Research Article
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Course Materials and Textbook Selection Criteria of English Language Teachers

Year 2021, Volume: 9 Issue: 6, 1587 - 1611, 25.12.2021

Münir Şahin

https://doi.org/10.18506/anemon.960575
Cited By: 1

Abstract

In this study, it was tried to determine what the criteria used by English teachers working at different school levels in the selection of course materials and textbooks, and what the similarities and differences were in the selection of course materials between different levels. Although the study is a descriptive study, it was carried out in accordance with the phenomenological research pattern, one of the qualitative research designs. Prior to the study, written consent was obtained from the Gaziosmanpasa University Social and Humanity Studies Committee with Meeting decision number 11.18 on 21.05. 2021 and Protocol Number: E-33490967-044-41105. The participants of the study consist of 51 English language teachers, 15 from primary, 17 from secondary, and 19 from high schools. The opinions of the participants were taken by using a semi-structured guided interview form. Content analysis of the data obtained from the participants were done in a way to create codes and themes, and they were transformed into tables. According to the findings obtained from the study, "visual richness" was the criterion used by the majority of the participants (f=36), regardless of the level in the selection of course materials. Secondly, while primary school teachers prefer fun and up-to-date materials, it is seen that secondary school teachers pay attention to age-appropriateness and entertaining materials. It was observed that participants working at high school level with different priorities expressed similar views. Regarding the textbook selection criteria of English language teachers, visuality was stated as the primary criterion in primary and secondary education, while teachers working at the high school level paid more attention to the way the subjects were taught. The teachers should pay attention to students’ ages, genders, levels, interests and goals in language learning while choosing textbooks.

