Language Textbooks Research Articles

DEVELOPING ENGLISH MATERIALS WITH ISLAMIC CONTENT THROUGH TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE APPROACH

The integration of technology in English teaching materials is essential to meet the growing demands of modern learners including those who learn in Islamic educational contexts. This study aimed to (1) identify the English learning needs related to Technological, Pedagogical, and Content Knowledge (TPACK); (2) develop an English language textbook based on the TPACK approach; and (3) evaluate its suitability for use in Islamic higher education. Employing the Research and Development (R&D) framework by Gall et al. (2003), the study was conducted in seventh phases: research and data collection, planning, preliminary product development, preliminary field testing, product revision, main field testing, and final product revision. The participants were 77 students from three Islamic higher education institutions in Lampung, Consist of 20 students from IAI Agus Salim, 30 students from IAIN Metro, and 27 students from IAI Ma’arif Metro.The subject in this research are expert jugment and user. Data were collected through questionnaires and interviews. The data were analyzed using both qualitative and quantitative techniques. Expert and user evaluations of the developed textbook, Basic English, demonstrated its good quality and effectiveness for use in Islamic higher education, with minor revisions recommended for optimization. The findings imply that the integration of the TPACK framework into textbook development can enhance the quality of English language learning in Islamic higher education. It is concluded that the textbook is suitable for use as an English Material in the learning process.

Text Choice Adequacy in a Romanian Language Textbook for Hungarian Minority Students

Teaching Romanian language to Hungarian ethnic minority students in Romania has been a matter of debate for a long time. Some teachers and experts suggest that Romanian textbooks are inadequate and fail to meet the needs of minority students, while others argue that they are sufficient and serve the purpose of teaching the Romanian language to non-native speakers. An appropriate choice of texts can support the development of language skills and cultural understanding, while inappropriate choices can hinder them.In this study, we propose to investigate the texts in a Romanian language textbook written and approved for 7th-grade Hungarian minority students regarding the adequacy of topics and vocabulary in comparison with text choices in a textbook designed for teaching Romanian as a foreign language. We propose to analyse and compare the texts from the following viewpoints: use of literary and non-literary texts; adequacy of the vocabulary and text adaptation; relevance and adequacy of topics; appropriacy of texts and activities.

Research on the Problems in Chinese Classroom Teaching in Ethnic Regions—Taking Four Primary Schools in Nagqu City as an Example

Classroom teaching is the main channel of Chinese language teaching, which is the process of imparting Chinese knowledge, cultivating Chinese core literacy and abilities through teaching activities in the classroom. By means of interviews and classroom observation, found that in the classroom teaching field, western China’s primary school unified language textbooks have been put into use since the autumn of 2017, and have had problems in teacher teaching, student learning, curriculum nature and classroom culture. Based on this, it is proposed that putting literacy first, emphasizing teaching research, and striving for teaching effectiveness; Promoting student development through mutual aid in lesson observation and situational teaching; Based on text, combining reading and writing to enjoy the beauty of Chinese language; Integrating education into culture, creating an infectious atmosphere, and showcasing the art of teaching, with a view to improving the quality of Chinese education and teaching in western China.

Developing Strategies to Improve Textbook Design Using Synergy of Native and Learner Corpora.

The research aims to enhance the handling of modal verbs (MVs) in EFL textbooks by leveraging perspectives from corpora that include both native speakers' language data and the language data of individuals who are learning the language. To assess the authenticity of language in textbooks, an analysis between the native corpus and a collection of language data compiled from textbook is conducted. The research delves into the developmental patterns of MV usage among learners through a stratified analysis of student essays (Grades 7, 8, 9). Comparisons between learner patterns and a graded textbook series are made to ascertain potential correlations. A novel aspect of the examination explores how the salience and complexity of L2 forms and functions shape the impact of EFL textbooks on learner production. Findings reveal significant differences in the use of MVs between EFL textbooks and the British National Corpus (BNC). Moreover, analysis of student essays indicates a substantial influence of textbooks on learners' MV usage. The study proposes strategies to enhance EFL textbook design, advocating for authenticity and learner-centric approaches. Utilizing native and learner corpora facilitates targeted instruction, addressing common errors and challenges. The incorporation of authentic language examples from the native corpus is recommended to expose learners to real-world language use. This research underscores the significance of integrating native and learner corpora insights in EFL textbook design, ultimately fostering more effective language learning outcomes.

