Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.802397
Title: Teachers and coursebook use : the role of the coursebook and its implications for materials development and teacher training
Author: Grammatosi, Fotini
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2020
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Abstract:
Although there have been many studies on the content of English as a Foreign Language (EFL) coursebooks and their development, empirical research that investigates how materials are used in actual classroom environments still remains quite under-researched. This thesis duly focuses on three qualitative case studies of three experienced and qualified English language teachers, in order to develop a notional understanding of the actual role of the coursebook and its actual use in classroom environments. The study took place in the UK, in a university’s English language centre to prepare students for academic study. Data were collected over the course of an academic term with the use of classroom observations, pre- and post-observation stimulated recall audio-taped open-ended interviews, field notes, teachers’ lesson plans and instructional materials to investigate teachers’ perspectives on the use of the prescribed coursebook, and the reasons behind their practices. All teachers were instructed to use the prescribed coursebook as their core teaching material, yet they were given permission to make any changes they saw fit for meeting their teaching aims and goals. Analysis of data revealed that all three participants adapted considerably the coursebook material. Their decisions were influenced by their views regarding the quality of the book, and their beliefs about teaching and learning. But also, by contextual factors such as students’ language competency levels, their cultural backgrounds, course logistics, with new students enrolling halfway through the course, and lack of funding for buying more suitable coursebooks and their components, among others. The findings of this study showed that coursebook usage is context-bound and mediated. The implications of these findings with the actual role of the coursebook in classroom environments, materials writing, and teacher training are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.802397  DOI: Not available
Keywords: LB Theory and practice of education ; LT Textbooks
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