Keywords

Textbook selection criteria ELT books Course materials ELT teachers

References

  • Ahmadi, A. & Derakhshan, A. (2016). EFL Teachers’ Perceptions towards Textbook Evaluation. Theory and Practice in Language Studies, 6(2), 260-267.
  • Alptekin, C. 2002. Towards intercultural communicative competence in ELT. ELT Journal,56 (1):57 64.
  • Altay, B. (2013). Strategies for textbook selection and evaluation in terms of four main skills for EFL classrooms. International Journal of Psycho Educational Sciences, 4(4), 23-41.
  • Anjaneyulu, T. (2014). A critical analysis of the English language textbooks in Andhra Pradesh, India. ELT Research Journal, 3(4), 181-200.
  • Bhanegaonkar, M. & Mahfoodh, M. (2013). New approach for evaluating EFLM: An eclectic developed checklist. International Journal of Scientific and Research Publications,3(10),18.
  • Boyd, C. O. (2001). Philosophical foundations of qualitative research. In P. E. Munhall (Ed). Nursing Research: A Qualitative Perspective (Third Edition). Page 65-90. Boston, MA: NLN Press.
  • Brink, P. J. (1991). Issues of reliability and validity. In J. M. Morse (Ed.), Qualitative nursing research: A contemporary dialogue, pages. 164-186). Newbury Park, CA: Sage.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle &Heinle.
  • Brown, H. (2001). Teaching by principles: an interactiv approach to language pedagogy. Englewood Cliffs: Prentice Hall.
  • Celce-Murcia, M. (1991). Teaching English as a Second or Foreign Language. Heinle &Heinle
  • Chowdhury, Y. U. K. (2014). A case study of the commercially published ELT materials in Foundation of English Course Books 1&2. II UC Studies, 10, 173-182.
  • Creswell, J. W. (2012). Educational Research: Planning, conducting and evaluating quantitative and qualitative research (4th Ed.) Boston, USA: Pearson.
  • Cresswell, J.W. (2013). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Desenleri (3. Baskı). Ankara: Siyasal Kitapevi.
  • Cunningsworth, A. (1995). Choosing your course book. Macmillan: Heinemann Illinois Press.
  • Çalışkan, N. & Kılıç, E. (2014). Farklı Kültürlerde ve Eğitimsel Süreçte Renklerin Dili. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(3), 69-85.
  • Çayır, K. (2011). Yeni Bir ‘Biz’ Anlayışı Geliştirme Yolunda Eğitim, Ders Kitapları ve Okullar. (Retrieved from:29.03.2021), http://secbir.org/images/haber/2011/02/yeni-bir-biz-anlayisi.pdf
  • Dar, F.R (2017). Best practices for Teachers: Creating useful linkages in teaching and learning. Langage & Learning Conference, Lahore, 2017 (Retrieved from: 15.8.2020), https://llconference.com/wpcontent/uploads/2017/07/Dr.-Fatima-Dar-Equippingteachers.pdf
  • Dar, P. (2012). Textbook materials and their successful application in the classroom: Implications for language development. Journal of Educational and Instructional Studies In the World, 2 (4), 109-114).
  • Dat, B. 2003. Localizing ELT materials in Vietnam: A case study. In Methodology and materials design in language teaching: Current perceptions and practices and their implications, ed. W. A. Renandya, 170–91. Singapore: SEAMEO Regional Language Centre.
  • Dow, F. (2004). ‘Evaluating Classroom Teaching. (Retrieved from: 15.09.2021), Materials’http//www.wheaton.edu/bgc/ICCT/Resendlinks/evaluating.htmlon
  • Dudley-Evans., T., & St John, M., J. (1998). Developments in English for specific purposes: A multi disciplinary approach. Cambridge: Cambridge University Press.
  • Duman, G.B. (2013). Türkçenin yabancı dil olarak öğretiminde materyal geliştirme ve materyallerin etkin kullanımı. Ana Dili Eğitimi Dergisi, 1(2), 1-8.
  • Fraidan, A. A., (2012). Evaluation of Two ESP Textbooks. Canadian Center of Science and Education, 5 (6), 43-47.
  • Garinger, D. (2010). Textbook selection for the ESL classroom. Eric Digest. (Retrieved from: 02.02.2021), http://www.cal.org/resources/Digest/0210garinger.html
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97-118. doi:10.1017/S0261444807004144
  • Glaser, B. G. & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company.
  • Hanifa, Rb. (2018). EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia. Advances in Language and Literary Studies, 9 (2), 166-174, http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.166
  • Harmer, J. (2007). How to teach English. China: Pearson Education Limited.
  • Harmer, J. (2010). The Practice of English Language Teaching. Harlow: Pearson Longman.
  • Howard, J. & Major, J. (2004). ‘Guidelines for Designing Effective English Language Teaching Materials’. The TESOLANZ Journal, 12, 50-58
