Innovation in Language Learning

Edition 17

Accepted Abstracts

Evaluation of an ESP Coursebook Quality: Design-Based Research

Eva Ellederová, Brno University of Technology (Czech Republic)

Abstract

This contribution deals with the research methodology and results of one phase of design-based research (hereinafter referred to as DBR) of an ESP coursebook – evaluation of the coursebook by means of a questionnaire survey. The ESP coursebook was designed for the course English for Information Technology taught at Brno University of Technology in the Czech Republic. The main objective of DBR is to establish a link between the design of the coursebook and its iterative testing for the purpose of its evaluation and re-design so that it would be the most appropriate teaching and learning tool for the target group of students. Besides the optimisation of the coursebook quality by means of the production of substantive design principles (characteristics of the coursebook design itself) and procedural design principles (characteristics of the coursebook design approach), the research results should lead to the verification and development of the existing theories of the ESP learning materials development. The first part of this contribution focuses on research design, research tool and samples characteristics. The second part provides data analysis and interpretation. Besides the recommendations concerning the coursebook redesign, the research findings reveal similarities and differences in teachers’ and students’ opinions about the ESP coursebook quality.

Keywords: ESP coursebook, design-based research, intervention, iteration, evaluation criteria checklist, questionnaire survey.

References:
[1] Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29–40.
[2] Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the  ground. Journal of the Learning Sciences, 13(1), 1–14.
[3] Council of Europe (2011). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Council of Europe.
[4] Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan.
[5] Dudley-Evans, T., & St John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
[6] Ellederová, E. (2016). English for Information Technology. Brno: VUT FEKT.
[7] Hutchinson, T., & Waters, A. (1987). English for specific purposes. A learning-centred approach. Cambridge: Cambridge University Press.
[8] Plomp, T., & Nieveen, N. (Eds.). (2013). Educational design research. Part A:                               
An Introduction. Enschede: SLO – Netherlands Institute for Curriculum Development.
[9] Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge: Cambridge University Press.
[10] Ur, P. (1996). A course in language teaching. Practice and theory. Cambridge:  Cambridge University Press.

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