Semantic Ambiguity in the Use of 'Konteks' in Merdeka Curriculum Textbooks: Implications for Learning Outcomes and Pedagogical Strategies

This study examines errors in interpreting the word “konteks” (context) and its equivalents in Merdeka Curriculum textbooks for Indonesian Language, Civic Education, and English Language subjects. Semantic ambiguity and inaccuracies in the use of this term have led to misunderstandings that hinder students' comprehension and learning outcomes. The research aims to identify patterns and potential sources of misinterpretation to ensure alignment between textbook language and the learning objectives of the Merdeka Curriculum. Using a qualitative approach with a comparative method, the study analyzed the meaning and usage of “konteks” across subjects. Data were collected through documentation of both explicit and implicit references, followed by descriptive content analysis based on Miles et al.'s interactive model. Triangulation, expert validation, and adherence to ethical standards ensured the validity and reliability of findings. Results indicate that misinterpretations of “konteks” often lead to fragmented understanding, making it difficult for students to connect concepts across academic and social settings. This disrupts cognitive processes, preventing the development of complex analytical skills. To address these issues, teachers should facilitate clarifying exercises and discussions emphasizing context. Additionally, textbook evaluations must prioritize accurate definitions, precise usage, and illustrative examples to minimize ambiguity and enhance learning outcomes.

Reading Comprehension Questions in Fourth Grade Arabic Language Textbooks in Oman: An Analysis From the Perspective of Progress in International Reading Literacy Study

The study aimed to determine the extent to which the reading comprehension questions in the book, I Love My Language for the Fourth Grade, Part One and Two, consider the reading comprehension processes. It also measured the level of consideration of the reading comprehension questions for the reading comprehension processes by the international study Progress in International Reading Literacy Study (PIRLS). The descriptive analytical method was used, and its tool was a content analysis card, which included four processes with 237 questions. The results showed that the book I Love My Language for the fourth grade included the four reading comprehension processes and carefully analyzed most of its sub-processes. It is recommended to reconsider the balance of processes in the book. This is important in light of the reading comprehension processes and the diversity of reading comprehension questions. It is necessary to take into account the four comprehension processes and their sub-processes in the two parts measured by the international study "PIRLS".

Casus septimus, ultimus, localis, positivus – definitions of the locative in Lati n grammars of the Polish language

Tradtional Latin grammatical terminology, due to the great similarity and close links between Latin and Polish, was well suited to describe Polish. This is evidenced by the fact that Latin-language grammars and Polish language textbooks rarely needed to use terms different from those used to describe Latin. It happened only in cases of significant differences between Polish and Latin. One such situation is the partial discrepancy in the case system of the languages in question (Latin has 6 of them, Polish has 7). This difference caused the need to find a name for the ‘extra’ Polish case. This article presents definitions of the locative taken from the textbooks of Statorius-Stojeński, Volckmar, Meniński, Woyna and Malicki, attempts to find an adequate Latin term for it, and indicates the sources of the terms used by the authors mentioned.

Examining Adaptation Practices in English Language Textbooks

Authentic texts in English Language Teaching (ELT) textbooks are highly valued for their ability to provide learners with exposure to real-world language. In Portuguese ELT textbooks, very often authentic texts are marked as "adapted", but few discussions have been raised about how they are adapted in ELT textbooks and what elements are considered during text adaptation. Given the central role textbooks play in language teaching and learning, examining textbook writers' adaptation practices can help teachers make informed choices about how to best use such materials. The goal of this paper is to examine the nature of text adaptations in Portuguese ELT textbooks and the extent to which authentic texts are modified. To accomplish this, two corpora have been manually compiled: one consisting of 37 adapted texts extracted from two Portuguese ELT textbooks, and the other comprising their unmodified, authentic counterparts. Each adapted text was compared to its corresponding original source using a predefined set of criteria. Findings reveal that adapted texts differ from the authentic source with respect to size, while changes at the level of language, such as modifications to vocabulary and syntax, are very rare.

Project-Based Indonesian Language Course Innovation to Improve Student's Critical Thinking

This research aims to develop and assess the feasibility of project-based Indonesian language textbooks in enhancing critical thinking among Medan State University students. Following the 4-D model of Research & Development, the process involves analysis, textbook design, material development, and dissemination. Needs analysis includes front-end and material design analyses to formulate learning objectives. The design stage entails compiling project-based learning materials, selecting media, and designing the book's specifications. In the development stage, textbooks are produced and validated by experts, with validation results exceeding 87% for both material and media. Dissemination involves distributing the textbooks to students to test practicality, resulting in a practicality test score of 87.74%. Validation and implementation scores indicate "very feasible" status without the need for revision. Consequently, the project-based Indonesian language course innovation is deemed "valid" and eligible for use as the primary teaching material at Medan State University, promising to enhance students' critical thinking skills.

Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions

한국어 중급 교재의 대화문에 나타난 대인적 기능의 실현 양상 분석

Objectives This study aimed to analyze the realization patterns of interpersonal functions in dialogues of inter-mediate Korean language textbooks from the perspective of Systemic Functional Linguistics. Methods This study analyzed the interpersonal functions and their realization patterns in dialogues from Korean intermediate integrated textbooks published in the late 2000s. By establishing two main analytical categories—mood system and mood metaphor—and conducting distribution and realization pattern analyses for each cat-egory, we explored the linguistic characteristics of textbook dialogues from the perspective of Systemic Functional Linguistics. Results In the textbook dialogues, declarative sentences were most frequent, followed by interrogative, imper-ative, and suggestive sentences. For honorific forms, the combination of ‘하십시오체+해요체’ was most common, followed by ‘해라체+해체’, with the ‘하게체’ being least frequent. For mood metaphors, interrogative forms func-tioning as statements or commands were most frequently observed. Conclusions The study confirmed that the analyzed Korean textbook dialogues accurately reflect the language us-age patterns of native Korean speakers, and demonstrated the effectiveness of the Systemic Functional Linguistics approach in textbook analysis.

NILAI-NILAI PENDIDIKAN KARAKTER DALAM BUKU TEKS BAHASA INDONESIA KURIKULUM MERDEKA KELAS VII SMP

This research aims to examine the values of character education and describe the implementation of character education values contained in the Indonesian language textbook Merdeka Curriculum for Class VII SMP. This research uses a qualitative type of research using a descriptive design. The data collection technique used is documentation, reading and note taking. The results of the research show that the character education values contained in the Independent Curriculum Indonesian Language Textbook for Class VII SMP are: religiosity, nationalism, integrity, independence and mutual cooperation. Meanwhile, the implementation of the character education values contained in the Indonesian Language Textbook, Independent Curriculum for Class VII SMP, is carried out and implemented in the school, family and community environment.

Cultural Persons’ Representations in High School English Language Teaching Materials in Indonesia

Integrating both local and target cultures in English Language Teaching Materials and emphasizes the need for balance to promote cultural diversity and understanding become an important thing in today’s era. During teaching practice activities at SMAN 17 Tebo, the researcher found that the cultural materials in the English Teaching Materials used are not balanced between the source culture, target culture, and international culture. This has an impact on cross-cultural understanding and less than optimal cultural awareness among students. The purpose of this research is to explore the representation of cultural persons in government textbook and teacher-made modules. This research uses qualitative content analysis as a research design. This research involved a sample of government-approved English language textbooks entitled “Bahasa Inggris Work in Progress” and a teacher-made module at SMAN 11 Tebo. The results show that from the theme of great athletes in chapter one of the Bahasa Inggris Work In Progress textbook and teacher-made module, it can be seen that the dominant sports branch comes from international culture. While the cultural persons represented as athletes are dominated by the source culture. It is recommended that future development of English language teaching (ELT) materials, both in government textbooks like Bahasa Inggris Work in Progress and teacher-made modules, should strive for a more balanced representation of source culture, target culture, and international culture for fostering intercultural competence among Indonesian students.

Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks

AbstractThe German government requires all migrants without sufficient German language proficiency to enroll in integration courses. Many of these migrants had few prior experiences with formal education, yet, regardless of degree of literacy in any language, they are placed in classes based on language proficiency. How well do government‐approved language textbooks for integration courses meet the needs of migrant learners with few prior experiences with formal education and emergent literacy skills? We present a qualitative exploration of approved German language textbooks to identify hidden challenges. Results indicate that the textbooks require literacy practices, assume sociocultural practices, and demand ways of thinking largely unfamiliar to these learners. Moreover, promotion of a/n (ideal) German culture and western views of knowledge fosters deficit perspectives while rendering invisible the knowledges, and strengths of these learners. Thus, providing effective language education for these migrants requires a mind shift. The findings, discussion, and suggestions have relevance to educators globally.