  • Karasar, N. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Nobel Yayıncılık. Kaya, Z. (2006). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Pegem.
  • Kılıç, A. (2011). Konu Alanı Ders Kitabı İncelemesi. İstanbul: Pegem Akademi Yayıncılık.
  • Kim, H. (2015). Teachers’ Opinions on the Evaluatation of ELT Teachers’ Books. English Language Teaching, 8 (3), 1-12.
  • Kitao, K. S. & Kitao, K. (1997) Selecting and developing teaching/Learning materials. The Internet TESL Journal, 4 (4).
  • Kuşçu, E. (2017). Yabancı dil öğretimi/öğreniminde görsel ve işitsel araçları kullanmanın önemi. Akademik Sosyal Araştırmalar Dergisi, 5(43), 213-224.
  • McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press
  • MEB. (2009). Milli Eğitim Bakanlığı Ders Kitapları ve Eğitim Araçları Yönetmeliği. (Retrieved from: 29.05.2021), http://mevzuat.meb.gov.tr/html/27449_0.html
  • Mert, Ö. Ak. (2007). Jean Piaget düşüncesinde psikolojik yapılar (yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Morrow, K. (1977). Authentic texts and ESP. In S. Holden (ed.), English for Specific Purposes. London: Modern English Publications, 13–17.
  • Morse, J. M. (1996). The purpose of qualitative research. In J. M. Morse ve P. A. Field (Ed.). Nursing Research: The Application of Qualitative Approaches. Pages, 1-18. Falmouth, Cornwall: Chapman & Hall.
  • Nguyen, T. C. L. (2005). Passive Participant to Active Thinker: A Learner-Centered Approach to Materials Development. The English Teaching Forum Online, 43, (3). (Retrieved from: 07.03.2021), http://exchanges.state.gov/forum/vols/vol43/no3/p2.htm
  • Nunan, D. 1991. Language Teaching Methodology. Prentice Hall.
  • O'Neill, R. (1982). Why use text books. ELTJournal,36 (2),104-111.
  • Oruç, N. & Yavuz, B. (2013). Yabancı dil öğretiminde ders kitabı seçimi. Uluslararası SosyalAraştırmalar Dergisi, 6(27), 388-407.
  • Özdemir, O., Özdemir, P. G., Kadak, M. T &Nasıroğlu, S. (2012). Kişilik gelişimi, PsikiyatrideGüncel Yaklaşımlar, 4(4), 566-589
  • Patton, M.Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri. Ankara: Pegem Akademi
  • Porter, D. & J. Roberts (1981). Authentic listening activities. ELT Journal 36. 1, 37–47.
  • Richard, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
  • Seferoğlu, S. S. (2006). Öğretim teknolojileri ve materyal tasarımı (2. Baskı). Ankara: Pegem Akademi Yayıncılık
  • Shafiee Nahrkhalaji, S. (2012). An Evaluation of a global ELT textbook in Iran: A two-phase approach. International Journal of Humanities and Social Science, 2 (3), 184-191.
  • Sheldon, L.E. (1988). Evaluation ELT Teextbooks and Materials. ELT Journal, 42 (4), 237-246
  • Small, R. V. (1997). Motivation in Instructional Design. ERIC Clearing house on Information and Technology Syracuse NY. ED409895
  • Stec, M. (2016). ELT Materials for Very Young Learners: A Teacher’s Perspective on Selection, Implementation and Evaluation. International Journal for Cross Disciplinary Subjects in Education, 7(2), 2761-2767.
  • Temizyürek, F. & Birinci, F.G. (2016). Yabancı dil öğretiminde otantik materyal kullanımı. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 54–62.
  • Tomlinson, B. (1998). Materials development in language teaching. Cambridge: CUP. (Retrieved from: 25.04.2021), https://books.google.com.tr/books?id=qNlzFdoD380C&pg=PA15&hl=tr&source=gb_toc_r& ad=4#v=onepage&q&f=false
  • Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.), Teaching English to speakers of other languages (pp. 66-71). Cambridge: Cambridge University Press.
  • White, A. (2018). Evaluation of an ELT Courbook Based on Criteria Designed by McDonough and Shaw. (Retrieved from: 31.05.2021), https://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/sylabusandmat rials/WhiteCOURSEBOOKEVALUATIONsylmat.pdf
  • Yalın, H. İ. (2010). Öğretim teknolojileri ve materyal geliştirme. Ankara: Pegem Yayınları.
  • Yaylacı, H.S & Yaylacı, F. (2013). Eğitim teknolojisi dersinde öğretim materyallerinin geliştirilmesi. (Retrieved from:15.04.2021), http://www.egitim.aku.edu.tr/yaylaci.htm
  • Yıldırım, A. & Şimşek H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
  • Yin, R. K. (2009). Case Study Research: Design and Methods (Fourth Edition). Thousand Oaks, CA: SAGE Publications, Inc
  • Yüksel, G. (Çev. Ed.). (2015). Yaşam boyu gelişim (13. Basımdan çeviri). Ankara: Nobel.
  • Zohrabi, M., Sabouri, H., &Kheradmand, M. (2014). Comparative study of Interchange1 and English book1 of Iranian high schools. Education International Journal of English, 3(2), 95-104.

