An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework

Abstract

It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher’s school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students’ needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students’ perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students’ needs and English proficiency to achieve the China Standards English suggested levels.

The Experiences of International Students Learning English at Chinese Universities: A Case Study from the Perspective of Yin and Yang

“…This finding is partially supported by research results from Peng (2016), Li and Deocampo (2021) and Li and Cui (2021), which report mixed perceptions of College English textbooks. For example, undergraduates in Li and Deocampo's (2021) study considered two College English textbooks accessible but not helpful in developing their language skills.…”

“…This finding is partially supported by research results from Peng (2016), Li and Deocampo (2021) and Li and Cui (2021), which report mixed perceptions of College English textbooks. For example, undergraduates in Li and Deocampo's (2021) study considered two College English textbooks accessible but not helpful in developing their language skills. Conversely, college students in the research by Li and Cui (2021) believed that College English textbooks were useful in improving their English academic writing and helped them to acquire useful language patterns, linking words, and analytical skills needed for the College English Test.…”

“…In Li and Cui's (2021) research, for example, 143 sophomores and 86 freshmen of different majors from a comprehensive university reported that College English textbooks were useful in improving their English academic writing and helped them to learn useful language patterns, linking words, and analytical skills needed for the College English Test and postgraduate entrance examinations. Conversely, the study by Li and Deocampo (2021) showed that the sample of 300 participating students from a regional university generally held negative attitudes towards the College English textbooks they used.…”

“…Currently, there is limited empirical research on English learners' perceptions of College English textbooks. Some studies report mixed perceptions of College English textbooks (Li & Cui, 2021;Li & Deocampo, 2021). In Li and Cui's (2021) research, for example, 143 sophomores and 86 freshmen of different majors from a comprehensive university reported that College English textbooks were useful in improving their English academic writing and helped them to learn useful language patterns, linking words, and analytical skills needed for the College English Test and postgraduate entrance examinations.…”

Teacher as Nomad, Teacher as Emissary: Peripatetically Negotiating Temporality, Locality, and Culture Across Transnational Knowledge Spheres

“…The English that grew in the rich (if most unusual) soil of China's modernisation efforts is most notable for being strongly rooted in formal grammar and listening and reading rather than informal communication, speaking, or writing (Li & Deocampo, 2021). It is further distinguished by the ambivalent opinion its speakers have of it, with many of them both acknowledging China English as a valid form of the language deserving of study while maintaining that the British and American varieties are more authentic (Lu & Buripakdi, 2020).…”