ABSTRACT. The aim of this paper is to define textbooks, analyze their advantages and disadvantages and to explicate the process of textbook selection and reasons for analyzing textbooks. The paper describes two reasons for performing a textbook analysis: evaluating for potential and evaluating for suitability, and further states various processes of textbook content analysis including the analysis of the stated aims and objectives, learner needs, their abilities and preferences, as well as the establishment of criteria in relation to previously set objectives. The paper concludes by stating that the task that teachers are faced with when selecting and evaluating textbooks is not that is an easy one, but it is crucial. With the assistance of clear guidelines and detailed criteria, they should be able to make an informed decision and choose a textbook that is most suitable for the requirements of their specific classroom context.
This paper aimed to reexamine current EFL oral communication teaching practices from the perspectives of teachers and A2 students at two universities, namely Prince of Songkla University (PSU), Thailand and University of Novi Sad (UNS), Serbia. The main objectives were: (1) to analyze current practices from the perspectives of teachers and students, (2) to identify real problems encountered by teachers and students attempting to embrace Communicative Language Teaching (CLT) to improve oral English communication, and (3) propose practical solutions for classroom practices to improve the majority of students' oral proficiency from the elementary level.The findings were that oral English communication classes at PSU continue to embrace CLT and that the majority of Thai A2 students were frequently engaged in group activities rather than in individual and teacher-centered tasks. There was reliance on unrealistic, scripted role plays. Unlike the Serbian students, Thai students apparently needed to acquire more independent skills, become less passive learners, and interact more spontaneously in the target language. Other problems at PSU included mixed ability classes. Recommendations are placement tests, choices of more advanced elective courses, rigorous enforcement of upper enrollment limit, a balance between group and individual communicative tasks, and replacement of scripted with non-scripted role plays.
The paper presents the results of qualitative research with 20 EFL students, who were exposed to structured metaphorical input for one academic year. It will be demonstrated how metaphorical expressions covered in classes are used spontaneously by students in writing tasks some time after they had been introduced and practiced, which is clear evidence of internalization that surfaces during production.
The paper analyzes questionnaires administered to 135 English Language students in all four years with an attempt to elaborate how developed the students’ academic research skills are and investigate if they correlate with the years of study. Furthermore, the results are compared to students’ general habits concerning internet use to prove that they do not correlate with academic research skills.
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