Evaluating the Textbook Used in the Greek Centre of Further Merchant Marine Education: School of Mechanics

Effrosyni K Giannarou

doi:10.32996/ijels.2021.3.3.5

Abstract

This paper attempts to evaluate a teaching textbook used in the Greek Merchant Marine Center of Further Education: School of Mechanics. The evaluation considers adult learners’ needs and practices to evaluate the prescribed textbook used in this institution. This textbook has been used for a long time and, though it includes proper ESP knowledge, it is considered to need embellishment to satisfy learners’ growing needs, especially as it concerns engineering vocabulary. The research question mainly investigates whether this textbook helps learners in their practice of receptive and productive language skills both in general English and English for Specific Purposes use. Following a checklist of evaluation criteria, internal and external evaluation took place. It was found that the textbook is considered very plain and unattractive by learners. Though it includes the teaching of main vocabulary and grammar necessary to learners, it does not include material for pronunciation practice. Furthermore, it does not offer enough practise of all four language skills. It does not present activities for the practicing of vocabulary use or writing. There is also a lack of participatory tasks like group activities or teamwork. The findings contribute to the field because they could help embellish the teaching material with more communicative tasks and open-ended activities, which would motivate, interest, and engage learners more. The more purposeful use of technical language would be aiding mechanics in their training and in their work field in merchant navy vessels.

Highlights

1 Textbooks constitute an integral part of every teaching program
English for Marine Engineers B Class, the official textbook used in the Merchant Marine Centre of Further Education: School of Mechanics
Presentation and justification of textbook evaluation criteria The checklist developed for evaluating the text book English for Marine Engineers B Class contains questions that aim to evaluate both external and internal evaluations

Summary

Introduction

5. Presentation and justification of textbook evaluation criteria The checklist developed for evaluating the text book English for Marine Engineers B Class (see Appendix, page 11) contains questions that aim to evaluate both external and internal evaluations. The curriculum and course aims are to teach learners technical vocabulary as well as basic grammatical structures so as to be able to understand written texts and manuals and to communicate with a foreign crew or explain the damage to service engineers whenever needed. Though it caters to a certain extent to objective learner needs since it presents a significant amount of marine engineering technical vocabulary necessary for their work, the coursebook does not really adhere to learner subjective needs since it does not incorporate tasks that would help learners practice what they learn It includes neither oral nor written tasks. It would be much more preferable to introduce participatory tasks that would attract learner interest and enhance learning-by-doing

Conclusion

Is there sufficient reading material?