İngilizce Öğretmenlerinin Ders Materyali ve Ders Kitabi Seçim Kriterleri

Year 2021, Volume: 9 Issue: 6, 1587 - 1611, 25.12.2021

Münir Şahin

https://doi.org/10.18506/anemon.960575
Cited By: 1

Abstract

ÖZ
Bu çalışmada farklı okul düzeylerinde görev yapan İngilizce öğretmenlerinin ders materyali ve ders kitaplarının seçiminde kullandıkları kriterlerin neler olduğunu ve farklı düzeyler arasında ders materyali seçiminde benzerlikler ve farklılıkların neler olduğu belirlenmeye çalışılmıştır. Çalışma betimsel bir çalışma olmakla beraber nitel araştırma desenlerinden olgubilim desenine uygun olarak yapılmıştır. Çalışma öncesinde Tokat Gaziosmanpaşa Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulunun, 21 Mayıs 2021 tarihli E-33490967-044-41105 sayılı 11. oturumunun 18. karar numarası ile yazılı izni alınmıştır. Çalışmanın katılımcılarını 15 ilkokul, 17 ortaokul ve 19 lise olmak üzere toplan 51 İngilizce öğretmeni oluşturmaktadır. Yarı yapılandırılmış bir rehber görüşme formu kullanılarak katılımcıların görüşleri alınmış, katılımcılardan elde edilen veriler kod ve temalar oluşturacak şekilde içerik analizi yapılmış ve tablolara dönüştürülmüştür. Çalışmadan elde edilen bulgulara göre ders materyale seçiminde okul düzeyi fark etmeksizin “görsel zenginlik” katılımcıların çoğunluğu tarafından (f=36) kabul edilen ölçüt olmuştur. İngilizce öğretmenlerinin ders kitabı seçim kriterlerine ilişkin olarak ilk ve ortaöğretimde görsellik öncelikli ölçüt olarak belirtilirken, lise düzeyinde çalışan öğretmenlerini konuların anlatım şekline daha fazla dikkat ettikleri görülmüştür. Öğretmenler ders kitabı seçerken öğrencilerin yaş, cinsiyet, ilgi ve dil öğrenme amaçlarını göz önünde bulundurmalıdırlar.

Keywords

Ders kitabı seçim kriterleri İngilizce ders kitapları Ders materyalleri Yabancı dil öğretmenleri

