Global Content in Global Coursebooks

Melliti, Mimoun

doi:10.1177/2158244013507265

Cited by 19 publications

(15 citation statements)

References 17 publications

(22 reference statements)

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“…(Çakır, 2010;Çelik & Erbay, 2013;Gray, 2010;Koprowski, 2005;Matsuoka & Hirsh, 2010;McGrath, 2002, p. 223;Melliti, 2013;Mol & Tin, 2008;Mukundan & Khojasteh, 2011;Nguyen, 2011;Song, 2013;Sunderland, Cowley, Rahim, Leontzakou, & Shattuck, 2001). …”

Section: Related Researchmentioning

confidence: 99%

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

2017

EDUC SCI-THEOR PRACT

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The transformation of coursebook publishing into an industrial giant has brought about variety, choice, and difficulty of decision making. As coursebook selection profoundly influences the quality of foreign language instruction in Turkey, it is essential to investigate what kind of instruments are used, which method is followed, what criteria are sought and how relevant parties are affected by its results. Therefore, 54 graduate theses evaluating EFL coursebooks in the 2001-2013 period were taken from the CoHE Thesis Center. The documentary data were subjected to content analysis by using the thesis categorisation form for describing research trends, determining shared evaluative criteria and variable patterns, and providing recommendations for the future. It was revealed that: (i) studies dealing with EFL coursebook evaluations accelerated after MoNE' s program changes, (ii) while not even half were designed with mixed methods research, qualitative theses concentrated on document analysis of coursebooks, (iii) teacher and student views were surveyed by means of similar Likert scales adapted from previous checklists, (iv) other sample groups like parents, administrators, authors, and publishers were either underrepresented or not represented at all, (v) correlational descriptive studies frequently compared teacher and student views against similar categorical variables, (vi) the need for deeper, experimental, and innovative research was completely overlooked and multivariate analyses were never employed, (vii) despite their variety, local coursebooks received more focus but were met with user disapproval due to persistent deficiencies in design, content, methodology, and skills, (viii) whereas global coursebooks were appreciated for their communicative methodology, integrated skills instruction, authenticity, and cultural content, and (ix) instead of exploratory research, they tended to recommend replications with larger or different populations and on different coursebooks.

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Section: Related Researchmentioning

confidence: 99%

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

2017

EDUC SCI-THEOR PRACT

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“…The same effect of using global reading texts also shown on a study result towards sixty-20-to-24-aged-participants for the use of OWA and ONA of their reading comprehension that the mean score indicated the similar static progress (about 61.06 to 55.35 of mean score) achieved by the participants in their reading comprehension (Gürkan, 2012). Besides, the reason for less-improvement by using the global materials for learners' reading comprehension is that there were unsuitable or uncommon-written-text-themes for learners in a particular country where they live (Melliti, 2013). Therefore, the students found difficulty in comprehending the texts overall because they provide different topics outside.…”

Section: Global Versus Local Materials For Student's Reading Comprehenmentioning

confidence: 69%

Global materials versus local materials for students’ reading comprehension: a library research

Kurniawan

2020

JELTIM

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This study scientifically aimed to investigate whether or not local materials influences reading comprehension towards students in general instructional settings, compared to global materials. The researcher conducted the study by collecting 20 empirical research articles from 2009 till 2018 through computer searches from the database and through book readings, related to global and local materials and experimental studies for investigating the effectiveness between the global and the local materials towards learner's reading comprehension. As soon as the researcher gathered the articles, the articles were then analyzed and synthesized into data results and discussion related to the theories. The researcher also consulted data result and consultation with the experts of the English Language Teaching Materials. The result had synthetically shown that the local materials, integrated local culture content inside were more active compared by the global materials for reading comprehension because of students' background knowledge of their local cultural familiarity in the target language materials. It also emphasized the strong influence of the usage of it for students' reading comprehension improvement.

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“…Firstly, the cartoonish portrayal of a compromising husband (under an English name but with Turkish manners) worried STs about losing relevance and learner interest. Likewise, Reimann (2009, p. 89) remarked on the artificiality of 'un-Japanese' characters with Japanese names, 'kiss [ing] in front of the university', whereas Melliti (2013) noted the dissonance between the realities of the local culture and such egalitarian representations of opposite sexes in EFL materials. Secondly, the possibility of their students as naive readers to internalise the sexist content caused the omission of the text.…”

Section: Discussionmentioning

confidence: 99%

Yerel Ve Küresel İngi̇li̇zce Ders Ki̇taplarinda Kültürle Karşilaşma: Öğretmen Adaylarinin Malzeme Uyarlamadaki̇ Seçi̇mleri̇

Şimşek¹

2017

Eğitimde Kuram Ve Uygulama

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Much of textbook research in ELT concentrates on materials evaluation and analyses of (cultural) content, whereas existing studies on textbook consumption seem preoccupied with in-service teachers' self-reported beliefs and practices. It still remains underexplored how student teachers respond to culturally-inappropriate materials. Especially when they are mandated to follow local coursebooks as in Turkey, teacher mediation of texts becomes critical. Therefore, 58 pre-service English teachers in an urban university were surveyed to elicit their attitudes towards gendered and alienating texts from local and global English coursebooks, and identify their culturally-responsive preferences and rationales for materials adaptation. Their word associations were examined to determine prototypical views of culture. The content analysis revealed that whether local or global, over 50% of the participants preferred to use the texts unchanged or delete them altogether, while chances of fixing the materials dropped steeply in the face of foreign culture influence. The few adapters appreciated their potential for raising gender-and cultural-awareness, and increasing classroom interaction. The overwhelming majority (74%) conceptualised culture as the embodiment of daily activities, current state of being and common way of thinking within a community, and seemed concerned about the appropriacy and comprehensibility of cultural content.

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Global Content in Global Coursebooks

Cited by 19 publications

References 17 publications

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

Investigating EFL Coursebook Research in Turkey: Trends in Graduate Theses of the 2001-2013 Period

Global materials versus local materials for students’ reading comprehension: a library research

Yerel Ve Küresel İngi̇li̇zce Ders Ki̇taplarinda Kültürle Karşilaşma: Öğretmen Adaylarinin Malzeme Uyarlamadaki̇ Seçi̇mleri̇

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