A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan

Baig, Sana; Javed, Fareeha; Siddiquah, Aishah; Khanam, Afifa

doi:10.1177/21582440211023159

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…Tomlinson (2013, p.3) suggested to be creative with textbooks as Moazam andJodai (2014, p. 2405) emphasized the necessary element of textbooks to meet the goals. In Pakistan, Aftab (2012), Naseem, Shah, and Tabassum, (2015), Fatima, Shah and Sultan (2015), Syed, Quraishi & Kazi (2019), Baig et al (2021) Tahir, A., Mahmood, R., & Haque, A. (2021 and Nomaan (2022) evaluated different secondary grades Pakistani government textbooks from the perspectives of four major skills, their alignment with curriculum outcomes and modality analysis; All these researches highlighted the need to incorporate meaningful activities for developing oral communicative competence according to the needs of learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Malik¹,

Asif²

2022

IJLC

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This research aims to evaluate the phonics content in primary level textbooks by Punjab textbook board and the assessment schemes from the perspectives of their strengths and weak aspects for teaching and assessing phonics as an oral skill. The scope for the technology-enhanced learning and assessing tools is also highlighted as a supporting tool for phonics teaching in government school system for the leaners and teachers simultaneously. Following a qualitative approach, the methodology of document analysis was adopted to carry out the evaluation through researcher made checklists. The English textbooks taught from KG-Grade V were surveyed thoroughly to investigate the phonics related activities given in each unit of book; the formative and summative assessment schemes were also probed into to explore the synchronization between teaching and assessment material. The findings realized a serious discrepancy that phonics content in the textbooks despite being relevant and appropriate could be potentially exploited to be taught through alphabetic method in case of not supported with some audio-visual material. Assessment schemes related to phonics skill of primary grade learners also assessed it mostly through written exercises that can have serious impact on the teaching practices and methodology of teachers as they may tend to make the learners cram the phonics concepts instead of uttering the sounds and develop the sound-letter association. On the basis of these findings, recommendations are made to use technology-enhanced tools for phonics teaching at primary level as supporting materials and assessing it as an oral skill.

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Section: Literature Reviewmentioning

confidence: 99%

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Malik¹,

Asif²

2022

IJLC

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“…Nevertheless, there exists an inclination to emphasize accuracy at the expense of fluency. Keeping in view the demand for proficiency in English speaking across the globe, researchers should put forward and fill the gap between theory and practice (Baig, Javed, Siddiquah, & Khanam, 2021). Without these skills, effective communication and the expression of thoughts and ideas would remain elusive.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Students’ Speaking Skills using the Competent Speaker Speech Rubric

Khan,

Tariq,

Ali

et al. 2024

GJSSH

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The importance of English language learning for students worldwide, especially in countries where English serves as the medium of instruction, cannot be overstated. However, in educational institutions in Pakistan, appears to be an overemphasis on accuracy at the expense of fluency. As a result, students face challenges when communicating in English as their second language. The present study aims to assess the speaking proficiency of students who studied English II at the University of Swat, utilizing a sample comprising 65 students from two intact classes. A quantitative research design was employed to gather data, and students' presentations were observed using the Competent Speaker Speech Rubric. The results indicated that students' proficiency in five competencies, namely providing relevant supporting material, usage of suitable language, incorporation of vocal variety, usage of an effective pattern to present a topic and display of proper articulation, pronunciation and grammar, were below the satisfactory level. On a positive note, students surpassed satisfactory standards in three competencies, specifically selecting and refining a topic, effectively conveying a thesis or specific purpose, and employing physical and nonverbal cues to enhance verbal communication. The present study has significant implications for instructors, suggesting them using rubrics as valuable grading tools to evaluate students effectively.

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“…However, not all textbooks used in schools refer to these regulations. There are several weaknesses found in the textbook; inappropriate choice of vocabulary and grammatical errors [11], the contents of the book are not appropriate in the use of concepts [7], and very limited visuals on textbooks [12].…”

Section: Introductionmentioning

confidence: 99%

An Evaluation of English Language Textbook for Senior High School Students in Indonesia

Mubarok,

Sofiana,

Mahendra

2024

KSS

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The transition from the revised 2013 curriculum in Indonesia to the Merdeka curriculum necessitates the utilization of learning resources, particularly textbooks employed by teachers and students in teaching and learning process. Consequently, this study aims to evaluate English textbooks utilized for the tenth grade of senior high schools in Indonesia. This research employs a qualitative approach with a content analysis design. The subject of this research is an English textbook designed for the tenth grade at the high school level, focusing on on odd semester material. The analysis of the textbooks took into account aspects of content feasibility and presentation. The study’s findings indicate that, in terms of content feasibility: 1) three chapters scored below four on the compatibility of materials with learning objective indicator, 2) three chapters scored below four on the accuracy of the materials indicator, and 3) three chapters scored below four on the supporting materials indicator. In terms of presentation feasibility, some chapters some chapters still received a score of two on the presentation of the material indicator, particularly in the project-based learning sub-indicator. The study’s results suggest that curriculum changes should be accompanied by adjustments to the learning resources utilized by teachers and students. Keywords: English textbook, content analysis, senior high school

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A Content Analysis of English Textbook of Punjab Textbook Board of Grade 8 in Pakistan

Cited by 10 publications

References 13 publications

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools

Assessment of Students’ Speaking Skills using the Competent Speaker Speech Rubric

An Evaluation of English Language Textbook for Senior High School Students in Indonesia

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