100 Years of Research on English Language Learning/Teaching Materials: A Systematic Literature Review

Khany, Reza; Kamalvand, Ayad

doi:10.55593/ej.25100a2

Cited by 6 publications

(7 citation statements)

References 40 publications

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“…Textbooks have always had a significant role in delivering course content. Many researchers have investigated the opportunities provided by textbooks as well as the challenges they have posed from the past to the present (Khany & Kamalvand, 2022). However, the content is mainly transformed through coursebooks and practiced via workbooks related to them in traditional language classes.…”

Section: Empirical Backgroundmentioning

confidence: 99%

Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design

Emadi,

Hosseini

2024

TESL-EJ

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Given the changing nature of the meaning of literacy, this study seeks to adopt a pluralistic view of literacies and provide a holistic picture of how coursebooks help learners improve their technological-related literacies to participate fully in the present and future world of multiple and multimodal literacies. Accordingly, the elements of digital literacies in sixteen widely used ELT coursebooks were explored through content analysis. The findings revealed the implementation of the four foci of literacies (communication, collaboration, information, and re-design) in the digital literacies framework throughout the coursebooks. All coursebook series primarily emphasized the aspects of communication and collaboration, allocating comparatively less attention to the elements of information and re-design. The findings have call for practitioners in the field to rethink the curriculum, take the digital literacy components into account, and augment the digital aspects that are less discussed in coursebooks.

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Section: Empirical Backgroundmentioning

confidence: 99%

Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design

Emadi,

Hosseini

2024

TESL-EJ

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“…Great educationist Comenius said it best: expressing things clearly to the senses and perceptible objects so that they can be appreciated readily is the basis of all learning (Friesen, 2017). Visual aids, auditory aids, real-world items, and many others all fall under the umbrella term "learning resources" (Khany & Kamalvand, 2022). Specifically identified visual aids can be either home-crafted or mass-produced.…”

Section: Introductionmentioning

confidence: 99%

The Impacts of Visual Aids in Promoting the Learning Processes in Schools in Pakistan

Hamad

2023

AJEP

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Purpose: The purpose of this study is to investigate the impacts of visual aids in promoting the learning processes in schools in Pakistan. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impacts of visual aids in promoting the learning processes in schools. Preliminary empirical review found that using visual aids as a teaching aid stimulates thinking and improves the learning environment in the classroom. Effective use of visual aids substitutes monotonous learning environments. Students develop and increase personal understanding of the areas of learning when they experience a successful and pleasant learning in the classroom. Students find visual aids sessions useful and relevant when it has some direct relation to the course content. Unique Contribution to Theory, Practice and Policy: The Cognitive Load Theory may be used to anchor future studies on the impacts of visual aids in promoting the learning processes in schools in Pakistan. Schools and their administration must share the opinions of the students regarding the use of visual aids that will be helpful in enhancing the learning process. Refresher courses, workshops and conferences may be arranged for the teachers for improving their skills of using audio visuals to the needs of the students. There is need for the Ministry of Education to mount periodic training sessions for teachers who are already in the field to be retrained on recent discovery regarding the use of teaching/learning resources.

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“…The English Language Teaching (ELT) field has seen a significant increase in the number of studies conducted on English as a Foreign Language (EFL) materials development and evaluation (Goodarzi et al, 2020;Khany & Kamalvand, 2022;Nguyen et al, 2021). In an increasingly global world, incorporating culture into English Language Teaching (ELT) has become a significant focus of many curriculum developers because it fosters intercultural understanding and tolerance among EFL learners (Baker, 2012;Lavrenteva & Orland-Barak, 2015;Nault, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study

Alawlaqi,

Dihliza Basya

2023

IJLLS

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Multicultural values in English as a Foreign Language (EFL) textbooks have attracted many researchers, academics, and educators in many studies around the world. However, there is limited literature examining the representation of multicultural content in English course textbooks used in Indonesia, specifically EFL course textbooks from world-class franchise programs. Therefore, this study employs Critical Discourse Analysis (CDA) to examine the impartiality of cultural content representation provided by the EFL course textbook regarding different cultures and ethnic groups. This study provided Halliday’s systemic functional analysis to examine verbal data. While Kress and Van Leeuwen’s visual grammar theory was employed to comprehend, analyze, and explore visual representations from selected EFL course textbooks. This study reveals the EFL course textbook does not reflect the diversity of cultures in Indonesia, as it mainly focuses on the perspectives and traditions of Western and European countries. This creates an unfair and distorted representation of other cultures, especially those from Asia, Africa, and the Middle East, whose values and beliefs are not adequately considered or respected within the EFL course textbook. The implications of this study suggest that the inclusion of cultural sensitivity within EFL course textbooks is crucial in fostering cultural awareness, promoting respect among EFL learners, and creating a more equitable and inclusive learning environment.

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100 Years of Research on English Language Learning/Teaching Materials: A Systematic Literature Review

Cited by 6 publications

References 40 publications

Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design

Evaluating the Integration of Digital Literacy Components in ELT Coursebook Design

The Impacts of Visual Aids in Promoting the Learning Processes in Schools in Pakistan

The Representation of Multicultural Content Provided by “World-Class Franchise” English Course Textbook Used in Indonesia: A Critical Discourse Analysis Study

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