu, N. S. (1992). Second language pedagogy. Oxford: Oxford University
Press.
Rahimi, M. and Nabilou, Z. (2009). Globalization and EFL Curriculum Reform
in Iran: Challenges and Opportunities. Journal of Technology of
Education, 3,115-124. Available online: www.sid.ir.
Razmjoo, S.A. (2007).High Schools or Private Institutes Textbooks? Which
Fulfill Communicative Language Teaching Principles in the Iranian
Context? Asian EFL Journal, 9,126-140.
.
Riazi, A.M. & Mossalanejad, N. (2010). Evaluation of learning objectives in
Iranian high-School and pre-university English textbooks using Bloom’s
taxonomy. The Electronic Journal for English
Richards, J.C. (2001). The role of textbooks in a language program. Cambridge
University Press.
Rubdy, R. (2003). Selections of materials. In B. Tomlinson (Ed.), Developing
materials for language teaching (pp. 37-57). London: Continuum
International Publishing Group.
Safarnavadeh, K. (2004). A comparative study of national EFL curriculum in
Japan, Iran and Pakistan with a focus on the impact of the Western
culture in these countries. MA Thesis, Allaneh Tabatabaei University,
Tehran, Iran. Available on line www.irandoc.ir
Saraswathi, V. (2004). English language teaching: Principles and practice.
Chennai: Orient Longman.TKT questionnaire: Review of CBB Teacher
Training Project delivered through RESCs, Sri Lanka
Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives.
Educational Research and Review, 5(9), 508-517.
Tomlinson, B. (2003). Materials evaluation. In B. Tomlinson (Ed.), Developing
materials for language teaching (pp. 15-36). London: Continuum
International Publishing Group.
Tomlinson, B. (2008). Language acquisition and language learning Materials. In
B. Tomlinson (Ed.), English language learning materials: A critical
review (pp. 3-14). London: Continuum International Publishing Group.
Wenden, A.L. (1991).Learner strategies for learner autonomy. London: Prentice
Hall.
Widdowson, H. G. (2012). Closing the gap, changing the subject. In J. Huttner,
B. Mehlmauer-Larcher, S. Reichl, B. Schiftner (Eds.), Theory and
practice in EFL teacher education: Bridging the gap