چکیده:
which play a crucial role in language teaching/learning. For this aim, a number of items have been developed based on a comprehensive review of the related literature and experts’ opinions. The tentative checklist was administered to the targeted population, yet 326 checklists were deemed appropriate for the analysis. The statistical analyses utilized in this study were exploratory factor analysis and partial confirmatory factor analysis. Prior to the exploratory factor analysis, a correlation analysis reduced the items into 44. Next, the exploratory factor analysis identified ten components. Additionally, six items were excluded from the checklist due to simultaneous factor loading and the finalized checklist was truncated into 38 items. To investigate the possibility for further validation studies, the result of partial confirmatory factor analysis was not statistically significant. Results of this study have the potentials to shed some lights on the ideological aspects of textbook evaluation.
خلاصه ماشینی:
Developing a Critical Checklist for Textbook Evaluation Siavash Zokaeieh1*, Shaban Najafi Karimi2, Farzaneh Nouri3, Afsaneh Hakimzadeh4 1, 2, 3, 4.
Keywords: evaluation, checklist, critical, developing, textbook Introduction Educational materials such as textbooks, videos, and realia in language classrooms play an irresistible role today.
On the other hand, difference view bolds the role of experts (theorists and theory-based approaches to material development) in contrast to classroom teachers in terms of teaching materials.
Participants Method This enquiry was carried out to develop a critical checklist to fortify against possible hegemonic, ideological and manipulative intentions in global/commercial textbooks.
The categories of the developed checklist Categories Critical domains Targeted areas of English program Curriculum/syllabus Attributions CALP Curriculum/syllabus Methodological barriers CP Methodology Learners and teachers’ constraints Content (Artwork, skills and CLA-CCDA Learners and teachers CDA Materials components) The second stage was semi-structured interview of experts (16 faculty members of the mentioned universities) to accumulate extra information and to check the clarity and appropriateness of the items.
These 10 components include 38 items developed for different areas of commercially designed textbooks.
Conclusion This study explored 10 critical components including 38 items for evaluation of textbooks.
In other words, the explored model tries to fortify against ideological manipulations for learners and teachers in English language classrooms using commercially developed textbook.
Textbook evaluators, curriculum designers, and teachers can use this critical checklist to identify some of the obstacles in the path of democratic education.