References

  • Ahmadi, A. & Derakhshan, A. (2016). EFL Teachers’ Perceptions towards Textbook Evaluation. Theory and Practice in Language Studies, 6(2), 260-267.
  • Alptekin, C. 2002. Towards intercultural communicative competence in ELT. ELT Journal,56 (1):57 64.
  • Altay, B. (2013). Strategies for textbook selection and evaluation in terms of four main skills for EFL classrooms. International Journal of Psycho Educational Sciences, 4(4), 23-41.
  • Anjaneyulu, T. (2014). A critical analysis of the English language textbooks in Andhra Pradesh, India. ELT Research Journal, 3(4), 181-200.
  • Bhanegaonkar, M. & Mahfoodh, M. (2013). New approach for evaluating EFLM: An eclectic developed checklist. International Journal of Scientific and Research Publications,3(10),18.
  • Boyd, C. O. (2001). Philosophical foundations of qualitative research. In P. E. Munhall (Ed). Nursing Research: A Qualitative Perspective (Third Edition). Page 65-90. Boston, MA: NLN Press.
  • Brink, P. J. (1991). Issues of reliability and validity. In J. M. Morse (Ed.), Qualitative nursing research: A contemporary dialogue, pages. 164-186). Newbury Park, CA: Sage.
  • Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston: Heinle &Heinle.
  • Brown, H. (2001). Teaching by principles: an interactiv approach to language pedagogy. Englewood Cliffs: Prentice Hall.
  • Celce-Murcia, M. (1991). Teaching English as a Second or Foreign Language. Heinle &Heinle
  • Chowdhury, Y. U. K. (2014). A case study of the commercially published ELT materials in Foundation of English Course Books 1&2. II UC Studies, 10, 173-182.
  • Creswell, J. W. (2012). Educational Research: Planning, conducting and evaluating quantitative and qualitative research (4th Ed.) Boston, USA: Pearson.
  • Cresswell, J.W. (2013). Nitel Araştırma Yöntemleri: Beş Yaklaşıma Göre Nitel Araştırma ve Araştırma Desenleri (3. Baskı). Ankara: Siyasal Kitapevi.
  • Cunningsworth, A. (1995). Choosing your course book. Macmillan: Heinemann Illinois Press.
  • Çalışkan, N. & Kılıç, E. (2014). Farklı Kültürlerde ve Eğitimsel Süreçte Renklerin Dili. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 15(3), 69-85.
  • Çayır, K. (2011). Yeni Bir ‘Biz’ Anlayışı Geliştirme Yolunda Eğitim, Ders Kitapları ve Okullar. (Retrieved from:29.03.2021), http://secbir.org/images/haber/2011/02/yeni-bir-biz-anlayisi.pdf
  • Dar, F.R (2017). Best practices for Teachers: Creating useful linkages in teaching and learning. Langage & Learning Conference, Lahore, 2017 (Retrieved from: 15.8.2020), https://llconference.com/wpcontent/uploads/2017/07/Dr.-Fatima-Dar-Equippingteachers.pdf
  • Dar, P. (2012). Textbook materials and their successful application in the classroom: Implications for language development. Journal of Educational and Instructional Studies In the World, 2 (4), 109-114).
  • Dat, B. 2003. Localizing ELT materials in Vietnam: A case study. In Methodology and materials design in language teaching: Current perceptions and practices and their implications, ed. W. A. Renandya, 170–91. Singapore: SEAMEO Regional Language Centre.
  • Dow, F. (2004). ‘Evaluating Classroom Teaching. (Retrieved from: 15.09.2021), Materials’http//www.wheaton.edu/bgc/ICCT/Resendlinks/evaluating.htmlon
  • Dudley-Evans., T., & St John, M., J. (1998). Developments in English for specific purposes: A multi disciplinary approach. Cambridge: Cambridge University Press.
  • Duman, G.B. (2013). Türkçenin yabancı dil olarak öğretiminde materyal geliştirme ve materyallerin etkin kullanımı. Ana Dili Eğitimi Dergisi, 1(2), 1-8.
  • Fraidan, A. A., (2012). Evaluation of Two ESP Textbooks. Canadian Center of Science and Education, 5 (6), 43-47.
  • Garinger, D. (2010). Textbook selection for the ESL classroom. Eric Digest. (Retrieved from: 02.02.2021), http://www.cal.org/resources/Digest/0210garinger.html
  • Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40, 97-118. doi:10.1017/S0261444807004144
  • Glaser, B. G. & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company.
  • Hanifa, Rb. (2018). EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia. Advances in Language and Literary Studies, 9 (2), 166-174, http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.166
  • Harmer, J. (2007). How to teach English. China: Pearson Education Limited.
  • Harmer, J. (2010). The Practice of English Language Teaching. Harlow: Pearson Longman.
  • Howard, J. & Major, J. (2004). ‘Guidelines for Designing Effective English Language Teaching Materials’. The TESOLANZ Journal, 12, 50-58
  • Karasar, N. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Nobel Yayıncılık. Kaya, Z. (2006). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Pegem.
  • Kılıç, A. (2011). Konu Alanı Ders Kitabı İncelemesi. İstanbul: Pegem Akademi Yayıncılık.
  • Kim, H. (2015). Teachers’ Opinions on the Evaluatation of ELT Teachers’ Books. English Language Teaching, 8 (3), 1-12.
