An Evaluation of Top Notch Fundamentals B: A Four Phase Study

Marzie Ahmadi

doi:10.7575/aiac.alls.v.7n.1p.242

Abstract

Textbooks play an important role in educational contexts especially in EFL contexts their role are more highlighted. Textbook evaluation in any type, predictive or retrospective, is a necessary part of curriculum design and in this sense is a worthwhile means of conducting research. Recently, Top Notch series have become widely used in Iranian English Institutes and in high schools and pre-university schools. Thus, this study aimed to evaluate Top Notch Fundamentals B based on first, authors’ objectives, and second, the cultural content of the book based on the framework proposed by Ferit Kilickaya (2004). Thirdly, the universal characteristics of EFL materials proposed by Ansari and Babaii was used to see to what extent the book matches those characteristics. The amount and type(s) of technological use was also examined. The strengths and some drawbacks of the book for EFL setting use were also mentioned in the study. The findings would be beneficial for teachers and material developers in EFL contexts. Keywords: Material, material evaluation, Top Notch Fundamentals B, Ferit Kilickaya framework, Ansari and Babaii framework, technological use, authors’ claims

Highlights

Language-learning materials can refer to “anything which is used by teachers and learners to facilitate the learning of a language” (Tomlinson, 1998, p. 2)
The present study aims to examine the Top Notch Fundamentals B based on its authors’ claims and whether the objectives of the authors are realized via the content of the book, on what theoretical basis their claims are based, the pedagogical values the content has, and the learning benefits on the part of language learners
The thorough examination of selected lessons of Top Notch Fundamentals B reveals that more than half of the tasks demand language learners to respond, which is in line with the claim of the authors that the book encourages language learners to use the language and be active communicators via participating in classroom activities

Summary

Introduction

Language-learning materials can refer to “anything which is used by teachers and learners to facilitate the learning of a language” (Tomlinson, 1998, p. 2). Language-learning materials can refer to “anything which is used by teachers and learners to facilitate the learning of a language” These facilities are various, “most people associate language-learning materials with course books because that has been their main experience of using materials” The materials to be selected by a teacher is one part of the course designed and should reflect the goals of the course (Macalister & Nation, 2010). As Sheldon (1988) puts it choosing a particular material shows the underlying executive educational decision in which there is a significant professional, financial, and even political investment. Saphir and Gower (1997) (cited in Haldeman, 2008) stated that “many things are important for good schools: curriculum...parent involvement...a clean, safe building..., but of all the things that are important...nothing is as important as the textbook and materials” (p. 15)

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