A critical analysis of Korean culture represented in the Korean language textbooks developed in Thailand

A critical analysis of Korean culture represented in the Korean language textbooks developed in Thailand

Values Reflected in First Language Textbooks of Primary Education in West Bengal

Textbooks function as catalysts for societal change, influencing students’ values, beliefs, and cultural awareness from their primary level of education. Textbooks serve as key learning resources for students which significantly influences students’ character development. The creation of textbooks reflecting values is essential, and achieving this goal requires a comprehensive analysis of textbooks. The objectives of the study are focused on examining values are represented in the text and images found within Bengali language textbooks of Primary Education Board, School Education Departments, govt. of West Bengal, India was the publisher of the textbook. A Bengali textbook named “Patabahar” of class IV of the West Bengal Board of Primary Education has been chosen through the purposive sampling technique as a sample in this study. This study used qualitative and documentary research methods through content analysis. The findings demonstrate that social values, moral values, environmental values, and Personal values, emotional values, cultural values are more reflected and spiritual, aesthetic, humanistic, economic, historical, civic, peace, national, cognitive values were minimally reflected across the textbooks. The study results provide a basis for state or national policy changes that promote values-balanced content in educational media and ensure the development and implementation of guidelines that are beneficial to the development of textbook development agencies. Also, helpful for textbook authors and teachers in developing a value-alignment curriculum and creating more inclusive, culturally sensitive, and ethically grounded visual materials

Gender Representation in Class Ten Nepali Language Textbook

The present study is based on the analysis of gender representation in textbook. It aims to analyze the situation of gender representation in the texts included in the grade X compulsory Nepali textbook of CDC, GON Nepal. Qualitative framework has been adopted in this study. After an in-depth study of the lessons of the Nepali textbook of grade X, the data has been noted and tabulated. For this, the paradigms created by Logsdon (1985) for the analysis of gender representation have been made a basis. It has been analyzed using the textual method. Out of the seventeen texts included in the textbook of class ten, only one text is written by a female author. In terms of occupation, women are shown only in a limited field compared to men. Examples, contexts and events include a wide range of masculine names and a limited range of feminine names. Overall, it is seen that the textbook is not balanced in terms of gender representation. This study has guided the revision of this book in the future to maintain a balance in it and to pay attention to the role of textbooks in developing the sense of gender equality in children.

언어 간 대조를 근거한 한국어 교재 개발

Objectives This study uses the results of contrasting contents of communication skills improvement of ‘-을, -는’ and the teaching contents of ‘-u-type’ to develop Korean textbooks considering the difficulty level. Methods When contrasting contents of communication skills improvement of ‘-을, -는’ and the teaching contents of ‘-u-type’, contents of communication skills improvement of ‘-을, -는’ are largely classified as responding and not responding..The frequency of appearance, number of existing classifies the contents of communication skills improvement of ‘-을, -는’ as case of one-on-one response, case of no one-on-one response, case of no response. Results Contents of communication skills improvement of ‘-을, -는’ were distributed in a balanced as case of one-on-one response, case of no one-on-one response, case of no response. Case of one-on-one response are low in difficulty and case of no response have a high level of difficulty. The contents of communication skills improvement of ‘-을, -는’ is arranged in case of one-on-one response, case of no one-on-one response, case of no response. Conclusions The The Korean language textbook to be developed should be phased from the contents of communication skills improvement of ‘-을, -는’ to case of one-on-one response, case of no one-on-one response, case of no response.

Assessment Of Textbook Published By Ministry of Religion Republic Indonesia: HOTS, MOTS, or LOTS?

This study aims to analyze the assessment of Arabic language skills and linguistic elements in the book published by the Minister of Religion in 2020 for mapping assessments based on HOTS, MOTS, or LOTS. The research method used is descriptive qualitative based on content analysis techniques on assessment items listed in class X Madrasah Aliyah textbooks. Data was obtained through written sources, namely textbooks, as many as 392 assessment items, and other secondary sources, such as papers, articles, and books. The results of this study show that the percentage of assessments in the class X Arabic textbooks issued by the Decree of the Minister of Religion (KMA) of the Republic of Indonesia in 2020 leads to the following competencies: as much as 35% of the assessment items fall into the C2 category (understanding); 54% in category C3 (apply); and 9% fall into category C4 (analyze). The research findings identify that the form of assessment in the Arabic language textbook for class X KMA 2020 leads to the middle-order thinking skills level (MOTS), which is more dominant at the C3 (applying) level. The researchers recommend further research to develop Arabic teaching materials that lead to higher-order thinking skills (HOTS) through Bloom's Taxonomy framework.

A critical discourse study of cultural and national identity (re)construction in Taiwanese high school EFL textbooks

ABSTRACT In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (1) highlight the indigenous culture of the island, (2) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (3) embellish the period of Japanese and Dutch-Spanish colonisation, and (4) strategically differentiate between ‘China/Chinese’ and ‘Taiwan/Taiwanese’. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title – ‘the Republic of China’.