  • Kitao, K. S. & Kitao, K. (1997) Selecting and developing teaching/Learning materials. The Internet TESL Journal, 4 (4).
  • Kuşçu, E. (2017). Yabancı dil öğretimi/öğreniminde görsel ve işitsel araçları kullanmanın önemi. Akademik Sosyal Araştırmalar Dergisi, 5(43), 213-224.
  • McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press
  • MEB. (2009). Milli Eğitim Bakanlığı Ders Kitapları ve Eğitim Araçları Yönetmeliği. (Retrieved from: 29.05.2021), http://mevzuat.meb.gov.tr/html/27449_0.html
  • Mert, Ö. Ak. (2007). Jean Piaget düşüncesinde psikolojik yapılar (yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Morrow, K. (1977). Authentic texts and ESP. In S. Holden (ed.), English for Specific Purposes. London: Modern English Publications, 13–17.
  • Morse, J. M. (1996). The purpose of qualitative research. In J. M. Morse ve P. A. Field (Ed.). Nursing Research: The Application of Qualitative Approaches. Pages, 1-18. Falmouth, Cornwall: Chapman & Hall.
  • Nguyen, T. C. L. (2005). Passive Participant to Active Thinker: A Learner-Centered Approach to Materials Development. The English Teaching Forum Online, 43, (3). (Retrieved from: 07.03.2021), http://exchanges.state.gov/forum/vols/vol43/no3/p2.htm
  • Nunan, D. 1991. Language Teaching Methodology. Prentice Hall.
  • O'Neill, R. (1982). Why use text books. ELTJournal,36 (2),104-111.
  • Oruç, N. & Yavuz, B. (2013). Yabancı dil öğretiminde ders kitabı seçimi. Uluslararası SosyalAraştırmalar Dergisi, 6(27), 388-407.
  • Özdemir, O., Özdemir, P. G., Kadak, M. T &Nasıroğlu, S. (2012). Kişilik gelişimi, PsikiyatrideGüncel Yaklaşımlar, 4(4), 566-589
  • Patton, M.Q. (2014). Nitel Araştırma ve Değerlendirme Yöntemleri. Ankara: Pegem Akademi
  • Porter, D. & J. Roberts (1981). Authentic listening activities. ELT Journal 36. 1, 37–47.
  • Richard, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge: Cambridge University Press.
  • Seferoğlu, S. S. (2006). Öğretim teknolojileri ve materyal tasarımı (2. Baskı). Ankara: Pegem Akademi Yayıncılık
  • Shafiee Nahrkhalaji, S. (2012). An Evaluation of a global ELT textbook in Iran: A two-phase approach. International Journal of Humanities and Social Science, 2 (3), 184-191.
  • Sheldon, L.E. (1988). Evaluation ELT Teextbooks and Materials. ELT Journal, 42 (4), 237-246
  • Small, R. V. (1997). Motivation in Instructional Design. ERIC Clearing house on Information and Technology Syracuse NY. ED409895
  • Stec, M. (2016). ELT Materials for Very Young Learners: A Teacher’s Perspective on Selection, Implementation and Evaluation. International Journal for Cross Disciplinary Subjects in Education, 7(2), 2761-2767.
  • Temizyürek, F. & Birinci, F.G. (2016). Yabancı dil öğretiminde otantik materyal kullanımı. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 54–62.
  • Tomlinson, B. (1998). Materials development in language teaching. Cambridge: CUP. (Retrieved from: 25.04.2021), https://books.google.com.tr/books?id=qNlzFdoD380C&pg=PA15&hl=tr&source=gb_toc_r& ad=4#v=onepage&q&f=false
  • Tomlinson, B. (2001). Materials development. In R. Carter & D. Nunan (Eds.), Teaching English to speakers of other languages (pp. 66-71). Cambridge: Cambridge University Press.
  • White, A. (2018). Evaluation of an ELT Courbook Based on Criteria Designed by McDonough and Shaw. (Retrieved from: 31.05.2021), https://www.birmingham.ac.uk/Documents/collegeartslaw/cels/essays/sylabusandmat rials/WhiteCOURSEBOOKEVALUATIONsylmat.pdf
  • Yalın, H. İ. (2010). Öğretim teknolojileri ve materyal geliştirme. Ankara: Pegem Yayınları.
  • Yaylacı, H.S & Yaylacı, F. (2013). Eğitim teknolojisi dersinde öğretim materyallerinin geliştirilmesi. (Retrieved from:15.04.2021), http://www.egitim.aku.edu.tr/yaylaci.htm
  • Yıldırım, A. & Şimşek H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
  • Yin, R. K. (2009). Case Study Research: Design and Methods (Fourth Edition). Thousand Oaks, CA: SAGE Publications, Inc
  • Yüksel, G. (Çev. Ed.). (2015). Yaşam boyu gelişim (13. Basımdan çeviri). Ankara: Nobel.
  • Zohrabi, M., Sabouri, H., &Kheradmand, M. (2014). Comparative study of Interchange1 and English book1 of Iranian high schools. Education International Journal of English, 3(2), 95-104.
There are 64 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Münir Şahin 0000-0001-5722-496X

Publication Date December 25, 2021
Acceptance Date September 15, 2021
Published in Issue Year 2021 Volume: 9 Issue: 6

Cite

APA Şahin, M. (2021). Course Materials and Textbook Selection Criteria of English Language Teachers. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(6), 1587-1611. https://doi.org/10.18506/anemon.960575

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https://doi.org/10.31458/iejes.1223043
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Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.