AbstractIn the last decades the number of English language teaching materials for young language learners on the market has increased substantially. Even though there has been considerable research about ELI materials, little is known about textbooks for young language learners in the EEL context.
The objectives of this study were to explore and compare the perceptions of EEL textbooks from the view points of parents, teachers and young learners.
The present study employed mixed methods in an exploratory sequential design. Data collection and analysis consisted of two phases. Data were gathered from semi-structured interviews with 58 participants in Phase 1. The results of Phase 1 were developed and expanded in Phase 2. In the second phase, 325 participants were involved. Participants in the study were young learners who are primary school-aged children and participate in private English education, parents and teachers in South Korea.
The results of Phase 1 identified nine themes relating to EEL textbooks: (1) Language learning-, (2) Non-language outcomes', (3) Appropriateness] (4) Variety, (5) Appeal to learners] (6) Ease of teaching] (7) Quality and content] (8) Imported vs. local textbook] and (9) Concerns. The results of Phase 2 suggested altitudinal commonalities among the three groups such as overall language learning, and variety of genre. Dissimilarities in the three groups were also found such as vocabulary learning and written in English only. The results of the research add to the growing body of knowledge on the development of EEL materials, providing insight into the perceptions of parents, teachers and young learners. Implications for future research, teaching practice, teacher education and material development are discussed.
|Date of Award||Jul 2013|
|Supervisor||Joy Alexander (Supervisor)|