AN EVALUATION OF A LANGUAGE TEACHING SERIES OF EFL COURSEBOOKS

Abstract

This study aims to evaluate the 'Headway' series of coursebooks at elementary, pre-intermediate and intermediate levels with respect to the extent to which they satisfy a set of criteria developed on the basis of theory and research in EFL/ESL teaching and learning. A secondary aim is to show prospective teacher-evaluators a way of carrying out coursebook evaluation. Chapter One examines the usefulness of EFL/ESL coursebooks and highlights the importance of evaluation. This is followed by a brief survey of the relevant literature wherein different approaches to textbook evaluation are compared. The evaluation then proceeds with the formulation of a set of criteria derived from theoretical insights and research findings relating to the teaching and learning of the four skills of listening, speaking, reading and writing and the language areas of vocabulary and grammar. Chapter 2 outlines these criteria along with the rationale underlying them. The rationale for each criterion is meant to be a statement to justify the formulation of the particular criterion in terms of what theory and research have to say about the teaching and learning of the four skills and of vocabulary and grammar. Other criteria such as the motivation factor and adequate provision of supporting materials are also taken into consideration. Chapter 3 contains the evaluation of the Headway coursebooks and constitutes the bulk of the analysis. This evaluation does not rest on a scoring system. Rather professional qualitative judgment is exercised in the assessment of whether the criteria developed have been successfully met. Chapter 4 presents my conclusions about the strengths and weaknesses of each Headway coursebook examined in regard to their fulfilment of the criteria drawn up. The three Headway books are also assessed in relation to whether they together are effective as a language teaching series of EFL coursebooks. Taken together, it may be said that both Headway Elementary and Headway Pre-intermediate are well-connected and contain similar signposting devices, activities and approaches, with the structural syllabus of Headway Pre-intermediate firmly building upon that of Headway Elementary. Between Headway Pre-intermediate and Headway Intermediate, the correspondence is less marked. The selection of topics in Headway Intermediate caters to adults rather than the younger age groups, unlike Headway Pre-intermediate, which is targeted to appeal widely. Structures do not however, discernibly obtain a more detailed treatment in Headway Intermediate than that already gained in Headway Pre-intermediate. While Headway Pre-intermediate combines traditional with contemporary approaches, Headway Intermediate contains quite a number of dialogue-based activities that range from controlled to relatively free language practice. Looked at individually, Headway Elementary provides an adequate introductory course for the beginning learner with some deficiencies that could be made up for by focused teaching in the classroom. Headway Pre-intermediate scores highly on variety and interest, its personalised speaking activities, attractive appearance and systematic detailed treatment of the language areas in question. The Headway Intermediate coursebook could add a sizable dose of variety and more personalisation in addition to improving its layout and design, to heighten the effect of its solid focus on a good range of sub skills in listening and reading and its indepth treatment of writing. The cultural focus could also be broadened to appeal to students worldwide.