Abstract
The continuous promotion of e-teaching materials in the international education community prompted the Chinese government to incorporate the use of e-teaching materials in its educational system in 2010. This article introduces the different definitions of e-teaching materials in Chinese and international academia, analyzes the benefits and shortcomings of e-teaching materials by using the 2019 version of the English textbook for high school from The People’s Education Press. The study employs content analysis to provide an in-depth interpretation of how task setting in three textbooks reflects an inclination towards e-teaching materials from four aspects: listening, speaking, reading, and writing. Randomly selected units in three textbooks are used to discuss how digital elements contribute to the textbooks and to the emergence of the e-learning trend. Although China’s textbooks are not fully digitalized, a variety of teaching contexts, resources, and content connotations that appear in existing textbooks indicate that e-learning is now an essential element in Chinese English-learning textbooks.
Highlights
In the past few decades, due to the continuous advancement of technology the improvement in people's competencies in the use of electronic devices, there has been an increasing interest in electronic education (Qiang, 172)
The author investigated the trend of textbook digitalization using three textbooks of the 2019 version of the English textbook for high school from The People’s Education Press
Types of listening activities documented in the textbooks
Summary
In the past few decades, due to the continuous advancement of technology the improvement in people's competencies in the use of electronic devices, there has been an increasing interest in electronic education (Qiang, 172). 60)’ According to You (2011), in China's megacities, such as Beijing and Shanghai, the diversity of their constituent populations makes those places have a polycentric nature. Such diverse populations need a modern approach to language teaching that makes use of the "multimodal functions of the digital technologies ". Rose & Meyer (2002) developed the Universal Design for Learning principles that consist of “recognition, strategic, and affective networks (233)”. These principles illustrate that digital textbooks help to build effective brain networks. The author investigated the trend of textbook digitalization using three textbooks of the 2019 version of the English textbook for high school from The People’s Education Press
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