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What criteria do instructors appear to use to evaluate a textbook

Okutmanlar ders kitabı değerlendirirken hangi kriteri kullanıyorlar

  1. Tez No: 103675
  2. Yazar: SHAHLA GAREYEVA
  3. Danışmanlar: DR. JAMES STALKER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2001
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: İngiliz Dili ve Edebiyatı Ana Bilim Dalı
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 109

Özet

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Özet (Çeviri)

ABSTRACT Title: What Criteria do Instructors Appear to Use to Evaluate a Textbook Author: Shahla Garayeva Thesis Chairperson: Dr. William Snyder Bilkent University, MA TEFL Program Committee Members: Dr. James Stalker Dr. Hossein Nassaji Bilkent University, MA TEFL Program The purpose of this study was to find out what criteria teachers use to evaluate a textbook they were using and whether the criteria they use vary in terms of variables like age, sex, and length and types of ELT experience. The research also investigated the ways teachers use the textbook evaluation criteria which was suggested by the scholars and analyzed this use in terms of variables like age, sex, and length and types of ELT experiences. The research was conducted at TOMER at Ankara University. The participants were 46 English teachers from the language center, TOMER. Data were collected through two questionnaires. The first questionnaire consisted of eight open-ended questions and aimed to discover the teachers' criteria for textbook evaluation. The second questionnaire consisted of 47 Likert type questions and aimed to find out the ways the teachers use the criteria suggested by scholars. Part one in each questionnaire collected demographic data, as the population for each questionnaire was different. The research questions of the study were as follows: '11. What criteria do instructors appear to use to evaluate a textbook in terms of physical appearance, organization, content, tasks and activities and supporting resources? 2. Do the textbook evaluation criteria reported by teachers vary depending on their age, sex, length and types of ELT experience? 3. Does the use of criteria suggested by scholars vary depending on the teachers' sex, age, length and types of ELT experience? The results of the study revealed the teachers' criteria for textbook evaluation in the categories of the physical appearance, organization, content, tasks and activities and supporting resources of the textbook. The categories derived from the literature. The results of the second research question, which analyzed the findings of the first questionnaire in terms of the variables of sex, age, length and, types of ELT experience found that and the variables of sex and type of experience showed differences, but the others didn't. The third research question analyzed the results of the second questionnaire in terms of the variables of age, sex, and length and types of ELT experiences. All four variables showed differences in each of the major criteria group studied: physical appearance, content, tasks and activities, and supporting resources. The highest number of significant differences falls into length of experience. The study discovered many differences in the teachers' perceptions of criteria in terms of variables, which become difficult to explain. So, the research recommends further research questions to be investigated. TB£ TOKIKÖCMTM MM

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